Chinese is both a science and an art. As a Chinese teacher, if you want to achieve twice the result with half the effort in teaching, you should know what are the key points to pay attention to in classroom teaching. Do you know what Chinese teachers’ teaching experiences and insights are? Let’s take a look at Chinese teachers’ teaching experiences and insights. Welcome Check it out!
Chinese teachers’ teaching experience and insights 1
This semester I used my spare time to study "Primary School Chinese Teaching Design", which allowed me to start I have a better perspective and have some thoughts.
The target of primary school Chinese teaching is children who are developing. How to train primary school students well can not make any mistakes. He requires every teacher to make detailed preparations before class, write down the preparation content, and complete the teaching design so that he can freely teach good classes. A lot of practice has proved it. All outstanding teachers make preparations carefully before class. Some repeatedly revise their teaching design plans. Many of their teaching design plans have become reference materials for young teachers to learn. And case analysis is one of the ways for teachers to summarize experience, constantly reflect, and make continuous progress. Completing the primary school Chinese teaching design is a process for teachers to continuously summarize and accumulate teaching experience. It is also a process for teachers to improve cultural, scientific knowledge and Chinese abilities. Because completing the process of primary school Chinese teaching design requires teachers to continuously improve and perfect their Chinese abilities. For example, by studying the primary school Chinese curriculum standards and becoming familiar with Chinese teaching materials, the process of determining teaching objectives and clarifying teaching ideas will be transformed into guiding ideas and necessary knowledge for teachers’ teaching activities; through studying the implementation of teaching objectives, the focus of teaching content and students According to the actual situation, choose the ways and methods that are suitable for students' receptive ability, promote student development, and achieve teaching goals, which will improve the teacher's own ideological level, knowledge level and teaching ability. It is not difficult to see from this that if teachers, whether they are experienced or new teachers, want to teach well, they must first learn to formulate primary school Chinese teaching design plans and learn to complete different Chinese teaching designs based on different teaching materials and students of different grades. This is the first step to ensure that teachers can step onto the podium smoothly and successfully and complete their teaching tasks.
The purpose of primary school case analysis is to reflect on past teaching and summary. Its ultimate goal is to optimize primary school Chinese teaching. The so-called optimization means that the teaching investment is small and high efficiency can be achieved, so that the Chinese learning of all students in the class can reach an excellent level. To optimize primary school Chinese teaching, the following points must be achieved:
1. Based on promoting student development
The essence of primary school Chinese teaching is as stated in the "New Outline" It is proposed that "Chinese teaching in primary schools should be based on the development of students and lay the foundation for their lifelong learning, life and work." What to develop? Students' development should be comprehensive development of morality, intelligence, body and beauty. In Chinese teaching, it is necessary to comprehensively improve students' Chinese quality. "Development" and "teaching" are fundamentally different. "Teaching" mainly relies on teachers' indoctrination and students' passive acceptance; while "development" mainly relies on students' internal motivation to improve their own quality and personality. Teachers should provide necessary and appropriate guidance and incentives.
The Chinese language quality of primary school students has clear requirements in the "New Curriculum Standards": "Primary school Chinese teaching should cultivate students' thoughts and feelings of loving the motherland's language and Chinese excellent culture, and guide students to correctly understand and use the motherland. Chinese, rich language accumulation, so that they have preliminary listening, speaking, reading and writing skills, and develop good Chinese learning habits. During the teaching process, students are enlightened by patriotism education, socialist ideological and moral education, and scientific thinking methods. , Cultivate students’ creativity, cultivate their love for beauty, develop healthy personality, and develop good will and character.” This passage is not only the purpose of primary school Chinese teaching, but also a comprehensive summary of primary school Chinese quality. Although Chinese quality mainly refers to Chinese ability, Chinese ability is also closely related to qualities such as thoughts, thinking, emotions, cultural knowledge, and study habits. Therefore, Chinese language quality is also the quality of life. Through Chinese teaching, we should promote the all-round development of students' Chinese quality.
Primary school Chinese itself contains many factors that promote children’s development.
Language is a carrier, and the cultural and scientific knowledge it carries has certain ideological, emotional connotations and aesthetic significance. Through language learning, children can not only learn language, but also acquire cultural and scientific knowledge, improve their ideological understanding and thinking ability, and enrich their emotions. Therefore, it is not only necessary but also possible to promote the comprehensive and harmonious development of children through Chinese teaching.
