First, what is a high-quality and efficient course
What kind of Chinese class is a quality class? I looked up a lot of information, but there are no specific standards. To put it simply, we can think that a good class means that different people have different opinions. We can examine it from three aspects: 1. Does this class pay attention to students' development and interest consciousness? 2. Is this course simple? 3. Does this course reflect the value of Chinese? Among them, the first point reflects the curriculum goal of Chinese teaching and the work efficiency in unit time; Secondly, it embodies the original ecology of Chinese teaching, so that everyone can have a good class; The third point embodies the unique value of Chinese classroom teaching.
A good reading class is a tiring class.
The significance of a reading class is not limited to teaching students some Chinese knowledge, but more importantly, it exerts a subtle influence on students' values and outlook on life with beautiful and passionate words. Whether a class is good or bad is not decided by the teacher or the judges. Students should have the most say. If students can always be attracted by the wonderful class and spend 40 minutes unconsciously in a strong atmosphere, students will always be interested, actively participate in a class, and their personality will be fully displayed. This is an effective class and a good class. Students are eager to express their feelings in classroom teaching. Teachers encourage them to express their unique views, and they will enter the scene to read. In a reasonable way, the classroom will become colorful and full of vitality.
(2) A good reading class is a simple class.
The basic requirement of a good class is "normality", which is the class you can attend at ordinary times, not the class you can attend after many people help you prepare. A good classroom does not require perfection, and the classroom becomes too perfect, without any mistakes, and lacks realism, so that we can't see the real growth and progress of students in the classroom, because teaching is a regrettable art, so an effective Chinese classroom should be an original ecological classroom. A good reading class doesn't have to pursue a smooth teaching process. I think a good reading class, the smooth teaching process should be manifested in clear problem design, which makes people clear at a glance and clear-cut, so that students can get it with a jump. In the teaching process, students should be allowed to make mistakes, be silent, and let people see their progress and growth under the guidance of teachers. "Simply teaching Chinese and improving the quality in a down-to-earth manner is the direction of Chinese classroom reform.
(3) A good reading class is a class that can reflect the value of Chinese.
A good reading class should achieve the unity of instrumentality and humanism. It should not only lay a good foundation for Chinese learning, but also pay attention to the influence of Chinese, and cultivate humanism while practicing Chinese and mastering Chinese knowledge and ability. Only by combining solid language and writing training with effective humanistic education can the Chinese classroom be full of vitality. Therefore, a good reading class depends on whether students have fully read, whether they have a combination of reading and writing, and whether they have mastered some methods of reading Chinese. Teachers should find typical words and typical sentence paragraphs, so that students can draw inferences and get twice the result with half the effort. In addition, we should pay attention to language accumulation, because it is the basic way for students to learn Chinese and an important means to improve the quality of Chinese teaching.
An effective Chinese class, in the final analysis, is to pursue the efficiency, benefit and effect of Chinese teaching. It should be open and diversified in specific standards and evaluation system. It can never be measured by a ruler or a balance. Only by forming more knowledge can it be more conducive to the new round of Chinese curriculum reform.
Second, prepare lessons carefully to create a high-quality and efficient classroom.
Third, pay attention to incentive evaluation and implement efficient teaching.
Teachers should give priority to the positive evaluation of students' daily Chinese learning performance, such as encouragement and praise, and adopt encouraging comments to guide them as positively as possible, thus effectively promoting students' development. It can be seen that teachers' evaluation language will directly affect students' learning enthusiasm. Teachers' accurate evaluation of students' classroom has strong attraction, affinity and appeal, which will inspire students' confidence and initiative to participate in learning activities and effectively achieve teaching objectives. Classroom evaluation language mainly refers to the language evaluation made by teachers on students' various performances in the classroom, such as answering questions. Appropriate classroom evaluation language will protect students' self-esteem, care for students' thirst for knowledge and stimulate every student's desire for creation. Therefore, we should use classroom evaluation language that can arouse students' enthusiasm to the maximum extent in order to obtain the best classroom effect. So, how should teachers use classroom evaluation language correctly?
