Dear leaders and teachers,
Hello everyone!
It is the golden autumn season when sweet-scented osmanthus is fragrant, and we gather in the picturesque Beijin. A group of smart people never miss, but some of them are long and salty. This is a grand event in the education field. I am an ordinary teacher in Xianbao Central School. Today, I come to participate in the exchange with a pilgrimage heart. I am willing to listen to your opinions and seek truth!
The topic of my exchange is "Attempts and Reflections on Improving the Quality of Chinese Teaching in Rural Primary Schools", which is difficult to get into the eyes of the Fang family. It is important to participate. Let's talk about my own attempts and thoughts in the usual teaching:
As we all know, the key to improving Chinese performance is to improve the reading and composition ability of primary school students, but how to do these two things? I think that learning methods from reading, applying the methods learned from reading to composition, and combining reading with composition can complement each other.
At present, the proportion of examination, reading and composition is increasing. I have read a lot of articles in all aspects, but most of them are useless, especially in the third year of high school. Time is tight and the task is heavy. I often wonder: Is there any good way to improve students' reading and writing ability in a short time and cope with exams calmly? In practice, I tried from the following aspects and achieved good results:
First, strengthen the training of "paragraph" and improve reading and writing ability.
The key to our students' poor composition lies in the "paragraph training" in the middle grade, which has three symptoms: the key paragraphs are incoherent, not specific and not vivid. Imagine that the middle school is the link between the preceding and the following. How can you write a whole composition if you can't even write a paragraph? Without rules, there would be no Fiona Fang. The composition should first be "law-abiding" and gradually transition to the stage of "impossible" free expression.
The middle grade focuses on "the composition of paragraphs" and the construction method of paragraphs. In the learning part, we learned several hierarchical methods, such as "total-sub-total" and other structural methods. Taking the middle school text as an example, through Xue Rui's text, students learned the method of narrative in chronological order, the method of reflecting the moon in three pools, the method of narrative in spatial orientation order and the pencil box. We often see such a sentence: what sentence is this passage written around? Let students understand the writing method of summarizing first and then concrete. You can refer to Li Shizhen, Underwater World and other texts. Why are students afraid to do reading problems? This is the bottleneck restricting their development.
We senior three students often fail to grasp the key paragraphs when writing articles. The detailed part is not specific, and it is easy to record it as a running account. What's the reason? In the training of reading and writing paragraphs, he will not write around a single meaning. This is fatal! We can regard a passage as the condensation of an article, and the method of layering is also applicable to segmentation, so that reading a short article has a foundation. I think: this step by step and gradual improvement should also be the original intention of textbook arrangement.
Reading and writing, we can't look at them in isolation, in fact, this is a two-for-two, two-for-one thing. Simple things often contain profound truth. For our teachers, we should have a strategic position, keep an open mind, grasp the key points, do simple things repeatedly, practice writing often at ordinary times, and don't rush to dig wells.
Second, the combination of instrumentality and humanism is a complete language.
Just now, I talked about attaching importance to the foundation, discovering the inherent laws of paragraph composition, and combining reading and writing. This is a tool of Chinese, and it is the humanity of Chinese to understand the feelings expressed in the article, internalize the language, sublimate the feelings and be edified. We often say that we should cultivate children's humanistic feelings. How can we implement them in reading and writing? In reading teaching, it is like reading a person's article to guide children to understand the key sentences in the article. We should look not only at what he said, but also at why he said so. What do you want us to understand? Sometimes the purpose is obvious, and it is written directly at the end of the article. It is called "Zhang Xianzhi" in writing, and the main idea is pointed out at the end of the article. Other authors hide their own purpose, which needs our careful understanding. Now we listen to the teacher, not to anything else, only to see how he guides the students to dig the hidden meaning in the article step by step, and how the emotions gradually deepen and sublimate. Some teachers have to be full of aesthetic feeling in the open class, and read the key sentences repeatedly to guide students to understand. Why did the teacher do this? This is because teachers purposefully guide students to internalize the language and re-take the road of emotional sublimation of the author. This is what we often say to understand the thoughts and feelings of the article. Why are we discussing this today? Because with the help of reading teaching, we can clearly see how the author expresses his feelings step by step. This is the essence, spirit and spirit of our composition!
Words are the model of composition. When we write a composition, we should learn from the author and express our inner feelings step by step. This is the highest state of Chinese! If students can really apply the methods learned from the text to their compositions, will we still be afraid of exams? This is called "one punch at a time, lest a hundred punches come."
As for how to choose materials, how to give specific guidance? How to write encouraging comments? Teachers have different opinions, but one key point can not be ignored, that is, from the perspective of children, choosing content that they have experienced, are interested in and can arouse their emotions will definitely get twice the result with half the effort. I won't go into details here!
