How to teach Chinese innovation course in primary schools well

With the end of the school innovation course competition, I thought this topic was over, but the number of teachers who consulted this question increased. Teachers who are going to participate in municipal competitions want to know some "tricks", while teachers who fail to rush out want to know their own gaps. Here, I want to talk about my learning knowledge through the following questions, and discuss it with the teachers and superiors in charge of innovative courses. In my mind, there is no fixed model for the innovation of the school innovation class competition. For the development of students, we should boldly transform our classroom, give full play to the wisdom of teachers, break the rules and regulations, produce new or meaningful teaching forms, and cultivate students' innovative spirit and ability. Innovative education hopes that every class is an innovative class. Therefore, for our teachers, every class should carefully design the fulcrum of innovation, and every class should be based on cultivating students' innovative quality. As far as innovation competitions are concerned, I think: 1. Teachers' skills are the strength of classroom teaching. Innovative education is based on inheritance, aims at development, and takes cultivating innovative talents as its basic value orientation. Therefore, it is obviously a misunderstanding and distortion of innovative courses to give up the basic elements of classroom teaching and blindly seek innovation. The basic elements of classroom teaching are teachers and students. In the innovation class competition, you may find that the final competition is the teacher's personal skills. This is because the participating teachers attached great importance to it and made careful preparations. Some teachers prepare lessons collectively and give lectures collectively, so there will be no big difference in the design and content of classroom teaching. But the teacher's personal skills are his real kung fu, especially in the classroom details and the handling of problems. Therefore, some people say that the competition of classroom teaching is a competition of personal skills in the end, which makes sense. What is a teacher's skill? It should include at least three aspects: first, the daily basic skills of teachers. With the development of the times, teachers' basic skills should have new connotations. In addition to the traditional "chalk words, Putonghua", multimedia and other electronic teaching tools and the use of modern information technology, teachers' own qualities such as teaching attitude, eyes, tone and body language should also belong to basic skills. The second is the knowledge level of teachers. Knowledge should include "knowledge" and "ability". Mastering the professional knowledge of this discipline and related disciplines is the basic requirement for teachers and the basis for improving the level of classroom teaching. In this innovative curriculum competition, we found that some young teachers have novel teaching designs and advanced teaching concepts, but they are obviously insufficient in the use and excavation of teaching materials, which makes people feel flashy. This is actually a manifestation of the lack of self-knowledge. So I have repeatedly advised young teachers to be less impetuous and read more books. Only by arming yourself first can we control the teaching materials flexibly and guide students' development. Teachers' teaching ability is multifaceted, and I only emphasize a little classroom regulation ability here. In this competition, I found that many teachers are hesitant about students (primary schools) scrambling to raise their hands to speak, or are helpless about students (junior high schools) actively participating. These problems are caused not only by the lack of teaching presupposition, but also by the lack of teaching experience and wit. If we take turns to speak, group representatives to speak, designated to speak, etc., we can appropriately reduce the "overheating" phenomenon in the classroom, reduce the difficulty of the problem, and combine it with real life and students. The third is the teacher's personal teaching style and specialty. Teaching style and specialty are unique to teachers and different from others. These factors cannot be "prepared" by preparing lessons before class. Teachers use their own specialties to innovate, which is a clever way of competition. For example, in this competition, two teachers performed the poem Homesickness. One of them was evaluated by me as "this poem was written for her unique reading, and it is the swan song of this poem", and the other one is obviously not suitable for reading in this "melancholy" style. If the teacher realizes that reading is not suitable for me, then he should choose to give full play to the students' level, let them shape reading through recording, and then let them give full play to their talents according to their own specialties. Teachers and students themselves are curriculum resources, and making good use of them is another aspect of teachers' skill. A teacher's specialty and original opinion are his own qualities. Therefore, in order to have a good class, teachers must be "bosom friends". Second, the charm of teaching passion No matter what the evaluation standard of classroom teaching is, I always think that classroom teaching without passion is unbearable, and I have never seen a class as plain as boiled water achieve good competition results. Zankov said: "Intellectual activities are carried out in an atmosphere of high emotions." Suhomlinski said: Passionate classroom teaching can make students engage in learning and thinking with high excitement, and they are surprised or even shocked by the knowledge displayed in front of them. Students feel their own wisdom and strength in learning, experience the joy of creation, and feel proud of the greatness of human wisdom and will. What is the excitement of classroom teaching? I think: teaching passion is first and foremost the teacher's wholehearted input. Teachers are completely immersed in the content of the teaching materials, fully integrated into the communication with students, and realize the degree of selflessness of "not listening to things outside the window", which will reach the emotional peak of classroom teaching and attract the learning mood and energy of all students. Any absent-minded expression and words and deeds will distract or reduce students' attention and weaken the effect of classroom teaching. Secondly, teaching passion is all the emotions of teachers. It is often said that sleepiness infects people, and high mood infects people. From the moment the teacher stepped into the classroom, his mental state affected the atmosphere of the classroom and set the emotional tone for this class. When teachers' emotions fluctuate in the classroom, students' emotions will also fluctuate, or flow like a river, or slow as a clear stream, thus experiencing the pleasure of teachers and students swimming in the ocean of knowledge together. A lesson without emotional agitation and experiencing happiness is bound to be without emotion and gain. Third, teaching passion must be heard by students in class. If students' passion is not stimulated, the classroom will be ineffective or even ridiculous if teachers have passion again. Emphasize students' dominant position, teachers can't perform on stage, students can keep their eyes