Question 1: What are the teaching methods for primary school Chinese? What are the teaching methods for learning French?
(1) Reading methods (reading aloud, silent reading, reciting)
(2) Teaching Methods (telling, explaining, commenting, lecturing, retelling, reading, practicing, and calligraphy);
(3) Dialogue methods (questions and answers, conversations, discussions, debates)
(4) Practical methods (observation, investigation, interview, visit, experiment, inspection, research, games, interactions, travel, internship, apprenticeship, practice, homework, etc.)
(5) Audio-visual teaching method (camera, Slide projectors, projectors, tape recorders, radio, television, movies, video cameras, voice experiments, computers, networks, multimedia)
(6) Research methods (problem-solving style; subject-exploration style; experiment - Argumentation type)
(7) Self-study method (self-study - coaching type) (Lu Zhongheng, Wei Shusheng)
(8) Examples of other education and teaching methods:
1. Language sense teaching method (Hong Zhentao, Wang Shangwen)
2. Thinking teaching method
3. Emotional teaching method (Yu Yi)
4 , case teaching method (Genshein, Krafki)
5. Instruction teaching method (Cai Qingcheng)
6. Situational teaching method (Li Jilin) ??
< p> 7. Introduction teaching method (Qian Menglong)8. Target teaching method (Bloom)
9. Feedback teaching method (Liu Xianguo)
10. Problem teaching method (Dewey, Makhmudov)
11. Appreciation teaching method
12. Activity teaching method (Dewey)
13. Point-to-point teaching method
14. Happy teaching method (Shanghai No. 1 Normal School Affiliated Primary School, etc.)
15. Successful teaching method (Shanghai Zhabei No. 8 Middle School)
16. Holistic teaching method (Cha Youliang)
17. Cooperative teaching method (Slavin of the United States, Amonashvili of the former Soviet Union)
18. Heuristic teaching method (" "Study Notes", Bo's Experimental Teaching Method (Qiu Xuehua)
19. Design Teaching Method (Kerbokur)
20. Discovery Teaching Method (Bruner)
21. Innovative teaching methods (Osborne, Guilford, Tao Xingzhi)
22. Differentiated teaching methods (*** Building)
22. Unit teaching Method
23. Comparative teaching method
24. Procedural teaching method (Plessy, Skinner)
25. Intuitive teaching method
26. Graphic teaching method (Wang Songquan)
27. Suggestion teaching method (Lozanov)
28. Competition teaching method (Luo Shugen)
29. Big Chinese teaching method (Zhang Xiaochun)
30. Non-directive teaching method (Rogers)
31. Mastery learning teaching method (Bloom)
32. Dalton System Teaching Method (Burkehurst)
33. Meaningful Learning Teaching Method (Ausubel)
34. Transfer Teaching Method (Ma Xinlan)
35. Try teaching method (Qiu Xuehua)
36. Study-guided teaching method (Xu Changchen)
Question 2: What are the Chinese teaching methods, such as the main problem design method? Since the implementation of the new curriculum, I have attended classes in many districts and counties, and I have seen what happened in middle school Chinese classes. Changes and many problems were discovered. My colleagues and I have sorted out the problems existing in the implementation of the new Chinese curriculum in middle schools. These problems are mainly:
1. Lack of basic understanding of the nature of the Chinese subject. It cannot properly handle the relationship between the three dimensions of the three-dimensional goal of teaching, opposes the humanistic and instrumental nature, and separates knowledge and ability. One-sided view is that emphasizing basic knowledge and basic skills is to follow the old path; focusing on the cultivation of humanistic spirit is a new curriculum.
For example, some knowledge required by the curriculum standards is only learned but not tested, because if you don’t test it, you won’t learn it, and if you don’t teach it, you won’t teach it. Teaching only focuses on transfer, expansion and imitation of some new teaching forms, while the exploration of text interpretation, language taste, and writing methods are only scratches and brushstrokes.
2. The new textbooks are highly flexible, giving teachers a lot of room to use them creatively. However, some teachers do not show flexibility and creativity in the use of teaching materials in teaching. Some flexible teaching contents, such as students' unique feelings about teaching materials, are to add the feelings of several famous writers; the method of answering extended reading questions is to increase text understanding. The clichés set up in the above few sentences; the writing of topic essays is to make up a story related to the topic, etc., etc., which have become new rigid forms and dogmas that students are required to master. These are contrary to the concept of the new curriculum and the three-dimensional goals of teaching.