(a) Encourage evaluation-naturalness and sincerity
For example, when Sun Jianfeng, a special teacher, taught The Biggest Ear of Wheat, he instructed reading aloud like this:
Teacher: The teacher wants to hear your wonderful reading voice. Do you want to show it?
Teacher: You read correctly and fluently, but you can do better! If you are Socrates, how should you read Socrates' words if you want the students to hear and remember him clearly? (Students read it again, clearly and naturally emphasizing "Maximum" and "No entry, no retreat". )
Teacher: I'm really happy for you, because you read better every time!
In this clip, Mr. Sun encouraged students according to the characteristics of reading aloud, affirming the success of students' reading aloud, but not 100% praise, but encouragement in praise and sincerity in smile.
(2) Guiding evaluation-accurate and appropriate.
For example, a teacher taught the lesson "Fox and Crow":
Teacher: What do you want to say to the fox and crow in the story?
Health: Fox, you are too cunning.
Health: Fox, you are so smart that you will try to get something for nothing.
Teacher: Your idea is really different, but think about it. What is the purpose of the fox's cleverness? Do you like being so smart?
While affirming that students dare to express their opinions, guide students to realize that fox's cleverness is unscrupulous. "Do you like such cleverness?" It is logical to introduce students' unique experiences into correct values. The role of classroom evaluation is not only to motivate, but also to point out the direction. A targeted evaluation of students is the evaluation that really pays attention to students' development.
(c) Inspiring evaluation-wise and ingenious
When teaching Huai Su to write, students are not familiar with "calligraphers";
Health: Calligraphers are people who can write.
Teacher: Children can write. Can you be called a calligrapher?
The teacher's inspiration promoted the students' thinking. )
Student: No, calligraphers are people who write well.
Teacher: Your understanding is deeper.
His answer activated another student's thinking. )
In this process, the teacher's question "Can you be called a calligrapher?" It has played a role in fueling the students' thinking and made them think deeply and accurately about the word "calligrapher" in the teacher's question.
(D) Generative evaluation-vivid and unique
When a teacher was teaching Underwater World, he asked his students to read an article about underwater animals whispering. A student read aloud, and the voice was very straight and loud, so the teacher smiled and put it in the student's ear and said, "If you read like this, the animals will be scared away by you." Dynamically generated evaluation is the most effective and can best reflect the wisdom of teachers. Combining error correction with relaxation and pleasure can often get unexpected results.
(e) Delayed assessment-listening and waiting
A teacher teaches beautiful red-crowned cranes;
Teacher: What is the beauty of the red-crowned crane?
Health: Red-crowned cranes are beautiful, with white feathers, beautiful songs and flying freely.
Teacher: This is your red-crowned crane. Let's listen to the opinions of other students.
Health: The red-crowned crane's feathers are white, but its neck and wings are black, as if …
The first student's answer is correct, but in order to give students a broader space for thinking, the teacher did not directly give a positive evaluation, but reasonably delayed the evaluation. Under the hint of the teacher, the students quickly found the words of the beauty of the red-crowned crane in the book, enriched the text through their own imagination, and realized the beauty of the red-crowned crane from different angles.
Because there are too many uncertainties in classroom teaching, it is difficult to preset classroom evaluation language. In order to give full play to the role of evaluation in classroom teaching and make Chinese teaching more time-saving and efficient, teachers must improve their language cultivation, read widely, accumulate constantly, and create a harmonious development space for students with wisdom and love. The teacher's charming classroom evaluation language, although not honey juice, can stick to students; Although there is no magnetism, it can attract students. In class, it allows us to see students' sunny faces, hear laughter and experience flexible Chinese classes.
Fourth, stimulate emotions and make the classroom wonderful because of reading aloud.
Reading aloud is the basic ability of Chinese learning, an important means for students to understand the text and improve their reading and expression ability, and also the most frequent and important training in reading teaching. Correct reading helps students to correctly understand the text content and thoughts and feelings, develop thinking, enrich language, exercise memory, cultivate sentiment, and cultivate students' good emotional feeling ability and language expression ability. Therefore, Chinese teaching in primary schools should attach importance to students' reading training and cultivate their reading ability.
