1. Give full play to students' subjectivity in high-quality Chinese classes
Giving full play to students' subjectivity is the core concept in Chinese curriculum standards. In traditional Chinese teaching, teachers give lectures and students listen mainly. It is often how teachers teach and speak, with little consideration for students' learning. Put students in a passive position. The new curriculum requires students' learning as the mainstay, so that students can become the masters of the classroom. That is to say, the premise of evaluating high-quality Chinese courses under the new curriculum standard is whether Chinese teaching is for the development of students. The development of students is the fundamental basis for determining the evaluation. To evaluate whether a class is a high-quality class, we must first see whether teachers can stimulate the enthusiasm and creativity hidden in students and give full play to students' main role. Let students become masters of the classroom, active participants in Chinese classroom teaching, discoverers of problems, and solvers of cooperative inquiry. Of course, giving full play to students' subjective initiative does not negate the leading role of teachers. If teachers only let students discuss aimlessly and praise their wrong understanding blindly in Chinese classroom, this is not a manifestation of students' subjectivity, but a teacher-led inaction, which is a sheep-herding teaching and a real Chinese quality class. Not only should students' dominant position be fully reflected, but teachers should also give full play to their leading role. They should be good at guiding students to carry out independent and cooperative inquiry according to the three-dimensional teaching objectives, integrating the dynamically generated objectives, leading, instructing, correcting and improving students' answers, and making the Chinese classroom truly interactive. Moving towards the track of improving students' Chinese literacy in an all-round way. < P > Second, high-quality Chinese classes should give students time and space to feel and think < P > In many open classes or high-quality class competitions, many teachers have just raised a question, and students have not thought seriously or clearly, so they can't wait to force the answer to the students, or try their best to pull the students' thinking to their own preset answers. Some Chinese students start to discuss without even reading the text carefully. Such a Chinese class does not give students enough time and space to feel and think. It seems that our Chinese class is to complete some tasks rather than develop our students' thinking. It seems that our Chinese class is to explain an answer and impart a little knowledge, rather than let students learn to explore and learn to think and discover. In fact, a class that lacks students' feelings and thinking is not deep and is by no means a good class. Students learn not only to acquire knowledge, but more importantly, to learn to think independently and become thoughtful people. Einstein once said: The ability to develop independent thinking and independent judgment should always be put in the first place. Don't think that a lively class on the surface is a good class. A real high-quality Chinese class does not depend on the surface, but on the mental work of students. In this sense, a class that can guide students to think positively is a good class. As Suhomlinski said, the real classroom should be a kingdom of positive thinking. If a Chinese teacher can't activate students' thinking and cultivate their thinking ability, such a class is definitely not a quality class. A really good Chinese class must cultivate students' thinking quality, stimulate students' thinking interest and develop students' habit of thinking. Create time and space for students to feel and think.
Third, a high-quality Chinese class should be solid and efficient.
There are two meanings. First, teachers should have solid teaching skills, concise and vivid teaching language, clear teaching ideas, exquisite teaching design, strategic thinking, controlling students' thinking, fully mobilizing students' learning enthusiasm and efficient teaching effect; Second, after a class, students learn very solidly. Some flashy classes like to engage in showmanship are doing classes, which mislead teachers. Real high-quality Chinese classes should be the natural presentation of conventional Chinese classroom teaching. Some open classes look lively, but they are illusory, with little students' income, and their learning is not solid. For example, classical Chinese does not guide students to read the text repeatedly and dredge the meaning independently. In the last lesson, students were asked to discuss patriotism before reading the text repeatedly, savoring the language and characters' psychology, and even spent most of the time debating. This kind of class, which is not based on the interpretation of the text and the taste of language, is not a Chinese class, but a thinking class, not to mention high quality. A truly high-quality Chinese class should be precise, so that students can learn solidly and have a strong Chinese flavor, which requires teachers to dig deep into the teaching materials. Have a clear understanding of the teaching content and carefully choose the best breakthrough. We should choose the knowledge points that students are most interested in, the most difficult or puzzled for a long time in Chinese learning, guide students to stick to the text, think deeply about the connotation of the text, deeply understand the exquisiteness of language and writing, and cultivate their thinking ability and expression ability. Really let students put the teaching objectives into practice, students learn solidly, and those classes that are unrealistic, engage in teaching models and play with ostentatiousness cannot be considered as high-quality courses. 2. Yan Zi, a fifth-grade elementary school student, made Chu's short-term evaluation
Background:
Jing Gong realized that Qi's strength alone could not compete with strong Jin, so he set his sights on Chu in the south and decided to make up with Chu and * * * resist Jin. In this case, Yan Zi visited the State of Chu as an envoy. At this time, Chu was ruled by King Chu Ling, who was arrogant and arrogant, so he planned to humiliate the envoys of Qi, so there was the story of "Yan Zi made Chu".
