Reflections on Efficient Chinese Classroom in Primary Schools (Part One)
Classroom teaching is an art and a complex activity involving teachers and students. Under the efficient classroom reform advocated by our school, as a Chinese teacher, how can we really understand and realize efficient classroom? Through study and practice, I will talk about my superficial understanding of efficient classroom from the following aspects.
First, the effectiveness of classroom lead design.
In the efficient classroom model of our school, lead-in is an important step. I also think that whether the design of lead-in is effective or not is often related to the quality of teaching. Successful error guidance must do the following:
1, stimulate interest and set suspense.
Confucius once said, "If you are not angry, you will not be angry." The text content of Chinese textbooks for primary schools is very rich. When designing the lead, we should first consider how to stimulate students' interest in learning, attract their attention, expand their thinking time and space, and make them feel "angry" and "anxious" in their hearts and minds.
2. Break through the key points and avoid being blunt.
The introduction design should not simply list "the author's life", "the background of the times" and "the central idea". Too long and mechanical introduction, in addition to the suspicion of usurping the role of the host, is easy to make students bored, disgusted and even distracted.
Second, the effectiveness of classroom questioning
1. The class question design must be effective.
First of all, the design questions should have a clear purpose, closely follow the teaching objectives and stimulate thinking. Therefore, we should proceed from the reality of teaching materials, study teaching materials, understand the knowledge content of teaching materials, grasp the characteristics of teaching materials, clarify teaching requirements, and determine teaching objectives and difficulties. Secondly, the problem of design should have certain thinking value, which can mobilize students' initiative, concentrate students' attention, guide students to study lively, and enable students to master knowledge through their own independent thinking, thus improving their ability to analyze and solve problems.
2. The effectiveness of questioning methods
A good way to ask questions should focus on stimulating students' thinking process, and put forward some questions that can adapt to students' foundation and guide students' thinking, which has certain thinking content. Try to create conditions for students to think, make the classroom atmosphere active, and let students open their hearts instead of rushing for success. It's no use wasting time if you only ask for a yes or no answer. So the problem in class is not quantity, but thinking content. Choosing the right time and way to ask questions can enliven the classroom atmosphere, inspire thinking and develop intelligence.
3. Questions should be suitable for the practical abilities of students at different levels.
Teachers should carefully choose questions to ask in class, strictly control the number and overcome the randomness of classroom questions. To achieve a moderate quantity, we should also avoid two tendencies, too much or too little. There are too many questions, and students have no room to think, so it is difficult to understand and digest what they have learned; There are too few questions and too many lectures, so it is difficult for students to have the opportunity to participate, which will eventually lead to boredom.
Third, guide students to choose effective learning methods.
First, promote students' cooperative learning. "Cooperative learning" allows problems encountered in learning to be discussed in groups to find solutions. What teachers do is to cultivate students' sense of cooperation. In group cooperative learning and communication, students should speak, listen to their classmates' opinions and be small teachers in evaluation. In this way, the aspects and quality of students' participation have been improved, and the main position has become more prominent. In classroom teaching, there are many opportunities for cooperative learning, which can be carried out in the process of learning new knowledge. A lot of new knowledge is developed on the basis of old knowledge. After students study independently, most of them can solve problems. As long as students exchange ideas at the same table, teachers can supplement them a little, saving a lot of time and allowing students to consolidate their development in practice.
Secondly, guide students to carry out inquiry learning. For example, once I finished class exercises, I consciously let students learn from each other and discover the advantages of others. I asked the students to look at each other's papers, and then told the students who thought they had done the best exercises. Students with poor learning say the names of gifted students, and students with good learning also say the names of students with poor learning. Are looking for other people's bright spots. This form of learning is conducive to mutual learning among students.
In a word, classroom teaching is a profound knowledge with strong artistry. It is easy to be a teacher, but it is not easy to be a good teacher. Class is simple, but it is not easy to have an efficient class. There are many factors that affect the classroom. In order to make our Chinese classroom teaching more effective and efficient, we need not only the guidance of models and theories, but also continuous exploration.
Reflections on Efficient Classroom of Chinese in Primary Schools (Ⅱ)
The effectiveness of Chinese classroom teaching in primary schools has a long history. For decades, we have been exploring the effectiveness of Chinese teaching in primary schools. Through the efforts of the majority of primary school Chinese educators, our primary school Chinese classroom teaching has undergone great changes in improving the effectiveness. However, in the new curriculum reform, because we have not mastered many theories and concepts, the problem of inefficient Chinese teaching has appeared in practice.