First, accuracy and fluency are the most basic requirements.
There are three basic requirements for reading aloud, namely, correctness, fluency and affection. Correct means correct pronunciation, without adding words or dropping words; Fluency means not reciting, not stuttering, and having a certain rhythm; To have feelings is to grasp the thoughts and feelings that the author wants to express and convey them through his own voice. These three requirements are progressive, and "correctness" is the most basic requirement. If you can't meet the correct requirements, let alone "fluency and affection". Fluency is required on the basis of correctness, and affection is required on the basis of correctness and fluency. However, in teaching practice, many teachers ignore this progressive relationship and ask students to read the text emotionally without being obedient. In this way, students not only fail to be "emotional", but also fail to meet the requirements of "correctness and fluency", and they stutter when reading aloud. Xue Fagen, a famous special-grade teacher, talks about the funeral of waterfall. When reading the text for the first time, students always found it difficult to read the name of the waterfall-"Seth Caidas", so Teacher Xue led the students to read it twice and asked them to read it three times. Students will soon be able to read fluently and fluently, and they will not stutter when reading the full text in the future.
Second, on the basis of correct fluency, it rises to emotional reading.
(A) grasp the emotional tone of the article
To improve students' reading ability in Chinese reading teaching in primary schools, teachers should first have a deep dialogue with the text, thoroughly understand the teaching materials, grasp the emotional tone of the article and determine the reading objectives of training. Then, teachers should first prepare for reading, read between the lines, read the blanks, read the implication, read the implication, and grasp thoroughly, so that teachers can read more freely in class.
1. Grasp the pulse of the text.
Every article has a certain emotional tone. If we teachers can grasp the emotional tone of the text, we will basically grasp the "golden key" of emotional reading. The emotions to be expressed in Chinese class are all different. For example, in the first volume of the sixth-grade text "Visiting Friends in the Mountains" published by People's Education Publishing House, the author uses poetic language and is full of infinite yearning and love for nature. When reading aloud, he should read with a relaxed and loving mood, and read out the intimacy with nature in a light and lively tone; In this volume, the article "Remembering Mother" expresses the love for the motherland and the feelings of infinite guilt for the birth mother through diaries and essays. When reading aloud, you should be full of affection, speak slowly and have a low tone. The article is the expression of the author's emotional will. Chinese teachers should be good at "fable in love" and reveal the feelings hidden between the lines. Only by reading the text carefully can they better grasp their emotions and make plans when reading aloud.
2. Select the "point" of training.
"Reading" is the leading creation. Teachers should read the text carefully and seek the best way to read aloud, which varies from text to text, from situation to situation and from person to person. Looking closely at the famous teachers' classes, their advantages are that they can find a unique angle according to the text path, form their own teaching path, and extract relevant sentences from the text for integrated reading guidance and reading training. In the process of reading guidance, we should also highlight the word "essence", grasp the important and difficult words and paragraphs of the text for detailed guidance, and make the finishing point by drawing inferences from others.
For example, when preparing lessons, teachers should focus on designing questions to carry out kind reading training: what scenery does the article describe when writing about Tianshan Mountain in July? Please underline the most beautiful sentences written by the author, read them carefully and think about the words from which you realized the beauty of Tianshan Mountain in July. After understanding and feeling, if students can read these sentences describing the scenery of snow-capped mountains, snow water, streams, virgin forests, wild flowers and so on well, then there is basically no problem in reading the text.
The ancients said: do something, do something wrong. Bold and effective choices avoid the broadness and unreality of "grasping one thing at a time", put energy and time into thinking, make goals clearer and appreciate more fully, effectively improve students' appreciation ability of language and characters, accumulate a sense of language, and make reading training get twice the result with half the effort.
(B) empathy brewing emotions
1. You will feel the same way after reading it.
Belinsky once said: "When reading, you feel his presence everywhere, but you can't see him. You read his language, but you can't hear his voice. You have to make up for this shortcoming with your own fantasy. " Throughout the ages, reading activities have placed great emphasis on "finding words to show images". When you read them with your mouth, you will soon see vivid and sensible pictures in your mind. Under the guidance of the author's language, imaginary images can then enter this world, whether long ago or now, whether real or illusory, touch the emotional pulse of the characters and listen to the spiritual voice hidden under the words of the author. It can be said that the sense of language refers to the power of recreating language scenes to a great extent. Teachers guide students to imagine pictures from words, help students get closer to characters, experience individuality and read aloud with emotion through the description of language and words.
