Hello everyone!

I am a Chinese teacher in * * primary school, and I taught in * * primary school in 2005. Therefore, I was lucky enough to participate in the drastic teaching reform of * * primary school from the beginning.

From 2009 to 20 13, the leaders and teachers of * * primary school spent five years exploring a set of "Funan classroom teaching model". We mainly focus on the four-step teaching method of "preview-discussion-presentation-feedback" (P). We are surprised to find that the students are highly motivated, able to carry out group cooperation and inquiry learning seriously around the preview goal, actively conceive, boldly practice and show themselves confidently. The children in the classroom are enthusiastic and happy.

However, our teacher didn't stop there. In addition to retaining the "* * characteristics" of independent classroom, we have been exploring, researching, revising and perfecting our classroom, hoping to get rid of its dross and extract its essence, so as to make our "teaching and learning mode transformation" more accurate and let our students gain more gains in the classroom.

Since 20 14, the teaching reform of * * primary school has entered a new stage, which is what our headmaster called the 2.0 era. Now, on behalf of Chinese, I will explain the new practice of building an "independent and efficient" classroom, hoping to give teachers some inspiration. Of course, we still have many immature places, please criticize and correct us!

First, modify and improve the "four-step method" (P)

1, with various preview forms (p)

Preview is the preparation for students to study before class according to the inquiry goal. We attach importance to the guidance of preview methods. First of all, teachers collectively prepare lessons and design preview homework with "target navigation and clear level". Then each teacher puts forward personalized preview requirements according to his students' situation and text type. Several preview forms are shown below. (p: 1, this is a text label. Students write down their feelings and experiences in silent reading according to the tips of preview goals. 2, this is a preview note, mainly word practice, text layering and small pen practice. 3. This is a grading preview assignment for the second grade. Two stars, three stars, four stars and five stars represent the difficulty of homework, and students can choose homework according to their own abilities. This is an eight-grid book for fourth-grade students, which is very exquisite and beautiful. 5. This is a mind map. This is the mind map of the text of Painting Style, Summer, Holding Hands with Insects and Wonderful Animals made by the second grade students. These are the mind maps of the texts "Hurry", "Mahogany" and "Finger" made by the sixth grade students. Our Chinese teacher has accepted and recommended mind maps to students in recent two years, believing that the application of mind maps in Chinese teaching can enable students to master methods and main lines in the face of Chinese knowledge, fully tap their intellectual potential, improve their thinking ability, develop their memory, organizational ability and creativity, and comprehensively improve their Chinese learning ability. 6. Students also use the "cloud platform" for preview. The "cloud platform" can read and write, and teachers can get feedback in time. )

In short, the preview is diverse, solid and interesting, and the level is clear, which provides sufficient conditions for text learning.

2. The division of labor in group learning is clear (P

In the process of changing teaching and learning methods, group cooperation is an important guarantee of high efficiency. Every class in our school has been divided into four groups, six groups and eight groups. In grouping, the principle of "homogeneity between groups, heterogeneity within groups" (P) is followed, and introverted and extroverted students are in the same group, which is conducive to the complementarity and mutual promotion of personality; Students with good grades and poor grades are in a group, which is conducive to helping each other with their studies. Of course, the "strength" between groups is equal, because the heterogeneity within groups is conducive to cooperation, while the homogeneity between groups is conducive to competition.

In group arrangement, we try to let the children do their own work. (p) If students with strong language skills act as "spokespersons"; Students with strong self-discipline act as "supervisors"; People who feel better about reading act as "readers"; In addition, there are "timekeepers" and "noise controllers" to control the cooperative learning and reporting time of the group and control the volume of the group members when they cooperate; There are also "recorder", "propagandist" and "recorder" to record the important contents of the group members in the discussion process in time, and "propagandist" to report the courseware design or production for the group and so on. This division of labor is not static, and can be adjusted appropriately according to the development and wishes of students. In the daily classroom, we should also clarify their respective tasks so as to cooperate with each other and be orderly in the presentation.

An excellent team needs an excellent leader, and a team leader is a leader (P). Team leaders have many tasks in cooperative learning, such as organizing exchanges, encouraging team members, being fair and pragmatic, etc. So how to cultivate an excellent team leader? First of all, teachers should understand the basic situation of students, select students with strong sense of responsibility, and teach them some basic management methods, such as taking the overall situation into account, giving appropriate rewards and punishments, and being proactive. Of course, the team leader also needs encouragement. By mobilizing the passion of the group leader, group cooperation will be more effective.

In addition, some reward mechanisms can be used to improve students' enthusiasm for cooperative learning and produce high-quality learning results. Based on the overall results of the group, the pattern of "cooperation among members in the group and competition among members in the group" (P) is formed. (p) The following are photos of the class's cooperative learning in groups: "Group members are ready to read aloud", "Working in groups to write reading notes" and "Group discussion, ready to show". This is the result column of the class's group match, which is drawn in the upper left corner of the class blackboard. This is the evaluation column of the team champion and runner-up, posted on the class blackboard. )

3. Colorful exhibition activities (P)

Display is an important link in the transformation of teaching and learning methods. There are various ways of classroom display, including "Pk" among groups, "elite display" of group elites, "incentive display" of students with learning difficulties and "individual display" of individuals. Report forms are full of flowers, either acting, reading, interacting or challenging. In this process, students' dominant position has been brought into full play, and their abilities of autonomous learning and cooperative inquiry have also been cultivated. (Some pictures will be presented in the "Class Reading Club". )

4. Solid and effective knowledge feedback (P)

Preview, discussion, and presentation are all the results of students acquiring skills, and feedback is the acceptance of the results. In this link, it can be a teacher-led retelling of knowledge points, a blackboard writing completed by teachers and students together, or a few simple exercises to consolidate knowledge and be solid and effective.