Moral:
This story foiled the story that the King of Chu accused Qi people of going to Chu as thieves by sending Yan Zi to Chu, showing Yan Zi's wit and eloquence, and the demeanor of a politician and diplomat. It shows that people who insult others will be humiliated in the end.
This story can also make many people understand that people can't look at each other, and the sea water can't be measured. It can also remind many people that being rude to others can only be boring.
Appreciation:
1. The whole story is an idiom: bring disgrace to oneself. This idiom first appeared in The Analects of Confucius. Zi Gong asked how to make friends. Confucius said, "Honest advice is given to each other, and good words are directed. If he doesn't listen, forget it. Don't ask for humiliation." But most descendants' understanding of this idiom comes from this text. The king of Chu tried to insult Yan Zi three times, but the result was not only easily solved by Yan Zi, but finally insulted by Yan Zi. The idiom means that you are insulted and embarrassed because of yourself.
2. Facing the second insult of the King of Chu, Yan Zi responded to the King of Chu like this: "What is this? Linzi, the capital of China, is full of people. When everyone opens their sleeves, they can cover the sun and become cloudy; Everyone shakes a sweat, it's just a shower; Pedestrians in the street rubbed their shoulders and their toes touched their heels. How did the King say that there was no one in Qi? " (In this passage of Yan Zi, three idioms are derived: one is that Zhang Mei becomes Yin; The second is to sweat into rain; The third is to rub shoulders. Swing, shake off; The sweat spilled by everyone's hands is like rain, which describes many people. Of course, this idiom later describes sweating a lot, which is not the original meaning. The third is to rub shoulders: rubbing, and; Rub shoulders, shoulder by shoulder; Heel, heel; One after another, toes touch heels. Shoulder to shoulder, foot to foot, describes a crowded. )
3. When the King of Chu teased the people of Qi for stealing, Yan Zi stood up without changing his face and said, "Why didn't your Majesty know that?" Citrus in Huainan is big and sweet. However, when a species from citrus reticulata goes to Huaibei, it can only bear small and bitter oranges. Isn't it because the water and soil are different? By the same token, the people of Qi lived and worked in peace and contentment in Qi, and when they arrived in Chu, they became thieves. Perhaps the water and soil of the two countries are different. " This passage contains an idiom: orange in the south and orange in the north. Fructus Aurantii: Deciduous shrub, bitter and sour, spherical. Also called orange. The orange in the south will become bitter orange when transplanted to the north of Huaihe River. Metaphor means that the same species mutates due to different environmental conditions. Later generations used "orange in the south and orange in the north" to describe the influence of the environment on people. In modern Chinese, it seems to be used in a slightly derogatory sense to describe something as "alienated" or "deteriorated" because of the change of the environment. )
diplomacy is no small matter, especially when it involves national dignity, and it is absolutely inviolable. Yan Zi maintained his national dignity and personal dignity with the way of "attacking the shield with the spear of the son". Yan Ying is smart, witty, eloquent, brave and fearless.
The reason why Yan Zi won this diplomatic victory is that Yan Zi's words are neither supercilious nor condescending, polite and restrained, and his words are euphemistic and his mind is clear. 3. Comments on the composition of the fifth grade in primary school
On March 2, Pan Haiyan's "The Basic Nature of Fractions" can introduce new lessons by analogy, explain examples in detail, and repeatedly emphasize individual mistakes, so as to consolidate them in time. The types of topics are comprehensive, the classroom atmosphere is slightly dull, and the space for students' autonomous learning needs to be expanded.
On March 2nd, Di Yongwei's "Haiyan" enables students to experience the excellent quality of Haiyan in repeated reading, and teachers play a leading and guiding role in the classroom. The concept of the new curriculum is reflected, but the classroom content is slightly thin, so we should pay attention to guiding students to accumulate knowledge and enrich their knowledge.
On March 6th, Qin Liyan's "Light", the knowledge points were clearly summarized, which was convenient for students to sort out. The concepts that are easily confused can be analyzed in combination with physical phenomena, which is easy for students to understand. The review content is detailed and appropriate. However, as a review class, the classroom capacity needs to be increased.
On March 7th, Pang Qiaozhen's < < The Root of Numbers > >, the knowledge points were summarized clearly, and the knowledge points were reviewed by students' recollection, which was convenient for students to remember and sort out. Combine knowledge points with related examples and exercises, and combine stress with practice. The examples are standardized, aiming at the students' lack of solid foundation, adopting this kind of review method can further consolidate the foundation, which is worthy of recognition.
Yan Zhongliang
On March 5th, Xiang Haiyun wrote < < the reduction of fractions > >, and the exercise design was difficult, reasonable and orderly. Throughout the class, a variety of questions were designed around the key to finding common causes, and students could basically solve problems through various forms such as teacher's explanation, students' exploration, students' oral answers, students' simulated exercises, students' board performances, etc., but the classroom atmosphere was slightly boring.