As the saying goes, "I read my mind with my mouth", when students have vivid pictures in their minds, reading aloud becomes "lifelike" inadvertently. In the process of reading, guide students to "read while watching" and imagine and feel the picture behind the text. Students feel the same way and wake up the sleeping feelings. Naturally, they can read aloud with emotion. In the process of reading, they really feel the evocative feelings hidden between the lines.
For example, the first paragraph of Goodbye, Relatives is about volunteers saying goodbye to their aunts. The article begins with: "Auntie, ... are you worried that we will forget you, a Korean grandmother?" First is the call, and then directly lyrical. It uses the sentence pattern of asking questions and setting questions, which is particularly affectionate. So you should read it in a kind and comforting tone. Finally, "you said that this friendship is higher than the mountain and deeper than the sea. How can you forget? " Read it with reverence, emphasis and affirmation, so that the feelings for "relatives" will be expressed.
2. meditate and brew emotions.
Confucius said well, "Learning without thinking is useless". If a student reads a book like a young monk chanting-his mouth is smaller than his heart, even if he reads it a thousand times, his "meaning" cannot be "seen by himself". Therefore, "reading aloud" should be combined with "meditation" to show its unique beauty. In reading, give students enough reading time, read slowly, read quietly and think while reading. When you encounter difficulties, you can read them carefully, stop and think, and then read on. Only when students calm down and immerse themselves in the text can they mobilize their personal life experience and knowledge accumulation, interpret the text from different angles and produce unique experiences.
In reading, students let their childish and crystal clear hearts fly in the sky of language, thus producing emotional experiences of joy or sadness, anger or joy, love or hate, respect or hate, which lays an emotional foundation for further emotional reading. Therefore, only when students think fully and feel deeply, reading aloud will exude a smart atmosphere.
3. Technical guidance, icing on the cake
The so-called reading skills refer to the different reading methods of various articles, mainly the mastery, control and application of stress, pause and speech speed. The emotion reflected in reading aloud comes from students' understanding and perception of the text. Before students really feel the emotion of the text, the guidance of teachers' pure skills is futile. Only when teachers let students understand the essence of the text, and on the basis of their feelings with the author, can they better understand the "feelings" in the works by giving guidance on reading skills to keywords that can particularly express the feelings of the article center or characters.
For example, when teaching the article "Zhan Tianyou", the first volume of the sixth grade of the Education Edition, the sentence describing Zhan Tianyou's psychological activities should emphasize the guidance of pressure: "When encountering difficulties, he always thinks: This is the first railway built by China people themselves, and it must be built; Otherwise, it will not only make foreigners laugh, but also make China engineers lose confidence. "
After the students deeply understand the meaning of the sentence, the teacher will give guidance on reading skills, which undoubtedly plays a guiding role for the students. Students can better express their understanding of the text by reading aloud.
Mr. Ye Shengtao said: "Let students recite, they should be regarded as a kind of enjoyment, not a burden. After reading it again and again, I feel kind again and again. I don't want to memorize it earlier, so I naturally reach the realm of familiarity. Holding this attitude of enjoyment is the easiest to benefit. " This is the realm that Chinese reading should pursue. To pursue this realm, our teachers should constantly improve their comprehensive quality, strive to guide students to read aloud, and find effective methods to make our primary school Chinese class sound loud.
Fifth, pay attention to the creation of situations and put people first.
