20 17 Observation Report on Distance Training of Chinese Teachers in Primary Schools 1 1. Spring Breeze —— (Introduction)
This is an argumentative paper, which is unfamiliar to primary school students, so the introduction part of the new lesson is very important. How to make students enter the text quickly, make them closer to the text and understand the text more deeply is worthy of our teachers' thinking. The teacher's introduction is like a spring breeze, which makes the students feel refreshed. The use of multimedia courseware to show many celebrities familiar to students immediately rendered the atmosphere of the classroom, mobilized the enthusiasm of students, and the emotional experience of students was immediately awakened by this spring breeze. As Cui Luan, president of the National Association of Minority Languages, said, "The premise of changing students' learning style is to change teachers' teaching methods. To change the teacher-led style of leading students everywhere, we should take students' learning as inspiration and guidance. "Teacher Cao's class is the embodiment of this sentence. At the beginning of the class, the teacher started with the unremitting efforts of scientists and asked students to question "how truth was born" and simply understand the topic. In fact, it is a preliminary understanding of the main points of the article, and it also paves the way for the later study.
2. Spring rain is like silk-(text teaching, method infiltration)
Throughout the current Chinese classroom in primary schools, the perception of humanity greatly exceeds the perception of language and literature. Some teachers even forget the most basic language training in Chinese teaching, or downplay it. Word teaching is the focus of language training. If there is no solid writing training, where can we talk about brilliant humanistic feelings? In my opinion, to show the humanistic color of Chinese teaching, we must start with solid and effective word teaching. Teacher Cao's calligraphy teaching is like a spring rain, so delicate and meticulous, it is refreshing. In the word teaching of this lesson, Mr. Cao asked students to choose a word and talk about their understanding in context, instead of letting children explain the meaning in isolation.
As for the three examples cited in the article, the students will understand it as soon as they read it. However, without in-depth comparative study, it is difficult to find the differences between the cases cited in argumentative papers and the events written in narrative, and it is also difficult to find the key points of choosing different cases because of different viewpoints. The characteristics of the choice and expression of these arguments require teachers to guide and describe them specially as guides, so that students will pay attention. Of course, teachers should not explain the knowledge of the text too much, and should use less terms such as "argument, argument, argument". Just like "sneaking into the night with the wind, moistening things silently", in teaching, Mr. Cao grasped the similarities and differences of three cases, boldly chose and read the first case, and raised a series of questions in research and reading, such as "1". What to write first, then what to write, and finally what to write? 2. Which part is the easiest? Why does the author write "finding problems" and "drawing conclusions"? 3. Is it easy to find the truth when you find the problem? What will happen in the middle? 4. I also wrote two examples in the class, and then compared the first example to see what is the same in writing and content of this paragraph? " These questions seem to have achieved the classroom objectives, but in fact they are also quietly infiltrating learning methods into students. Teacher Cao used the most common questions to urge students to shift the focus of reading to the content and expression of three cases, and then pay attention to the expression effect and intention of three cases. As a result, students naturally found the differences in narrative between different styles and found the details of different viewpoints when citing three cases.
What impressed me most was Mr Cao's questioning art. Lv Shuxiang, a famous Chinese expert, said: "The main purpose of Chinese class is to cultivate students' Chinese ability, not to impart Chinese knowledge". Teacher Cao did not simply summarize the three examples of the text, but asked questions on the basis of generalization, which formed a certain difficulty gradient at the level, well supplemented and excavated the depth of the text, cultivated students' thinking ability and embodied the basic skills of the teacher, which was very rare.
3. Like mushrooms after rain-(promoting learning by asking questions and using methods)
Reading is an individual behavior of students, and teachers should respect students' reading feelings, experiences and understanding. Some people think this is a boring argumentative paper. What is there to see? But Mr. Cao fully allows students to analyze and understand the truth in reading. Just like peeling bamboo shoots layer by layer, you can break through problems and achieve small goals with your children. When studying the first case, Mr. Cao asked students to read important sentences in different levels and purposefully, and find out the rules in the case through repeated silent reading, free reading and individual reading. The last two examples are very brief. Teacher Cao uses the method of comparative reading to set up the connection between three scientific cases and guide students to feel the * * * nature of the three scientific cases. What is even more exciting is that Teacher Zhang skillfully designed the second period of study. The second paragraph appeared twice in class. For the first time, Mr. Cao used the model essay to lead out the truth of the text before class and reveal the classroom; The second time, through the comparative reading of three cases, this paper leads to this article. Through rereading, students can feel the standardization of text language and the unique effect expressed by using symbolic language accurately and skillfully. Finally, Mr. Cao used the introduction method to help students correctly understand the meaning of "truth is born after a hundred question marks". In short, through various forms of reading and understanding, students can share their reading experience with each other, and their understanding of the theme and text has also been sublimated.