Generally speaking, the main criterion of effective classroom benefit evaluation is whether the number of students participating in the classroom is 100% or less than 100%. Second, look at the quality of students' participation, whether the language expression is smooth, whether the attitude is positive and serious, whether the emotion is devoted, whether the spirit is full, whether the blackboard writing is neat, whether the words, sentences, symbols and formulas are correct, and so on. Third, look at the students' preview notes and check the "preview" situation, so that teachers can lead into the next link in time according to the students' learning situation and make accurate classroom decisions. Fourth, whether teachers are student-centered and prepare lessons and attend classes according to the model; Whether it embodies the three-dimensional goal and cultivates the learning ability; Fifth, look at the teacher's study plan and prepare lessons. Do teachers follow the teaching model, use the tutorial system, make full use of and mobilize the interest of the group, organize classroom assessment, pay attention to learning methods, and pay attention to the learning process ... It is forbidden for teachers to "answer irrelevant questions" in class and imprison students' thinking with standard answers.
Evaluating the effectiveness of the classroom mainly depends on whether it can effectively promote the development of students and achieve the expected teaching goals. Generally speaking, the implementation of efficient classroom teaching should pay attention to the following points:
1. Make full preparations before teaching.
As a teacher, if you want to have a good class, you must make full preparations before class. That is preparing lessons, that is, preparing teaching materials, students' knowledge reserves and learning methods. When preparing textbooks, you must study them. What knowledge, ability and development prospect students need to learn in this course are all predicted by the teacher in advance. Teachers' cultural knowledge, self-cultivation ability and attitude towards life all affect students. There used to be a saying that "students should be given a glass of water and teachers should have a bucket of water". Some people say that this statement is far from meeting the needs of the times because students' ideas and knowledge are constantly changing. So some people say, "If you want to give students a glass of water, you have to become an inexhaustible spring." In other words, teachers should always study. Therefore, in order to achieve high efficiency in class, we must make full preparations before class.
2. The teaching link design should be reasonable.
Every link must be set up well, and all links must be well connected and interlocking, so as to win step by step. Teachers' "guidance" and students' "practice" penetrate each other and complement each other, which fully embodies the characteristics of two-way multilateral interactive feedback between teachers and students, between students and between teachers and students and teaching materials.
Teaching design should follow the classroom process, namely: ① preview communication and determine the goal; (2) Three-dimensional arrangement of tasks and teaching; (3) Complete the task and cooperate in exploration; (4) Showing the height and interaction between teachers and students; (5) interspersed with consolidation and comprehensive grasp. ⑥ Standard evaluation, inspection and acceptance.
3. The management of teaching activities should be flexible.
Organize beneficial learning activity groups, so that students can do it themselves and use their brains. Let teachers and students, students and students through information transmission, thinking is activated, and strive for full development. Teachers should "take care of" every student and make everyone feel a sense of accomplishment. In teaching, we try our best to give students different levels of hints and inspiration, so that they all have a sense of accomplishment. Teachers should also encourage them in time to make every student motivated. Teaching activities should take many forms: ① cooperative learning, teaching soldiers with soldiers, training soldiers with soldiers, training soldiers with soldiers, so that the atmosphere is strong and everyone is very enthusiastic; ② Excellent personal presentation, analysis and expression, fluent language, loud voice and nothing to say. Try to walk to the front of the board or focus, and exercise students' speech, reasoning and discrimination skills. ③ The panel design is wonderful, beautiful, standardized, scientific in drawing, focused and illustrated; (4) Appropriate comments, highlighting key points and focusing on essential laws. The assessed students should dictate or rehearse, and the teacher should correct the mistakes immediately; ⑤ Every class should be summarized, reflected and evaluated.
4. The teaching atmosphere should be harmonious.
In the classroom, teachers should actively create a healthy and harmonious teaching atmosphere and strive to achieve the following goals: the atmosphere is harmonious and democratic, students dare to ask and speak, dare to discuss, and form a proactive, competitive, nervous and lively learning atmosphere, reading, speaking, discussing, commenting and writing throughout; Expand, explore and improve, and attach importance to ability training; There are many student activities with high density, and everyone participates; Classroom efficiency is high, the effect is good, and the rate of reaching the standard is high.