Creating a situation refers to a teaching method in which teachers provide a specific life situation according to the teaching content, so that students can feel in their own shoes, enjoy learning and learn well. Through the creation of situations, teaching can be carried out in a positive and relaxed atmosphere, and students' emotional activities can be integrated into learning activities, which can stimulate situational thinking, make it easier to learn knowledge in situational thinking, gradually cultivate their abilities and develop their intelligence. Situational teaching is conducive to inducing primary school students' learning motivation. The learning process of primary school students is an intuitive and perceptual cognitive process. Based on this learning characteristic of primary school students, situational teaching strengthens feelings, downplays analysis, guides children to perceive teaching materials from the pleasure of feeling beauty, and emphasizes triggering, maintaining and strengthening children's learning motivation in continuous and dynamic situations to realize the interaction between learning motivation and situation. Show individuality in the fun of creation. Traditional indoctrination teaching is abstract and conceptual, lacking in image and emotion, passive acceptance by students and full of resistance, which is a common problem caused by long-term emphasis on cognition and neglect of emotion in teaching field. The creation of situations in Chinese teaching in primary schools can maximize the development and utilization of students' potential and play a very important role in promoting the development of students' creativity. So, how to "set the situation" in Chinese teaching in primary schools?
(1) In the close reading of the text, when understanding key words, create situations, show pictures and deepen understanding. Its function is to make use of the situation, strengthen the inner experience, provide opportunities for imagination, expand association and imagination, enrich the text content and promote the active activities of language and thinking.
For example, in the teaching of Grape Valley, there is a word "colorful" that students should master. But for junior two students, simple explanation is too boring, combined with practical understanding, and they don't have much life experience, so they are not deeply impressed by the context. At this time, you can show pictures of various grapes for students to observe. When colorful and crystal-clear grapes appeared, the students immediately felt that their eyes were bright and they were amazed. At this time, the teacher took the opportunity to guide the students to express their impressions of the picture in their own words, and they could say a lot at once. After the teacher chooses to explain, the students themselves say colorful meanings, which are natural and profound. For another example, in the teaching of "Lotus", there are two sentences in the second paragraph: Lotus leaves are as dense as green disks. Bai Lianhua is opened between these big disks. "Need attention. Students can make their own lotus leaves and lotus flowers in advance, and then create such a situation, so that students can take out the lotus leaves prepared in advance and stick them on the blackboard. If the students stick tightly, ask them why they stick tightly. The word "squeezed" was introduced. If the paste is not tight, let the students read the book and paste it again, and then lead to the word "squeezed" as for the word "Mao", and ask the students: "What is missing from the current picture?" "Lotus", "Then put your lotus on it quickly! "I saw the students enthusiastically posting on the ground. Then, let the students say, "In what mood does the lotus grow?"? "Students can immediately say the words" full of enthusiasm ","full of energy "and" eager "in combination with their actions just now. In this way, students get a personalized understanding in the situation, realize the profound meaning of the word "Mao", and endow the White Lotus Sect with vitality. Unconsciously, personalized words are constantly bubbling under the condition of vitality. What we do is to take the children to restore the flat text to a solid and rich image, to give the "squeezed" and "adventure" fresh life, to summon children's emotions, to guide the text interpretation to the aesthetic field, and to cultivate Chinese literacy.
(2) Create effective situations when practicing writing, so that students can express their feelings in language with the situation as an opportunity to achieve the purpose of emotional sublimation.
Ingarden, a Polish phenomenologist, found "blank spots" in literary works, thinking that they are confusing and difficult to determine, and the only solution is to rely on readers' own experience. When readers fill in the blanks with experience, the works will be full, complete and concrete. In our Chinese teaching, students should also become the main body of reading experience and readers in the real sense, leaving them with appropriate blank spots in the classroom, so that they can complete the filling and connection of the text with their own experience, thus fully participating in the construction of text meaning and improving the ability of text interpretation. For example, after "Hurry", you can create such a situation and play the recording of the clock "Tick-tock, Tick-tock" so that students can listen to this heartbreaking sound. Guide students in time: "what do you seem to see when you hear this urgent voice?" Think of what? " Students will have a lot to think about, and then the teacher will ask students to write down what they see and think from "listening to the ticking of the clock". In this way, in the process of writing, children internalize their understanding of time into their own language, feeling that "time flies, like the moon flies." "An inch of time is an inch of gold, and a thousand dollars can't buy an inch of time." The truth. At the same time, I also exercised my writing ability in writing practice, thus organically combining the training of language and writing with the edification of humanistic spirit.