4. Brilliant spring-(Return to the whole and understand the point of view)
Li Jilin, a famous special-grade teacher, said, "The blending of true feelings makes both teachers and students feel the infinite interest and immeasurable potential of teaching and learning at the same time, and makes teaching activities enter the perfect realm of dialogue and vitality between teachers and students." I think teacher Zhang's class has such charm.
Students are the masters of classroom learning. In the whole teaching process, Mr. Cao strives to guide students to actively participate in the whole teaching process through autonomous learning, giving students enough time to read since the enlightenment by themselves and giving them enough time to think, circle, communicate, report, interpret, express and give examples. Let students truly become the masters of learning, let the sunshine of Chinese knowledge shine into every child's heart, and let them gain something in Chinese class.
20 17 Remote Training Report for Primary School Chinese Teachers 2 Classroom is the center of students' learning activities, and students' performance in the classroom directly affects the quality of the classroom and their own development. The new curriculum standard advocates students' active participation in classroom teaching. In teacher Fan Li's class, teachers use guiding strategies and encouraging evaluation language to stimulate students to express their desires, which makes the learning atmosphere of the whole class very strong and the classroom atmosphere active. After listening to teacher Li's class, after a thunderstorm, a fresh breath came to my face. Teacher Li's class embodies the classroom characteristics of Chinese teaching in the lower grades of primary schools;
First, introduce straight to the point and get to the point. Come on!
Thunderstorm is an elf in summer and a familiar natural sight around people. Teachers and students exchange thunderstorm information collected before class, just like chatting at home, which shortens the distance between students and teachers at once and lays an excellent foundation for in-depth study.
Second, literacy teaching is flexible and diverse. Wonderful! As we all know, literacy teaching is the top priority of lower grade teaching. Teacher Li attaches great importance to literacy teaching in this class, and the methods are flexible and diverse. First of all, Mr. Li led the students to talk about the previous students' literacy methods, such as one plus one MINUS, radical removal, joint action and so on. Finally, Mr. Li concentrated on literacy, in which the words next to the insect characters were grouped together: spider, cicada and rainbow, and what should be paid attention to in these words with left and right structures was analyzed, and the precautions were analyzed: width, height, strokes and insertion. Among them, the writing method of interspersed is emphasized. And repeatedly emphasized the writing posture.
Third, the courseware is colorful and closely related to the text. Beautiful!
In teaching, Miss Li is a serious and responsible person. In the teaching of writing Before the Thunderstorm, teachers first show students the multimedia-the scene before the thunderstorm, so that students can initially perceive the scene at this time.
Like, and then grasp the key words: sky, darkness, pressure, sagging and other words to experience, so that students can feel immersive again. Teachers use words to guide and encourage students to perceive, understand and imagine in reading, so that students can read vividly and tastefully. In the process of reading, the understanding of words (the understanding of "pressure", "vertical" and "louder and louder") and the understanding and accumulation of sentences are skillfully combined to achieve complementary comprehensive effects.
Fourth, deduce the scene and practice reading in various ways! All right.
Teacher Li also attaches great importance to students' experience in class, for example, let students learn to be big trees. When the wind blows, the students' arms are branches, swaying in the wind. The teacher interviewed these swaying trees, and the students repeatedly said, "The wind is too strong, I can't stop." "I'm about to be blown down." From the students' answers, we can easily see that the students have entered the situation, when they are big trees, they are branches swaying in the wind. Another place is the escaped spider. Teacher Zhou also asked the students to say, Spider, why did you run away? Students naturally turn their roles into spiders and express their fears with spider psychology. This experience of empathy allows students to put themselves in their own shoes, which can help them learn to join the country better and learn with relish. This design is also very suitable for the age characteristics of junior students.
In short, Miss Li has a solid teaching foundation, clear teaching objectives, clear thinking, active participation of students and active classroom atmosphere. Suhomlinski said: "Without the clear spring of poetic feelings and aesthetics, it is impossible to have students' all-round ability development. "The design of this lesson is a string of" a clear spring full of poetry and aesthetics "for reading, remembering, tasting and understanding.
Mental activity. The whole class is full of fun, fresh and natural, and unconventional, which fully embodies the concept of Chinese teaching.