Let's talk about some practices and experiences in guiding primary school students' poetry creation:
Last year, the school assigned me the task of teaching sixth grade Chinese. There is a unit in the textbook about poetry. I have a preference for poetry and have the impulse to guide students to write poetry. I don't know if it's a blessing or a curse. I think it is always good for students to increase their knowledge. Before I came into contact with the unit "Poetry Picking up Shells and Walking with Poetry", I consciously guided students to discover rhetorical methods in poetry and lead them to feel the beauty in poetry outside the textbook. This kind of beauty is vivid, intuitive and subtle. I remember that the first song I introduced was Wang Guozhen's description of fireflies. The children read the poem and felt the language charm brought by metaphor. Since then, Wang Guozhen's Invitation to Spring, Xu Zhimo's Farewell to Cambridge, Ye Jiaxiu's Grandma's Penghu Bay, Yu Guangzhong's Homesickness and Li Shutong's Farewell have all been read by students. Seeing that the time is almost ripe, I began to guide students to try to create new poems, explore how to use rhetoric to make the language more vivid, and give students how to build a shelf for poetry structure. As long as the shelf of the first section is set up, the following sections are generally the same in structure, giving people a feeling of sighing and deepening feelings, just like Yu Guangzhong's homesickness. At first, the students were afraid of difficulties, so I showed them. It was rough, but it caught fire. Seriously, I didn't expect it to be created by students, just for fun. I didn't expect the creativity of the students to be really amazing, and the new poems are really like that. At this time, I entered the poetry unit of "Poetry Picking up Shells and Walking with Poetry", and the students showed amazing enthusiasm and created many small poems. I put these poems in my QQ diary and showed them to the teachers in our school, which was well received by everyone! Principal Xu Degui and President Shen Qidong of Central School attached great importance to it, and specially compiled a collection of poems for these little poems, named "Flying Childhood Dreams", which further stimulated students' love for poetry!
Let's talk about some thoughts and attempts on reading and writing:
To improve primary school students' literacy efficiency, we must show the charm of Chinese characters and improve students' literacy ability. In terms of literacy methods, my idea is that Chinese characters are a trinity of sound, form and meaning, which is different from other languages. We can combine the image and interest of Chinese characters with the word-formation principle of Chinese characters. In the usual teaching, teachers should use their brains to help students establish the channel of meaning association at the perceptual level. Reduce the mechanical copying of primary school students. I remember that some students always write the radicals of the word "God" wrong, write more, and write the word "Yes" next to the word "Yi". This is a headache. I thought for a moment and told the students: In fact, this is related to the prayer activities of the ancients. They used divination, sacrifice and other methods to get inspiration from ghosts and gods, so the word "God" is ". In this way, students can not only write the word "God", but also write words with the same radicals as "Happiness", "Sacrifice", "Sacrifice" and "Prayer", which helps students to establish meaningful associations to some extent. Students can write associative pictures, think of a string of words from one word and connect isolated and scattered Chinese characters. In this sense, it is not an exaggeration for us to say that Chinese is the art of image. If we can get inspiration from this point and further explore the word formation law of "Six Books", our teaching will be closer to the essence of things. From word to word, we can understand the original meaning of words more accurately, and then extend the meaning by analogy. Combining word teaching organically, students trained by this etymological teaching method can more keenly perceive the cultural atmosphere contained in words, thus making China literature alive!
The popularity of computers has successfully made us "abandon our weapons." Looking around, there are very few students who can write good words. In a sense, we have sent groups of "talents" who can't write to the society, which is a great sorrow for Chinese teaching! In today's world, with the strengthening of China's national strength, China culture is becoming more and more confident in the world. In the spirit of being responsible for future generations, it is of far-reaching significance to guide students to write good words!
In actual teaching, in view of the fact that many students' homework in grade six is difficult to identify, I insist on influencing students with my own standardized writing and gradually cultivate students' serious and rigorous writing attitude. In the specific operation, it is impossible to practice all the commonly used Chinese characters. I instruct students to observe carefully, find out the rules of font structure, choose some representative examples, and focus on practice, find out examples to practice, such as
According to statistics, there are 4 1 Chinese characters with the highest frequency. If you practice these words well, you can get twice the result with half the effort.
I also look for inspiration from ancient writing methods. Through one year's practice, the writing ability displayed in the final examination paper of our sixth grade class has been praised by everyone.
Just after Teacher's Day, the teaching of the new semester has just begun. As a front-line teacher, I feel that happiness and hard work coexist, and motivation and pressure coexist. I want to take this opportunity to express my warm praise to all the teachers. You are the most respectable person;
Without your infatuation with Dai Yue, how can there be people with lofty ideals in Peking University and Tsinghua?
Without your example, strict father's loving mother and mother-in-law, how can there be a thousand words that make people cry in the examination room?
Without your care and ingenuity, how can there be colorful peonies?
Without your wax torch, spring silkworms will grow early. How can there be a dream of Little Phoenix and Wan Li Longteng Huaxia?
There are more and more young teachers on the education front of "Guanshan Road in Wan Li, Tonghua, and the Little Phoenix is clearer than the Old Phoenix". I seem to see the brilliant future of primary school Chinese education in Wuhu County!
Finally, I want to give a sentence from Wang Bo's Preface to Wang Tengting to friends of similar age. I want to encourage my teachers: I would rather be old and strong, I would rather use my head; If you are poor, you will change your mind, and you will never lose your ambition! Thank you!