(3) Reproduce the historical picture, narrow the distance between students and the text, create an effective situation and deepen the understanding of the ideological connotation of the text. The reason why Chinese teaching has exciting charm lies mainly in its own fusion of colorful emotions. In Chinese teaching activities, if teachers can't open students' emotional doors and make them resonate with the text and the author, then this teaching activity is dry and boring. Therefore, it is particularly important to create effective situations and promote students' emotional experience. For example, because the texts on historical themes are far away from students' lives, I am afraid that teachers' lectures alone are not enough for students to get a profound education. At this time, you can choose some pictures of historical themes to add to the teaching, so that the teaching is more full. For example, the lesson "Five Strong Men of Langya Mountain" can show the scene of soldiers fighting bravely. When one person falls, the picture of another person rushing to continue fighting appears in front of the students, which is not only a visual shock, but also a spiritual shock.
Creating teaching situation with the help of language. Situational creation based on language description can provide a broad world for the development of students' creative thinking. Under the teacher's visualization of language, students enter a specific situation through their actual perception of language and semantic thinking, memory and imagination. Feel the situation intuitively and deepen your understanding of the language. For example, in the teaching of four suns, in order to let students better understand the words "frozen and warm", we can design it like this. The teacher asked, "children, please close your eyes." In the cold winter, you stand on the playground in a thick cotton-padded coat and do radio exercises. At this time, a cold wind blew (playing the sound of cold wind). How do you feel? " The student replied, "I feel very cold." "I feel my legs can't move, and my face is very cold. It's already frozen red. " "..." The teacher said: Yes, your feeling is called-(show the word "frozen"). Children, in winter, our hands-our feet-our faces are frozen stiff. When we were shivering with cold, a fiery red sun appeared in the sky. How do you feel now? "The student replied," I feel very warm. "I feel warm and comfortable." The teacher concluded: "At this time we feel-warm." Let students feel "cold" and "warm" with the help of the situation described by language and the rendering of pictures. Although the warmth and coldness here are not actually felt, they are personally felt. Only in this way can we stimulate students' true feelings, gain positive inner experience and deeply understand the words.
Situational teaching is not only an effective teaching method, but also an indispensable Chinese art, which facilitates teachers' teaching and makes students benefit a lot while being edified physically, mentally and emotionally.
Sixth, talk about the cultivation of students' independent cooperation and inquiry ability.
The New Curriculum Standard puts forward: "The focus of Chinese teaching in primary schools is to promote students' development and lay the foundation for their lifelong study, life and work. "The reform will build a platform for our teachers to learn, explore and show. If teachers use old ideas to teach Chinese again, it will undoubtedly kill the fresh vitality of curriculum reform. As a Chinese teacher, I must cultivate students' initiative in learning and exploring. Let students truly become the main body of the classroom. Then, how to cultivate students' autonomy, cooperation, inquiry spirit and learning ability in Chinese teaching in primary schools? In terms of teaching philosophy, we should first break the concept of "dignity as a teacher" and build a democratic, equal, respectful and friendly relationship between teachers and students. Secondly, teachers should build a democratic, equal and harmonious relationship between teachers and students, so that students can acquire knowledge and develop their abilities on the basis of "independence, cooperation and inquiry". Thirdly, teachers should care and cherish every student, give every student an opportunity and make them feel a sense of accomplishment. Finally, let students participate in the teaching process and encourage students to speak on their own initiative. Let students learn to learn, learn to learn independently, and let students participate in the whole process of education. Here, I focus my research on changing classroom teaching. Let me talk about my own practice in Chinese classroom teaching reform.
(A) to stimulate interest is the driving force for students to learn independently
Practice shows that students' interest in learning is the driving force of autonomous learning. In teaching, teachers should actively create an interesting learning atmosphere for learning, so that students can be edified, infected and motivated, thus taking the initiative to learn. In the classroom, teachers should boldly let students discuss and communicate freely, praise some unique opinions of students, and let students truly feel that learning is happy, so that the motivation of independent learning is even more sufficient.