The current Chinese classroom has not fundamentally changed the situation that "it takes too much time and has little effect". Take reading teaching as an example. First, the content is too much and complicated for the teacher to control. In addition, afraid of missing the teaching, I just got it, so I had to pick up the watermelon and sesame seeds and "grab the eyebrows and beard" and catch them all. One is that the teaching process is too complicated, too complicated and too similar. There are many contents, many key points and many links, and often a thousand lessons are the same. Teachers are tired, students are bored and inefficient. The other is improper methods and strategies. Its characteristics are "two modernizations" and "three more and three less": more teachers' activities and less students' activities; There is more dialogue between teachers and students, but less dialogue between students and texts; Analyze the content, dig more humanities, grasp the language of the text, and guide students to understand, accumulate and use less. It is bound to weaken the appeal of language and writing, weaken the charm of language, lead to weak Chinese application ability, and greatly reduce the influence of humanities.
Therefore, the classroom is the main position of teaching. Doing a good job in the classroom and demanding 40 minutes of quality is the guarantee for doing a good job in education and teaching. After a class, each of us should get used to asking ourselves, "What did I teach the students?" Ask the students, "What have you learned?" In fact, no matter what new spirit is injected into Chinese teaching, one thing should remain unchanged, that is, Chinese classroom teaching should be pragmatic and efficient. What is pragmatic and efficient? Classroom should be practical, try to let students learn more knowledge and methods in a short class, let students gradually form good study habits, and further enrich and strengthen their learning emotions and interests. It can be said that efficiency is the goal of our classroom teaching, and pragmatism is the means of classroom teaching. How to build an efficient Chinese classroom in primary schools? I think:
First, "concentrate on the text"-the premise of building a pragmatic and efficient classroom.
The Chinese curriculum standard clearly puts forward the three-dimensional structure of reading interaction-"Reading teaching is a process of dialogue among students, teachers and texts". What is "Wen"? "Text" in Chinese reading teaching refers to teaching materials, that is, Chinese texts. Chinese text is the carrier of teaching content, and the teaching content is hidden in the text. Today, with the development of modern science and technology, many teachers put more energy into making courseware and other teaching AIDS, and put aside the words and take out teaching reference books in a hurry before class. This kind of teaching effect can be imagined. In fact, the articles in Chinese textbooks have both qualitative beauty and profound meaning. As a Chinese teacher, we should first have a serious dialogue with the literal text and the author behind the text as learners, and study them attentively. Only by deeply understanding the text can teachers guide students to correctly interpret the text, so that students can subjectively and actively "feel, understand, appreciate and evaluate" the language of the motherland under the correct guidance of teachers.
We have listened to many excellent teachers' classes, and their classes are not gorgeous, but simple; There are not many exquisite courseware, only books and chalk, but each of our teachers often unconsciously revel in it. Under the guidance of the teacher in the classroom, it seems that it is not in the classroom, but in the text, and it is a character in the text. Imagine, if the teacher doesn't have a deep understanding of the text, how can he let the listener walk into the text? The beauty of words is self-evident. Only by talking with words with your heart can you regain the beauty of words. There are mainly the following points:
(1) To interpret the text with your heart, you must first interpret the text correctly. Correctly reading the text means correctly grasping the value orientation of the text. Through the research and secondary development of teaching materials, we can determine what to teach, that is, solve the problem of teaching content. First of all, we should "drill in" according to the annual goal, unit goal, text characteristics and after-school thinking exercises put forward in the Chinese curriculum standard, and synthesize the teaching content of the text. Then "jump out", from the student's point of view, according to the teaching objectives, combined with the characteristics of the text to determine the content of language training in this lesson, to determine the key and difficult points of text teaching. Only by correctly interpreting the text can we extract the essence of the text and overcome the problems of "two modernizations" and "three more and three less" in classroom teaching mentioned by President Cui Luan to some extent.
(2) Interpreting the text by heart should also be diversified. Everyone may have heard of the Zen saying "empty your cup first". Contact our reading teaching and think about it. Facing the text, teachers' "cups" are often filled with teachers' or their own opinions intentionally or unintentionally. If they don't "empty the cup first", how can they silence the children's voices? Words are the garden of the spirit. Teachers bring students into this "garden", not only to show them red flowers, but also to show them green grass. Therefore, we should hold a good attitude of appreciation and acceptance and respect students' diversified interpretation of the text.