3. In some places, teaching methods are still outdated, and there is a tendency to "put on new shoes and follow the same old path" in teaching. Since Chinese language learning is the study of mother tongue, and mother tongue learning mainly relies on acquisition, and because Chinese courses are courses with rich humanistic connotations, the Chinese curriculum standards place great emphasis on the perception and experience of language materials, but some teachers go against mother tongue learning. The rules of the law dilute the very important experience and inquiry process in students' learning, omit the process that should allow students to experience and explore independently, and directly transform the results of teachers' own perceptions and experiences into conceptual knowledge and force-feed them to students. , the result can only lead to students "memorizing by rote".
4. There are some vague understandings of reading teaching, and teachers’ own text interpretation abilities need to be improved. Some teachers do not study the text in depth enough, or they only focus on the overall perception and abstract analysis; or they set vague goals for text reading, and do not have enough understanding of the language; or they stick to the teacher's book and lack personalized understanding; or they explain the text in a general way. Not precise, unable to grasp the main points, and insufficient instruction; or insufficient attention to text reading and the inquiry process of middle school students.
5. Some problems in composition teaching. (1) There is a lot of arbitrariness, which is reflected in the arbitrariness of essay propositions, guidance, and corrections; (2) The lack of awareness of life accumulation, only photographic observation of life, and no emphasis on guiding students to understand life and guide students to carry out activities. Aesthetic observation cuts off the connection between Chinese language and life; (3) ignores students’ basic thinking training and lacks the cultivation of imagination and thinking acumen; (4) the correction method is single and low-efficiency; (5) some teachers write by themselves Poor literacy.
6. The understanding of comprehensive learning is not in place and it is considered dispensable. The comprehensive study of Chinese language subjects is equated to the activity classes of the past.
7. Teachers’ own qualities and abilities are not well adapted to the requirements of curriculum reform. Some teachers do not have enough Chinese literacy and have difficulty accepting new teaching and learning methods; some teachers only view curriculum reform from the perspective of Chinese subjects and test scores, and do not focus on the formation and development of students' basic literacy in teaching. The cultivation of lifelong learning ability lacks overall thinking.
In order to ensure the healthy progress of the new curriculum, we propose the following countermeasures:
First of all, middle school Chinese teachers must effectively change their teaching concepts. The transformation of teaching concepts does not happen overnight and requires a long process. Therefore, we must continue to study in depth the "Basic Education Curriculum Reform Outline (Trial)" promulgated by the Ministry of Education. We must make it clear that curriculum reform is the need for the implementation of quality education, and we must effectively change educational concepts and establish and practice new educational concepts.
To change the teaching concept, we must first establish curriculum awareness, which is of particular importance to the Chinese teaching of the new curriculum reform. Establishing curriculum awareness means using new curriculum concepts to guide one's teaching activities in the teaching reform, and using the language of curriculum theory to explain and guide one's teaching behavior (the so-called language of curriculum theory mainly refers to curriculum syllabus, curriculum standards, curriculum Objectives, course structure, course evaluation, course implementation, course resources, etc.), in this way, we will have a new vision and be able to break through the original inherent teaching system.
Simply changing teaching concepts is not enough. Teachers must also focus on cultivating students’ innovative spirit and practical ability and effectively change teaching methods... >>
Question 3: Primary school What are the specific teaching and learning methods of Chinese? What are the new teaching methods of Chinese teaching in primary schools
Ren Yidan of Dongguan Mayor An Dong'an School
The fundamental purpose of Chinese teaching is to improve students' "correct understanding" and the ability to apply the spoken and written language of the motherland" while promoting the overall development of people. Today's Chinese language teaching focuses on understanding, that is, trivial analysis of articles, which results in misalignment of goals, offside requirements, and inadequate language learning. Therefore, based on reality, the intensity of learning Chinese should be shifted to the application link, and understanding can be promoted through application. To learn to use, we must pay attention to students' language practice activities, so that students can cultivate their language sense, learn to learn, develop good Chinese habits, and master basic Chinese learning methods in language practice activities. The new Chinese teaching syllabus also emphasizes accumulation and application, pointing out that "Chinese is the most important communication tool." Students must gain true knowledge in their own language practice activities, in language communication with teachers, classmates, society, and family. development.