On March 5th, Maori group's < < the reduction of fraction > > drew the reduction of fraction through fractional operation analogy, which was easy for students to understand and accept. The classroom capacity is large, but the exercises need to be optimized. Teachers explain more, and bilateral activities between teachers and students need to increase.
On March 8th, Wei Xu's "The Establishment and Editing of Charts" can be introduced into the course with life examples, with lively classroom atmosphere and various forms of teaching.
On March 7th, Yan Zhongying wrote "Walking in the Calligraphy World". This lesson starts with calligraphy appreciation, which can stimulate students' interest in learning. The class content is arranged in an orderly way, but the students' reaction is a little dull.
Qian Fangyi 4. Who knows how to evaluate Chinese in primary schools
The general evaluation can be carried out from the following aspects: 1. The implementation of teaching objectives and the breakthrough of teaching emphasis and difficulty.
whether the goal reflects the three-dimensional goal and whether the students' development goal is achieved. Whether the breakthrough of teaching emphasis and difficulty is appropriate and reasonable.
2. Students' learning style. Whether it reflects students' dominant position, faces all students, cares for and respects students, and creates a democratic, equal and harmonious teaching atmosphere; Teachers and students participate in the learning process, and attach importance to guiding learning methods and cultivating good study habits.
3. Teaching methods. According to the presupposition and students' questions, the teaching process is designed, and the teaching steps are effectively regulated according to the change of learning situation, so as to determine teaching by learning.
according to the teaching content, whether the teaching method is effective. Whether to promote the interaction between students and texts, between teachers and students, and between students and students in teachers' classroom.
Is the teacher handling the sudden problems in the students' classroom properly? 4. Teaching methods.
Choose appropriate and effective teaching methods from the teaching practice, so as to organically combine modern educational media with teaching. Teachers are skilled, efficient and effective in using audio-visual media.
5. Teachers' quality. Correct appearance and kind teaching attitude.
Teaching in Putonghua is standardized, inspiring and instructive. The writing on the blackboard is accurate and neat.
Strong ability in organizing teaching and being good at adjusting teaching strategies according to learning situation. Effectively develop and expand Chinese learning resources.
6. Teaching effect. Students actively participate, have high learning enthusiasm and strong interest, and accomplish teaching tasks well.
students at different levels have improved. ]。 5. How to write the evaluation content of the fifth grade Chinese "Colorful Africa" < P > After listening to teacher xxx's class, the words "natural and fluent, clear and clear" came to mind.
It is natural, smooth and clear, because Mr. Fu has no affectation, grandstanding, deliberate pursuit, clarity, transparency and vitality in this class. "Beautiful teachers and beautiful classrooms" is my deepest feeling. Looking back at this class, there are many wonderful things. Here are three explanations:
One of the wonderful things: leading students to feel the words with body temperature. The understanding of "Qing" and many words with colors in the article. Reading, thinking, cognition and understanding are integrated, which is time-saving and efficient.
wonderful second: lead students to grasp the writing ideas. After reading "Chinese Curriculum Standard", we strongly realize that reading teaching after entering the senior grade of primary school must have a strong sense of text. The so-called "text consciousness" means paying more attention to grasping the text as a whole. In class, teacher xxx first finds out three exclamations that Africa is colorful, and finds out the sentences that serve as a link between the preceding and the following. From which aspects, he writes that Africa is colorful, and clarifies the thinking of the article, so that students can initially understand the organization of the article and the expression order of the article. There is another advantage of doing this, as Mr. Ye Shengtao said: "The author thinks that there is a way, and he knows the truth by following the road." The following intensive reading content is often partial, and the ideas are straightened out and the levels are clearly defined, so it is understood that the local content is the position in the whole, and the local content is no longer an isolated point, but a point in the whole, which is the finishing touch.
wonderful third: pay attention to both the expression content and the expression method. Judging from the text, the most commendable expression methods in this lesson are to summarize first, then concrete, and echo from beginning to end. After learning the relevant contents, Mr. Fu points them out, which is very beneficial to improve the students' writing level.
One thing worth thinking about is that this is a skimming text. When we are in class, can we let go more, draw thicker lines, or design bigger questions so that students can learn independently? 6. Physical education teaching plan for the fifth grade of primary school and after-class reflection and evaluation draft
This is the draft of primary school physical education lecture: model: the draft of fourth grade physical education lecture-Wang Hanyingyi and teaching material analysis of Yizhuang Central Primary School in Changshu City: This lesson is the twelfth lesson of the fourth grade, and the main teaching materials are relaxing running and games (jumping up quickly).
Starting from the nature of the teaching materials, this class arranges the newly taught teaching materials in the first half of the class to ensure that students are full of energy to learn and master the newly taught contents, and arranges fierce competitions in the second half of the class, aiming at arousing students' strong interest in practice. Second, the teaching objectives, teaching emphases and difficulties: 1. Cognitive objectives: (1) Students understand the technical concepts and requirements of relaxed running.