Second, unit integration, expanding reading (P)

The role of textbooks is just an example, a test field, a key, and a broader, richer and more vivid world is in more extracurricular books.

In recent years, our school has tried out "unit integration" on the basis of maintaining the characteristics of "autonomous classroom" in Funan. (p) "Unit integration" means taking a unit of the textbook as a whole, integrating the emotional theme of this unit, excavating a language training topic of this unit, and then making bold choices around the key points, so as to achieve a small lesson and a big lesson.

Now, taking Unit 5 of Grade Five as an example, let's talk about our "unit integration" learning in detail. (P)

Our unit teaching design is as follows: In the first and second class hours, the intensive reading class is Yamato and the Grass Boat Borrows Arrows, and in the third class hour, the skimming class is The Birth of the Monkey King and Jingyanggang. The fourth class hour: extensive reading class "Many Stories of the Eastern Zhou Dynasty" The fifth and sixth class hours: Journey to the West by Reading Club The seventh class hour: China Gardens. Lesson 89: Composition (I)

We shortened the study time of the text in teaching, and added one class hour of extensive reading and two class hours of reading club to the theme study of a unit. (p) Time is a problem, so I won't introduce the design of intensive reading course. The following mainly introduces the skimming class, extensive reading class and reading club of this unit. (P)

The unit goal of five units in the second volume of grade five is: 1. Learn this set of texts, understand the main content, feel the characters and experience the fun of reading famous books. 2. Learn abbreviations. (P)

We closely focus on unit goals and plate design. First, exchange skimming classes "The Birth of the Monkey King" and "Jingyanggang".

Show the learning objectives of this lesson before class: (P)

1, learn the story of "Song Wu killed the tiger" and "the Monkey King was born".

2. Feel the image of Song Wu and the Monkey King.

Give the task list to each group in class, and ask the group leader to organize the students to complete the task list and prepare for the presentation.

After the exhibition, find out your favorite sentences expressing the characters in the text, practice reading aloud and read out your feelings. The teacher's lens guides reading and reciting.

Practice abbreviations after understanding Chinese characters.

The last part is recommended reading.

(p) The above is our integrated design of skimming lessons "The Birth of the Monkey King" and "Jingyanggang". In addition, this is a comprehensive treatment of two skimmed texts in Unit 4, Book 2, Grade 2. This is the integration of unit 5 teaching and theme reading in the first volume of grade three. The first article is a text, and the last three articles are extracurricular reading articles. This is another theme reading method of "taking more than one article", so I won't communicate here.

In teaching activities, boldly choose the learning time of teaching materials around the unit focus. After streamlining the teaching process, the time saved is used for "group reading" and "class reading club"

(p) Will we arrange "extensive reading" after intensive reading and skimming, or take Unit 5 of Grade 5 as an example to add nine articles "extensive reading" and "Stories of Eastern Zhou Countries". In class, we designed "managing the plot", "appreciating the characters" and "praising the heroes" according to the unit learning objectives. The articles in "Extensive Reading Class" are mainly "Main Reading Series" and "Synchronous Extended Reading". There are seven or eight books in each grade, which are developed according to the content of the text. Besides, there are many books and well-arranged schools. This is the bookcase where we put extra-curricular books in every class.

(p) An important link in unit design is the "reading club". Take the Journey to the West Reading Club as an example. Before class, students are given "suggestions for reading communication", and students make reading notes and prepare target assignment and statement. This is a handwritten newspaper of Journey to the West made by students. This is the mind map of Journey to the West. After finishing our homework, we held a reading exchange meeting, which was part of the Journey to the West knowledge contest designed by students. According to the reading list, students show "my favorite characters"; Students perform "Monkey King Thrice Defeats the Skeleton Demon"; Reflections on the journey to the west.

(p) The Journey to the West Reading Club is here. Let's briefly show our other reading links. This is the reading exchange meeting after the whole class finished reading Dream of the Wolf King. ...

Children not only learn the knowledge of a Chinese book in class, but also can use the language ability they have learned from Chinese books to read more Chinese books based on Chinese books. Children have broadened their horizons, increased their knowledge and found learning Chinese more and more interesting.

These are some methods we are doing in class now.

The leader asked me to speak on behalf of the China delegation. In fact, I think it is difficult for me to represent it. At present, the Chinese teachers in Funan Primary School all carry out teaching activities on the basis of the concept of "autonomous classroom", and many teachers have their own good practices. Time is in a hurry, and I don't fully understand it. There are too many immature places, all of which are my personal behaviors. I hope you can forgive me. I remember Professor Liu Lianghua said: (p) "A good teacher should always be in a state of struggle and escape." We dare not claim to be good teachers, but we hope to be close to them. On this road of "struggling to escape", like the Tang Priest and his disciples in The Journey to the West, we encountered many setbacks and faced many challenges. Moreover, when it comes to flowering and fruiting, it is even more "a long way to go." However, we will never stop "up and down"!

Finally, I ended with a poem written by Li * * in our class after reading Journey to the West, and gave it to myself and the teachers present.