In a word, the classroom is the main position of our teaching. We should do a good job in classroom teaching and pay attention to quality for 40 minutes, so that all our students can become talents and succeed.
Reflections on Efficient Chinese Classroom in Primary Schools (Ⅲ)
"Although the curriculum reform is an experimental process, it is related to the fate of thousands of children in Qian Qian!" Mr. Dewey, an American educator, said: "What kind of education you give your children is what kind of life you give them!" Yes, children spend most of their childhood at school! Therefore, as a primary school Chinese teacher, I often think about such a question: What kind of Chinese class should I give my children? What kind of life do you give your children?
First, give students an "emotional classroom".
Education is the cause of cultivating life. Whether every minute children spend in class is painful or happy is through our teacher's hand. How should our Chinese class interpret children's lives?
1. Show students a "passionate me".
In Chinese class, the key to how to embody the "humanity" of Chinese subject lies in "emotion". I often wonder: How can a teacher without passion arouse students' emotions and make them study enthusiastically? I think: I should pass on my feelings to my students.
In every class, no matter how much pain and frustration I encounter in my life, I will adjust my mood, dig deep into every emotional factor in the teaching materials, teaching links and teaching process, and convey my feelings and emotions about the text content, life and life to students with my language, eyes and actions, so as to give them a "passionate me".
2. Respect "demand" and pay attention to "wonderful".
I respect students' learning needs and stimulate students' interest in learning is the premise to realize "students actively study and improve teaching efficiency". A teacher with rich teaching experience once warned me: "Chinese class must understand students' reading needs, knowledge needs and emotional needs, avoid indoctrination, and focus on stimulating interest and mobilizing students' enthusiasm." "I use various ways to stimulate students' interest in learning, or intuitively demonstrate, or learn from others, or skillfully set suspense ... to stimulate their reading desire and motivation, and create a positive teaching atmosphere of" I want to learn "and" I want to learn ".
Second, give students a "dialogue class".
In the traditional Chinese class, students are just poor listeners, let alone "talk" with whom. It is also necessary to give students a "dialogue" classroom to realize "text dialogue", "teacher-student dialogue" and "life-to-life dialogue".
Text Dialogue: In my class, there is often such a question: "If you were someone (a character in the text), what would you say and do?" Guide students to imagine, talk to the characters in the text, "make friends with the text", and act as roles, experiences and feelings.
Teacher-student Dialogue: In class, our teacher should be a friend of the child, and extend a warm hand when the child needs help, instead of being so aloof and inviolable. Realize communication with students and give them a real "I"!
"Life-to-life dialogue": communication and cooperation between students in the classroom is also essential. We should actively create opportunities for students to communicate and cooperate, let children learn interpersonal communication and enhance students' sense of cooperation.
Third, give students an "open classroom".
1, let children "show themselves".
"Teaching is not only a kind of narration, but also an experience, exploration and feeling of students." In class, don't let your "telling" kill everything that belongs to children! Let them experience, explore, feel and show themselves! In my class, there are a lot of materials related to the text content collected by students themselves through extracurricular books, internet, parents and other channels. They often look forward to showing their achievements to everyone, so that they are very active both in class and outside class, greatly enriching their knowledge reserves.
2. Learn Chinese in life.
"Let Chinese come into life and learn Chinese in life." All along, I have been consciously guiding students to learn Chinese in life, so that children can deeply feel that Chinese is close to them. In this way, children will learn more confidently and actively. The teaching experiment of "life reading" proves this point well. On the street, on TV, in the carriage ... everywhere has become a place for children to read. Grasping every bit of life, we have resources in our eyes, education in our hearts, and curriculum resources everywhere.
Fourth, give students a "classroom of perception".
Dou Guimei, a famous special-grade teacher, once said: Students' perception ability is like a fulcrum on a lever. For human development, students' perception ability determines whether they can pry up this "earth" in the future. Feeling is not only a psychological activity, but also an emotional experience and aesthetic experience.
Every article has something we should feel with students, and everyone's income is different. It is necessary to guide students to keep in touch with themselves, know themselves and understand life while learning and understanding other people's wonderful chapters, and "treat other people's articles as annotations and their own lives as texts"!
I sincerely hope that every Chinese class can accompany the children to spend a happy time!
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