2. Reflect the unity of learning Chinese and learning to be a human being
Primary school Chinese teaching should not only teach Chinese and learn Chinese, but also teach and learn to be a human being. In fact, learning Chinese and learning to be a human being are unified.
Through Chinese classes, students learn both Chinese and life. This is determined by the nature of the Chinese subject in primary schools, the purpose and tasks of primary school Chinese teaching, and the content of Chinese teaching.
The content of primary school Chinese is extremely rich. The purpose and task of primary school Chinese teaching is to comprehensively develop students' Chinese quality. Primary school Chinese quality is the quality of life. To improve students' Chinese quality and achieve the purpose of Chinese teaching, the selected textbooks contain elements of truth, goodness, and beauty. Some texts describe the beauty of nature; some texts praise the noble morals and touching deeds of great leaders and heroes; some texts introduce the material benefits that the creations and inventions of great scientists, thinkers, and writers have brought to mankind. Touching stories about civilized and spiritual life; some texts reveal the miserable lives of children in the old society; etc. The emotional expressions of the characters' joy, anger, sorrow, and joy in the text reveal the ideological connotation of the works. When students read these works, their thoughts and feelings will naturally change, and they will gradually understand what they should insist on, learn, and oppose as a person. Often the glorious image or touching plot or beautiful scenery reflected in an article will play a huge role in the formation of a student's personality, leave an indelible impression in his or her life, and be a huge driving force for their growth. As long as students have a thorough understanding of the language of the work, they will inevitably be influenced by the subtle thoughts and emotions; only by feeling the thoughts and emotions of the language can students truly master the language of the work. The two are inseparable.
Primary school Chinese teaching has always attached great importance to the unity of literature and ethics, but the unity of learning Chinese and learning to be a person is not so clear. Learning Chinese and learning to be a person have higher ideological requirements than Chinese teaching. The ideological nature of Chinese teaching is mostly limited to the improvement of ideological understanding, while the connotation of "being a human being" is mainly reflected in actions. In the process of learning Chinese, students are required to not only improve their ideological understanding and enrich their emotions while improving their Chinese ability, but also form good behavioral habits. It means not only "knowing", but also conducive to "doing". However, this cannot be achieved immediately, but requires edification and accumulation over time.
Learning Chinese and learning to be a human being are inevitably unified, but it is not something that can be achieved naturally, nor can it be accomplished by turning Chinese lessons into thinking lessons. It must be clear that the basic task of primary school Chinese teaching is to improve students' ability to correctly understand and use Chinese. Therefore, when implementing this principle, all tasks must be unified with the basic tasks of primary school Chinese teaching.
Primary school Chinese teaching should not only teach Chinese and learn Chinese, but also teach and learn to be a human being. In fact, learning Chinese and learning to be a human being are unified.
Chinese teachers’ teaching experience and insights 2
"Teaching and doing in one" is a wonderful stroke in Mr. Tao Xingzhi’s teaching theory. Mr. Tao believes that "doing" is the key to teaching. In the practical link, only by adopting the practical link of "doing" can "teaching" and "learning" be integrated. Mr. Tao's idea of ??"teaching and doing as one" has important leadership benefits for comprehensive Chinese language practice activities. The "Chinese Curriculum Standards" point out: "Chinese is a highly practical course and should focus on cultivating students' Chinese practice ability, and an important way to cultivate this ability is also Chinese practice." That is to say, students should be allowed to learn in many, rich and colorful In the process of "doing", you can comprehend, acquire, and gradually control the laws of Chinese language. It can be said that comprehensive Chinese practice activities are a comprehensive teaching activity that integrates the process of teachers "teaching" Chinese knowledge and skills and the process of students "learning" to acquire new knowledge and improve their potential through specific "doing".
So I think that as a teacher, you should do the following:
(1) Have extensive knowledge. As the saying goes, "If someone gives someone a bowl of water, you should prepare a bucket of water for yourself." The truth reflected in this "bucket of water" is obvious.