In order to allow students' language practice activities to operate flexibly in Chinese teaching, I have made attempts in the following aspects:
1. Flexible organization of teaching
Traditional Chinese teaching usually involves teaching one text after another. Inspired by Teacher Xue Fagen’s “chunk teaching”, I try to downplay the strict boundaries between texts in middle and high-grade Chinese teaching and adopt the “unit-wide teaching method.” The texts in each unit are organized together because they have certain similarities. Teachers can use these similarities to focus on language training. When teaching, treat a unit as a text and start from the whole. First, let students read through each text freely, and then let students preliminarily understand the content of the text they like, and raise questions in a targeted manner, and then combine it with the unit The training focuses on organizing teaching, including word chunking, sentence chunking, paragraph chunking and writing style chunking, so that students can seek similarities and differences in various chunks, and gain internalization and accumulation. In this way, it not only improves the teaching speed and efficiency, but also increases the teacher's degree of freedom in handling teaching materials, reducing analysis and focusing on practice, so that students' language training can be fully implemented.
2. Well-designed questions
Einstein once said: "Raising a question is often more important than solving a problem." The famous Japanese teaching scholar Saito Yoshihiro even believes that teachers’ questions are “the life of teaching.” It can be seen how important "asking" is. But the teacher's questioning is an art. If the question is well asked, the students will want to say it and be able to speak it, thus achieving the purpose of understanding through application. Therefore, good questions should be asked in classroom teaching: First of all, the questions must be novel. The so-called "novel" means that teachers must be good at asking questions from a new perspective. Interested in seeking answers. For example, I often design in advance or randomly capture some controversial and challenging issues during teaching, so that they can clearly understand and argue thoroughly. Secondly, the question must have capacity. The questions raised by teachers should give students room for free play and encourage students to answer the teacher's questions from multiple angles, channels, and levels. Such as one question with multiple solutions, one question with multiple exercises, one question with multiple discussions, etc. Design questions on this basis should be inspiring. Combining the key points and difficulties of teaching, we carefully guide students to "what to say" and guide students to actively explore, actively think and clarify "how to say".
3. Create situations skillfully
Teachers create situations according to the meaning of the text, allowing students to comprehend, memorize and taste the language in a realistic way through performances, demonstrations and other activities, so as to make the situation more vivid. The setting and language training are organically combined and integrated, achieving the purpose of "education through entertainment, fun without playing". In class, I often randomly capture or deliberately set up some situations so that students can learn to use language unintentionally. After learning "Ivy's Feet", let the students introduce themselves to the habits and characteristics of the ivy using the "I" tone. Once in class, a small sparrow suddenly crashed into the classroom and could not fly out no matter how hard it flew. Now, the students' eyes followed the sparrow as it moved up, down, and right. So, I stopped teaching and simply let them watch. Finally, the sparrow stayed in the class for five or six minutes and flew out of the window.
The students also came to their senses, and I took advantage of the situation and made a free speech about how the sparrow flew into the classroom, how it flew in the classroom, and how it flew out of the classroom, as well as the students' performance, mood and opinions on the matter. , I found that several students who usually don’t talk much also have the desire to express themselves. After class, they also sent specific and vivid articles to me.