(3) Interpret the text with your heart, and you should be able to interpret the text in a transcendental way. Dou Guimei, a famous special-grade teacher, said, "The process of transcending textbooks is the process of allowing students to accumulate cultural knowledge from books from multiple angles, multiple channels and in all directions, and indirectly gain life accomplishment such as emotional experience and life experience." Listening to Dou Guimei's class on the Internet, I learned more than just the text. Middle school students began to read articles such as Hugo's Letter to Ballet, Farewell to Yuanmingyuan and Smoke Passing through Yuanmingyuan. The first time I hugged my mother, Love Like Jasmine, Love Chain and other text paragraphs gave students a deeper emotional experience of Shi Tiesheng's Missing Autumn. In addition to words, children's literary literacy is heavier and their humanistic literacy is more solid. Teachers are duty-bound.
Talk to the text with your heart, and talk to the text with your soul, so as to correctly guide students to wander in the spiritual world built by words and symbols, and discover, improve and grow themselves in it.
Second, "elaborate and ingenious design"-the key to building a pragmatic and efficient classroom.
Cui Luan, chairman of the National Association of Minority Languages, said: "Chinese teaching must be simplified, simplified and practical, and it is advocated to simplify Chinese teaching, divide students into volumes and seek development in a down-to-earth manner." What is simplicity? "Simple is not hasty, not easy. It is to change the tedious teaching routine of analyzing text content or excavating humanistic connotation without text language. According to the basic laws of reading teaching, we should emphasize the understanding, accumulation and application of language and build a simple and practical reading teaching. "
Let me analyze a lesson that Dou Guimei taught Miss Qiu. The whole classroom design consists of two parts: reading charm and thinking; Building a classroom around the theme of "living well". There are three levels of promotion: feeling "we live well", experiencing "we live well" and thinking "we live well". The treatment of the whole textbook is put in a group of works by the author Shi Tiesheng, and the teaching links can be described as interlocking, clear-cut, novel and concise, and cleverly designed.
Another example is that I attended the lotus class of Mr. Wang Yizhou, a special teacher, in Yinchuan. With the theme of "beauty", the whole class has designed three parts: 1, to discover beauty in the form of images, 2, to perceive beauty in the appreciation of words and feelings, and 3, to understand beauty in empathy. Classroom design is closely related to the characteristics of Chinese subject. According to students' interest in learning, from the outside to the inside, from the outside to the inside, from the shallow to the deep, guide students to discover beauty, feel beauty and understand beauty in the process of concentrating on the text, and finally create beauty with their own emotions and language. The whole class is completed in one go, and there are rich contents in the seemingly concise teaching links.
Cui Luan, chairman of the National Association of Minority Languages, said: "One of the key points in simply teaching Chinese is to simplify the teaching process. The most important thing is to carefully select the learning content and handle the integration of language understanding, accumulation and application." Looking at many excellent classes of special-grade teachers, they all follow this principle, carefully design according to the text and combined with the characteristics of students, and realize the teaching realm of teachers teaching simple middle schools and students teaching happy middle schools.
Third, "flexible use of methods"-the guarantee of building a pragmatic and efficient classroom.
How to achieve the best classroom effect and what kind of classroom is pragmatic and efficient? We say that only a classroom in which students are interested, learn easily, learn deeply and learn independently is an effective classroom. From this point of view, it is particularly important to use flexible methods and means in classroom teaching.
(1) Create a relaxed learning atmosphere.
Psychology believes that a pleasant environment can make people feel free, safe and reliable. Learning in such an atmosphere is more conducive to the generation of knowledge. Therefore, teachers should use language, courseware, music and other means to create a relaxed learning atmosphere, stimulate students' enthusiasm for learning, and let students devote themselves to learning with a free and relaxed attitude. Then through a series of questions, students are gradually introduced into the depths of the text, so that they can enter deep-seated learning unconsciously. Let them explore knowledge in a relaxed and harmonious atmosphere, concentrate on the problems to be studied, and provide a good learning environment for realizing efficient classroom.
(2) Put group learning in place.
As the main way of learning in today's classroom, group cooperative learning is loved by teachers. The discussion in group learning is not to enliven the atmosphere, but to solve problems through the collision of ideas between students. Therefore, how to design has become the key to cooperative learning. We believe that the issues discussed must be of high quality and worth discussing. So how should we design the problem? We can do this: for example, let students discuss some problems one by one in class, let the deskmates explain to each other first, until there are unsolvable problems, and then discuss the unsolvable problems in groups of four for the second round. If it can't be solved, put it in the class and discuss it with the teacher, and establish a three-dimensional mode of communication between teachers and students in the class and between students. The knowledge gained in group study is undoubtedly more impressive than the knowledge gained through the teacher's explanation! Therefore, it provides an effective means for efficient classroom.