If teachers want to have extensive knowledge and high humanistic qualities, they cannot be satisfied with their existing academic qualifications and controlled knowledge. They must not only pay attention to accumulation, but also establish the concept of lifelong learning and automatically update and "recharge" knowledge. ", consciously broaden the field of knowledge. In order to meet the needs of comprehensive education and diversified educational functions, teachers should get rid of the situation of teaching only one subject. They should be able to teach compulsory courses, elective courses and activity classes, and change from single-type teachers to compound teachers. . We advocate that teachers should not only make outstanding contributions in their professional fields, but also be versatile. In this way, when we stand in front of students every day, we can have a unique charm and style.
(2) Must be able to speak fluent and standard Mandarin. Promoting the use of Mandarin is an unshirkable responsibility of our education department. We should regard practicing Mandarin as a required course to improve our own literacy. If we persevere, we will have results.
(3) You must be able to write beautiful handwriting. Good handwriting is the appearance and image of a teacher. A good teacher, his blackboard writing in every class is a beautiful calligraphy work.
(4) Be familiar with every student. Only by knowing the student well can we accurately grasp the student's strengths and weaknesses in terms of intelligence, conduct, and academics. Only then can we prepare lessons well enough, organize teaching well enough, and become good teachers and helpful friends of students.
(5) Modern information technology must be freely used. Teachers in the new century must give full play to the role of information technology in education and teaching, be proficient in computer operations, be able to create teaching courseware, use online resources to improve teaching quality, and use modern distance education networks for lifelong learning.
(6) Must have strong ability to organize teaching. Effective organization of teaching is an important guarantee for improving the quality of classroom teaching. During teaching, teachers should organize and guide students to concentrate, mobilize and stimulate students' interest in learning, bravely explore problems, and enhance teaching effects.
(7) Teachers must have good psychological qualities.
With the advancement of the times and the development of society, the environment in which we live has become more and more deteriorating, conflicts have become more and more acute, competition has become more and more fierce, the rhythm has become more and more tense, and interpersonal relationships have become more and more complex. . All of this puts a huge psychological burden on people and students. In this situation, good psychological quality is extremely important.
First of all, we must be tolerant. Our education target is a group of children. We should not care about their faults, let alone fight with our own students. If teachers can tolerate them, they can bring back the kind nature deep in the students' hearts. , students will correct their mistakes faster.
The second thing is to control your emotions and be a good example for students. We cannot be amiable to students when we are in a good mood and work is going well; when we encounter something that does not go well, or when we are in a bad mood or feel depressed, we can vent our unhappy emotions to students so that students can become themselves punching bag. This kind of hot-and-cold attitude toward students damages students' self-esteem, and over time, students will lose their respect and trust. Teachers must learn to regulate their emotions and not bring emotions into the classroom. No matter what happens, they must work hard to respond to students with a smile and always be enthusiastic and patient with students.
Chinese teachers’ teaching experience and insights 3
I studied the article "My Opinions on Deepening the Reform of Chinese Teaching in Primary Schools" written by Professor Cui Luan. After reading the article, I understood: Writing is by no means a purely technical training divorced from the reality of life, but a necessary life ability for people in modern society. Therefore, it is not an external requirement, but must meet the needs of life and meet the needs of life. Write for true feelings, write for interest, write for communication, and write for practicality. Therefore, I very much agree with Professor Cui’s view that “composition teaching must be open”.
Mr. Ye Shengtao once said, "Articles must come from real life" and "Only with a fulfilling life can there be good articles." Composition teaching should establish a "big Chinese" education concept and guide students to understand life, experience life, learn language, and use language in the larger social environment. As broad as life is, the world of composition teaching should be as broad. For example:
1. I wrote about my favorite games. Games are children’s favorite activities. In games, children’s spirits are happy, their thinking is agile, and their language is fluent. By writing essays after playing games, students will not feel like they have nothing to write.
2. Write down your usual observations. Primary school students are not good at observation, especially the habit of careful observation has not yet been formed, which leads to "things that can be written about are everywhere, and you can't see them with your eyes open; you can see them at a glance, but you don't think much about them when you write." Therefore, before composing, give students "tasks" and let them search, explore, and participate with an "observation" perspective, and they will surely be able to obtain many novel writing materials.
3. Vivid narration, listen and write. The life of primary school students is like a kaleidoscope, colorful. Socializing with classmates in school, watching people buy and sell in the market, listening to others telling jokes on the bus, etc., are all good materials for composition.