4. Create a relaxed atmosphere
Birds need a broad and high sky to fly high; students need a free and relaxed atmosphere to express themselves. Relevant research shows that students' thinking activities and emotional participation are closely connected. When students' emotions are at a positive level... >>
Question 4: What are the teaching methods for junior high school Chinese? Chinese learning is a process of improving Chinese quality and Chinese ability. Mainly in two aspects: read more and write more. Reading more is an effective way to improve reading comprehension skills. You should read more texts, as well as more classics, newspaper articles, celebrity biographies, etc. outside of class. Extracurricular reading can improve understanding, broaden your horizons, acquire new knowledge, improve writing skills, and benefit you throughout your life. Of course, you must first make full use of the text. Texts are silent teachers. In the process of reading the article, you should think about "what was written", "how it was written", and "why it was written like this". The text has reading tips and guidance, and there are some notes after the text. They can answer questions, help accumulate knowledge, improve reading comprehension, and are also a means of accumulating basic Chinese knowledge and composition materials. The teacher's explanation and analysis of the text in class can be used for reference. You can also have your own understanding and communicate with the teacher and classmates. Write more, and pay attention to practice writing every day, such as writing diary essays, recording the events of the day, recording what you saw and heard, and commenting on it. Of course, composition still pays attention to some "methods". Pay attention to some writing skills. For example, at the beginning of the article, go straight to the point and make it clear. Let the readers understand what you are writing at the beginning. The main part of the article must be written around the center, and it must be meaningful. This is the minimum requirement. At the end, emphasize the main idea one last time to deepen the reader's impression. In this way, the article is complete. The articles written will not be empty and dry, but eloquent and meaningful. As long as you insist on reading and writing more, you will definitely improve your Chinese ability and quality. In addition, attention should be paid to improving the reading level of classical Chinese. Classical Chinese proficiency is useful for college entrance exams. Chinese and Chinese language accounts for a lot of points in the high school entrance examination and college entrance examination papers. It is of great benefit to improve one's own quality (Chinese studies level, cultural level, writing level, etc.).
Question 5: What are the teaching and learning methods of primary school Chinese? The teaching method, the answering method (talking method), the demonstration method, the situational teaching method, the emotional teaching method, the teacher-student interaction method, and the reading method. Teachers first pass After preparing lessons and mastering the teaching material content (specific knowledge), using oral language carriers in the classroom to impart knowledge to students in the form of teachers speaking and students listening is called the lecturing method. On the basis of first mastering the knowledge content of the textbook, the teacher in the classroom asks questions orally, and the students answer the questions orally. The teacher asks questions or uses language to inspire and guide the students to master knowledge and improve their understanding. This method is called the answering method or the conversation method. On the basis of mastering the teaching purpose and teaching content, teachers use visual teaching aids such as wall charts, models, and physical objects to make students think through observation and master knowledge through demonstration activities and teacher's language guidance. This method is called the demonstration method. ①Teaching method, as far as the purpose of teaching method is concerned, teaching method is to achieve the purpose of cultivating qualified talents by completing teaching tasks that enable students to master knowledge and skills, develop intelligence and physical strength, and form a certain world view, moral quality and personality. method. ②Teaching method, as far as its means is concerned, its basic means is knowledge. Teaching is to use knowledge to arm students, and to promote students' all-round development while imparting knowledge to students. Specific education has specific regulations on the knowledge used, which is mainly reflected in specific teaching materials. ③The application of teaching methods targets students and is a method to promote the all-round development of students. ④ The users and controllers of teaching methods include teachers and students. Because teaching activities are bilateral activities between teachers and students, teachers and students are both the main subjects of teaching activities. They are both users and controllers of teaching methods and have active roles. It is just that teachers play a leading role in the activities of using teaching methods, and students' mastery of learning methods is reflected in the way of learning by cooperating with the activities taught by teachers.
Question 6: What are the teaching and learning methods of primary school Chinese? It’s a big question. As far as classroom teaching methods are concerned, they are:
1. Lecture-based teaching method
p>Implementation form:
(1) Explain teaching method
(2) Talk teaching method
(3) Discussion teaching method
(4) Reading teaching method
(5) Lecture teaching method
2. Question-based inquiry teaching method
(1) Problem-based teaching Method
(2) Inquiry teaching method
(3) Discovery teaching method
(4) Basic steps for the implementation of project teaching method:
< p> (1) Create problem situations(2) Select and determine problems
(3) Discuss and propose hypotheses
(4) Practice and seek Results
(5) Verification and conclusion
Question 7: What are the guidance for learning Chinese? Everyone finds it difficult when it comes to learning Chinese, but no matter what you do, there is a "Tao", and this Tao is the method. The method is self-study and study. Self-study means learning by yourself and using reference books; studying means asking others for advice, and attending class means learning from the teacher. For example: when students learn a text, they first read the text themselves, "Read the book a hundred times, and the meaning will be apparent to you." Then use the reference book to solve new words and words, then analyze the content of the text by themselves, and then use the teacher to pay attention to the good words and sentences in the text. Teacher Duan’s explanation enables full understanding of the text. If we just want to talk about how to learn Chinese, I think reading more, reciting more, accumulating more, and writing more.