The ancients said: "Everything is established in advance, and it will be abolished if it is not planned." Therefore, in order to improve the effectiveness of Chinese classroom teaching, students must fully read the text and make good preparations before class, that is, before the teacher gives a lecture, students should read the new lesson independently, make a preliminary understanding and make good preparations for knowledge. As Teacher Yu Yongzheng said, "You can't speak until you finish reading the book". "It is better to teach people to fish than to teach people to fish." Teachers' responsibility lies in teaching students how to learn, and on the basis of cultivating students' good interest in learning, they should also teach them methods. If students prepare well before class and let them enter the classroom with questions, they will concentrate, know well and have a clear aim, which not only stimulates students' interest in learning and desire for knowledge, but also helps to improve the effectiveness of students' classroom learning. Practice has proved that students who often preview before class often have higher grades than those who don't preview, and the difference is significant. This also laid a good foundation for the next classroom teaching. In a word, preview before class plays a very important role in the whole process of Chinese teaching.
However, what is worrying is that although preview is very important and many teachers attach great importance to preview, in fact, the effect of students' preview is not ideal. Many students' preview is limited to knowing the new words and phrases in the text, marking natural paragraphs for the text, and they don't know much about or even ignore the materials and knowledge related to the text, the main contents of the text, the author's thoughts and feelings, the writing ideas, language style and writing methods contained in the text. What effect this inefficient and ineffective false preview can have on Chinese classroom teaching is self-evident.
Personally, I think preview is one of the important links in a good Chinese class, and it is also a necessary way to improve students' self-study ability. Teachers must ensure that all students develop scientific and effective preview habits. Next, I will talk about my understanding of the effectiveness of preview based on my own teaching practice.
1. Preview should really pave the way for teaching and learning. It is to guide students to a new level and improve the starting point of learning texts, thus changing the passive situation of students' learning and laying a good foundation for high-quality teaching and learning. In order to make preview really play a "foreshadowing" role, teachers' preview guidance must be targeted. Teachers should design preview exercises with clear requirements and specific operation according to students' knowledge base, learning ability and training focus of teaching materials. They can learn new words, understand words, understand the main content of the text, ask questions and understand the text by themselves, which not only reduces the difficulty for students to learn the text by themselves, but also paves the way for classroom teaching.
2. Preview is the prediction of teaching content. For teachers, preview plays the role of reconnaissance and should be regarded as an indispensable part of lesson preparation. We should attach great importance to the information feedback in the preview process and adjust the teaching plan in time. For example, when instructing students to ask questions and questions, students were originally allowed to ask questions at will. As a result, many questions were put forward by students, which made it difficult for teachers to grasp. I think guiding students to grasp the contradictions in topics, keywords, key sentences and textbooks can not only guide students to ask questions from multiple angles, but also help to cultivate students' questioning ability. For students, preview can help them master the new learning content accurately, clarify the weak links in their own learning process and determine the focus of classroom learning.
Preview should provide students with the opportunity to read and think independently. Preview is a process in which students practice by themselves according to certain preview requirements. Before preview, teachers should design scientific and reasonable preview questions for students. To do this, teachers must have the ability to interpret and control textbooks. This kind of self-training is to pave the way for students to learn specific texts in the short term; In the long run, it is to cultivate students' ability to find problems, analyze problems, acquire and drive knowledge independently.
The ancients said well, "cutting wood is not out of shape, and it is exhausting." Therefore, in order to improve the effectiveness of preview, teachers should not only carefully design preview questions, but also teach students some preview methods. The methods of preview mainly include: initial reading: there are many ways of reading, such as speed reading, silent reading and reading aloud. Students can choose a way according to their own preferences or according to the requirements of teachers. Two marks: Mark words and sentences with different symbols. Mark the new words with horizontal lines; Mark keywords with bullets; Mark profound and expressive sentences with wavy lines; Mark key paragraphs with a five-pointed star; Use question marks to express doubts about keywords or sentences. Third, consult reference books to solve new words and achieve the purpose of accumulating vocabulary; Find the content related to the text. Four questions: when previewing the text, you should be good at thinking: what did the author write in the text, how did he write it and why? Five Writing: Intermediate and advanced students can write their own understanding and feelings in the book in the process of previewing the text.
Of course, to make preview really effective, it is essential for teachers and parents to monitor students' preview. There are methods in teaching, but there is no definite method. I am willing to explore more scientific and effective methods in the future teaching practice, and do my bit to create a "harmonious and efficient, thinking dialogue" classroom. At the same time, "Chinese Curriculum Standards" clearly emphasizes: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice." The process of Chinese reading teaching should be a process in which teachers guide students to internalize reading comprehension.