4. Wonderful ideas, thinking about writing. Children have strong curiosity, eager thirst for knowledge, and rich imagination. They live in a colorful world full of whimsical ideas. Encourage students to write and describe their beautiful longings and fantasies, and they will form good articles with unique ideas.
Composition teaching in the new century should be closer to life and centered on content. Through writing that targets the living world, you can develop language skills and guide a life that expresses wisdom intelligently through activities centered on the content of the composition. To enable students to deepen their understanding of life and form a subjective personality.
Chinese teachers’ teaching experience and insights 4
Through the study of the topic "Effective Chinese Teaching Theory and Practice in Primary Schools", I understand that the effectiveness of classroom teaching has become a key factor in curriculum reform. Topics worthy of summary and reflection along the way, more scientific use of time inside and outside the classroom to guide students to actively participate in improving classroom teaching efficiency are the goals pursued by teachers.
1. Correctly understand the effectiveness of classroom teaching
Different views on efficiency have different results. What kind of classroom is efficient? Will students learn and can they solve it creatively? The breadth and depth of problem thinking are different from the extent to which students learn them. Whether the answer is correct or not is not a yes or a no, but more importantly, a good or a bad answer. At the same time, we should make it clear that a good classroom is not only about quality, but also about quantity. If the teacher talks too much in one class, but the students still know little, and the words are disorderly and without substance, it is not a good class; The class only allows students to learn and discuss a small issue. If it cannot complete the most basic teaching objectives, it cannot be considered a good class. High-quality classrooms require teachers to not only accomplish teaching goals, but also teach according to the actual classroom conditions. The explanation of the problem is not about the quantity but the essence. The organization of the discussion is not about fancy but practical. Cooperation and interaction should not be wading in the river but more contact with textbooks and other primary school Chinese teaching and training experience. Experience 5 articles on primary school Chinese teaching and training experience.
2. Arrange students’ preview in advance to get twice the result with half the effort
In the Chinese teaching syllabus, it is clearly proposed to cultivate students’ independent learning habits and abilities, and this requirement is especially reflected in the extracurricular preview session. Through relevant learning materials, from collecting to organizing, reading and thinking, we can obtain a lot of information related to the text, which lays a solid foundation for learning the text. More importantly, during the preview process, students read the text thoroughly and learn Learn new words and understand their meanings. A lot of time is reduced in classroom teaching. Teachers must first correct, guide, consolidate, etc. Then they can achieve the teaching goal, which is really twice the result with half the effort.
3. Reasonable allocation of classroom teaching time
The meaning of efficiency refers to the amount of work completed per unit time and the gains achieved. 5 articles on primary school Chinese teaching training experience 5 articles of experience!. In fact, a class lasts 40 minutes, and a normal person can really concentrate for only about 20 minutes. This is why teachers must highlight key points when giving lectures, and it is also the reason why classroom teaching is gradually adjusted at this moment.
Because we found that children cannot concentrate for 40 minutes, then in what time period does each child's 20 minutes of efficiency occur? Do these 20 minutes occur concentratedly or scattered? So, what we have to do It is not necessary to concentrate 100% of the attention for 40 minutes, but to allow the child to develop her potential in the effective 20 minutes according to the potential of the child's attention. This is related to the teacher's teaching arrangements, so when designing the teaching plan, pay attention to some time limits. Five articles on the training experience of primary school Chinese teaching.
Continuous long-term study can easily make students bored. We should focus on setting up time that really plays a role in students' learning knowledge, formal ability and awareness during teaching activities, and make full use of these times. Reasonably allocate the time for teacher activities and student activities in a class. It is a waste of classroom teaching time for teachers to fill the classroom with questions or blindly require students to be independent, cooperative, and inquiring.
Chinese teachers’ teaching experience and insights 5
This semester, I am serving as a Chinese teacher for the fifth grade (2) class of Wanli Primary School. After teaching for one semester, in my daily teaching activities, I pay special attention to the learning method of independent cooperative inquiry. Independent cooperative inquiry learning is a new learning method in Chinese classrooms. It focuses on the learning process and methods and is conducive to cultivating students' ability to analyze and solve problems and their ability to communicate and cooperate. I fully embodied this learning style during class. For example, during class, questions and answers can be solved in a group, and problems that cannot be solved in the group can be solved by the collective; group cooperation allows students to not only understand the problems discovered during the inquiry process, but also to further understand the core of the article. In this way, students can experience the joy of solving problems through cooperative inquiry and feel the fun of learning.