(3) Stimulate students' thinking desire.
The ancients said: "Learning without thinking is useless, thinking without learning is dangerous", and an efficient classroom is bound to be a classroom of thinking. Thinking is the catalyst of efficient classroom and the run-up device of efficient learning. Stimulating students' thinking desire, developing students' thinking and forming good habits of autonomous learning are also our important goals for cultivating students. Therefore, Chinese teachers should follow the following four principles when dealing with classroom questions:
1, design questions should have a clear purpose, closely follow the teaching objectives and stimulate thinking. Therefore, teachers should proceed from the reality of teaching materials, study teaching materials, recognize the knowledge content of teaching materials, grasp the characteristics of teaching materials, clarify teaching requirements, and determine teaching objectives and difficulties. The problem of design should have certain thinking value, which can arouse students' initiative, concentrate students' attention, guide students to study lively, make students think independently and master knowledge, thus improving students' ability to analyze and solve problems.
2. The size and number of questions should be appropriate, and the difficulty should be suitable for the actual ability 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.
3. Ask questions with certain art and skills, and put an end to formalistic questions and answers. When the students' answers are inconsistent with the teachers' answers, the teachers are not good at flexible guidance and still ask questions repeatedly, so that students can answer again until they are consistent with their own standard answers. This persistent questioning is also caused by subjectivism and formalism.
4. Ask questions to let all students actively participate in thinking, let more students have the opportunity to be asked questions, encourage students to ask their own questions and analyze the answers.
Teachers must think carefully, ask key points, ask useful questions, ask students' hearts and ask their level, so as to better promote our teaching and help students' development. In classroom teaching, teachers should embody new teaching ideas through questioning skills and art.
(4) Consolidate and expand classroom exercises.
At the end of each class, we should design some exercises that can be consolidated and expanded. Good exercises can not only strengthen and consolidate students' knowledge unintentionally, but also increase students' accumulation of extracurricular knowledge and enrich classroom knowledge. In addition, well-designed exercises can stimulate students' thinking about life, cultivate students' interest in learning and scientific spirit, and achieve the effect of applying what they have learned. Effective practice is the guarantee of efficient classroom.
(5) Strive for personalized teaching style according to their actual advantages.
First of all, teachers' knowledge is the basis of teaching. Rich professional knowledge is the foundation for Chinese teachers to teach well. Profound professional knowledge of disciplines is like an endless spring, which moistens our teaching life at all times. A Chinese teacher full of cultural fragrance always has charm that ordinary people can't reach. In such a teacher's class, you will feel like a spring breeze.
Secondly, the primary school Chinese class is an appreciation class, which embodies many feelings, either impassioned or excited to sing; Or cry and sing in a low voice; Or incisively and vividly, touching and sad. And some teachers are full of emotion and good at sensibility; Some teachers are quick-thinking and pay attention to the difficulty of giving questions; Some teachers have a clear voice and stimulate students' reading interest by reading the text aloud; Some teachers express concisely, guiding students to go deeper step by step where they are not interested. Chinese learning is the appreciation of American literature, the exchange of feelings, the shaping of character and the cultivation of quality. The articles in the textbook are all carefully selected classic model essays that help students grow up. Different texts have different styles and should be treated in different ways.
Finally, pay attention to the art of creating a teaching atmosphere. A good atmosphere should be democratic, harmonious, relaxed and pleasant, which is the premise of creating an efficient Chinese classroom. Teachers should organize teaching activities enthusiastically, be full of emotions, have a kind attitude, have a kind language and be passionate, infect students with teachers' emotions, emotions and personality charm, and let students devote themselves to learning and enjoy the happiness of learning.
(6) The ending is full of fun and lingering sound.
Just like red flowers need green leaves, an efficient class must have a good ending, which is our conclusion, except for the above points. It should be a cohesive force of the whole class and a highly deepened generalization. A good ending is like chewing dried fruit and tasting fragrant tea, which makes people think twice. The end of a good class can not only sort out and summarize the teaching content, make the finishing point and refine and sublimate, but also extend and expand the classroom teaching content to achieve the effect of "endless interest and endless thoughts". In the conclusion of Chinese class, it is often unforgettable to choose some interesting examples as the end.
In a word, efficient classroom is the inevitable development of Chinese classroom, which embodies people-oriented and, more specifically, respects students' autonomy. Give full play to students' enthusiasm and initiative. Students can study with interest willingly. Improve efficiency in joy and harmony. So as to obtain the best learning effect.