In addition, special emphasis is placed on language training in the classroom. Students have poor ability to use language and words. For example, they often write typos, write articles with many wrong sentences, and express unclearly, etc. This semester I paid attention to training in this area. When training, make sure that the words are not separated from the sentences and the sentences are not separated from the articles. Another example is that there are various teaching methods for new words, including comparison method, key breakthrough method, classification method, etc. In short, we are trying to find ways to help students remember easily mistaken words. Throughout the entire process, we followed the spirit of truth-seeking and pragmatism, and studied in a down-to-earth and conscientious manner. However, there are also shortcomings in teaching, mainly in the following aspects:
1. Instructing students to read aloud is not in place.
The main task of Chinese class is to learn language, learn the feelings and accumulation of language. Reading aloud is the direct feeling of language. The accurate, vivid and vivid language in the article must be more fully reflected through reading aloud. In daily teaching activities, there is a lack of reading guidance, so students' reading level has not been greatly improved after learning. There is no reading guidance design in the lesson preparation design during normal classes. After passing this semester's teaching, I will gradually strengthen the reading training in future teaching. The students' reading level is not high. There are two reasons for this:
1. Lack of guidance on reading skills. One of the purposes of text reading is to understand the characters' personality traits through reading. In addition to understanding the text content, there should also be questions about the application of reading skills, such as the processing of logical accents. Students also deal with stress in various ways. But I usually neglect the guidance of students and acquiesce in various ways of dealing with students. In this way, students' reading level will inevitably not be improved.
2. Lack of demonstration. Primary school students have strong imitation abilities, and teachers’ demonstrations often produce quick results. However, I often ignore this point in class, and there is almost no demonstration of reading, so students naturally have little effect.
2. Instructing students to write is not ideal.
Composition is an activity that uses written or spoken language to express thoughts and feelings. It is an important way to comprehensively train students’ language skills and an important way to develop students’ intelligence, creativity, and good personality and psychological qualities. Through the important method of organically combining reading teaching and composition teaching, students are stimulated to engage in active creative thinking and express new ideas in new ways. It requires teachers to create situations so that students can have something to say, something to tell, and feelings to express, and express their thoughts in their own language, so that students can write high-quality compositions. The basis of composition is life, which is rich and colorful, but students often turn a blind eye or listen to the rich and colorful life, so writing compositions is inevitably vague. Careful observation brings students specific descriptions, and observations from different angles produce different image creations. Imagination is the process of thinking of other people or things from the current person or thing. It is an important key to exploration and creation. Many inventions and creations start from association. Association plays an important role in eliminating rigid thinking and broadening ideas. Cultivating students' association ability is not only a task of the entire Chinese teaching, but also an urgent requirement to improve the quality of middle school composition teaching. Many students' compositions have narrow ideas and dry language. It has something to do with their weak association ability.
From multiple perspectives including genre, content and theme. Many facts have proven that changing perspectives can lead to discovery and innovation. Multi-perspective composition can cultivate students' ability to think from multiple perspectives, enable students to have rich imaginations, and learn to examine things comprehensively.
Teaching is art, and reflection is for tomorrow, for students, and for the continuous improvement of one's own teaching level. Next semester, I will continue to improve my teaching process, continue to learn new teaching theories, continue teaching practice in new courses, learn from each other in teaching, and never tire of it. The specific plans are:
1. In teaching, give full play to the initiative and creativity of both teachers and students in teaching, so that Chinese teaching can be carried out in the process of equal dialogue between teachers and students. Stimulate students' interest in learning, cultivate students' awareness and habits of autonomous learning, and create a good autonomous learning situation for students.
2. Strive to reflect the practicality and comprehensiveness of Chinese language in teaching, strive to improve classroom teaching, consider the integration of knowledge and ability, emotion and attitude, process and method, and conduct heuristic and discussion-based teaching. .
3. Pay attention to the correct orientation of emotions, attitudes, and values, and regard cultivating students' noble moral sentiments and healthy aesthetic tastes to form correct values ??and positive attitudes towards life as an important part of Chinese teaching. And integrate these contents into daily teaching work.
4. Handle the relationship between basic literacy and innovation ability well. In teaching, we pay attention to the accumulation, perception and application of language, and the training of basic skills to lay a solid Chinese foundation for students.
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