open, and innovative classrooms refuse to have an audience. Teachers should try their best to inspire, awaken and inspire students, so that the classroom can become a stage for harmonious emotional interaction between teachers and students. Professor Qi Jian, a creative education research group in Shandong Province, believes that the classroom should be an "emotional field", which should be conducive to the continuous development and improvement of students' emotional world in a harmonious and pleasant atmosphere-on the one hand, teachers need to fully tap and make use of emotional education materials in subject courses, on the other hand, teachers are required to fully integrate themselves into it, be emotional, and ignite students' passion with their own passion-that is, to create an "emotion" in order to mobilize students' emotions, Teachers should master the art of "inspiring" emotions, be good at using lively and inspiring language, and fully mobilize students' learning emotions by means of multimedia demonstration, recitation and role performance. Being good at innovation is the life of classroom teaching. We don't advocate teachers to innovate for the sake of innovation. Innovation should be the spirit and idea of every teacher, and should be reflected in teachers' manners and daily behavior. If there is no innovation, the process of innovation will lose its life. Innovation is improvement, perfection, optimization and development. From the concept of innovative education, classroom teaching innovation should be reflected in the following five aspects: First, teaching students according to their studies. It is to design and implement teaching according to students' physical and mental characteristics, internal needs and students' basic level. "Learning as teaching" requires teachers to have the curriculum concept of innovative education, and the teaching concept determines the behavior mode; Second, we should have a keen insight into students' learning dynamics in time and find the best opportunity and ideal starting point for students to learn; Third, we should have strong adaptability and teaching wit, and quickly combine students' performance with innovative educational ideas. Therefore, teachers should not imagine designing teaching plans out of thin air, but should pay attention to understanding the learning situation, capture teaching information in time, develop classrooms flexibly, generate resources, and create open, dynamic, developing and energetic classroom teaching. Second, life reconstruction. Professor Qi Jian believes that the classroom should be a "life field", life can not be separated from activities, and the protagonist of the activities is students. Therefore, in our classroom, we must change the boring and dreary situation in the past and let students really "move". Of course, this movement mainly refers to the movement of students' inner world, thinking and emotion. In other words, we should strive to create a "living classroom" and an "active classroom". To rebuild classroom life, we need to pay attention to students' basic life forms and living space, and learn and experience intellectual skills and cognitive attitude through discovery and innovative cognition; Based on real life, classroom teaching makes students feel that learning is useful, thus realizing the value of themselves and knowledge and gaining the motivation of learning. To rebuild classroom life, we need to expand the physical space and spiritual space of classroom teaching, break the traditional spatial layout of "paddy field" and "church" according to actual needs, choose appropriate teaching methods and teaching means, provide students with space for thinking, imagination and creation, realize and pursue possible life through experiencing real life, and give classroom teaching life meaning and life value. Third, multi-dimensional interaction. Teachers should provide multi-factor, multi-form and all-round activities, such as teacher-student interaction, student-student interaction, group interaction and interaction between students and teaching media (textbooks, teaching methods, media, etc.). ), so as to mobilize the subjective initiative of each student, actively construct new knowledge, and thus cultivate learning ability. In classroom teaching, first, we should be good at creating situations for students to ask questions, providing opportunities for observation and practice from things in life situations that students are interested in or familiar with, giving full play to students' initiative in learning and stimulating students' desire for practical inquiry; The second is to create time and space for students to communicate independently, so that students can cooperate with each other, inspire each other, learn from each other and improve together; Third, actively try the teaching procedure of "learning before teaching", take students' learning as the primary link of teaching, shift the focus of teaching from teachers' "teaching" to students' "learning", cultivate students' ability to explore knowledge independently and improve their ability to collect information. Fourth, activity construction. Piaget, a famous psychologist, pointed out that children's wisdom comes from activities. In classroom teaching, if teachers can turn some teaching contents into activities, it will affect students' minds, form a strong attraction, inject fresh air into classroom teaching, stimulate students' interest in learning, and thus maximize teaching efficiency. In fact, teaching activities are a dynamic development process in which teachers and students explore new knowledge and enjoy the fruits of knowledge. "Students like teachers" and "teachers like students" will naturally exist in classroom situations. Teachers should not only regard themselves as teachers of textbooks, but also notice that there are many new teaching resources in the classroom and make full use of them. Fifth, dynamic generation. Dynamic generation is a process of randomly developing and timely utilizing curriculum resources in the teaching process. Classroom teaching is not a simple knowledge learning process, but a life course in which teachers and students grow together. Therefore, we should pay attention to life and look at classroom teaching from a changing, dynamic and generative point of view. Because teachers and students have different interpretations, they get different experiences and insights. Therefore, teaching materials should not be regarded as the Bible of classroom teaching, but as the "topic", introduction or case of teacher-student dialogue. Teachers can reorganize, optimize and enrich the teaching materials according to their own teaching wisdom, and can introduce relevant teaching materials into the classroom, so that the existing "teaching materials" and extracurricular materials complement each other. The differences between students and the openness of teaching make the classroom complicated and changeable. The development of teaching activities sometimes coincides with teaching presupposition, but more often it is different from presupposition. When teaching is no longer carried out according to the preset, teachers should flexibly choose, integrate or even abandon the teaching preset according to the actual situation, and generate new teaching plans with wit, so that teaching is full of spirituality and wisdom. The generative nature of teaching process puts forward higher requirements for teaching presupposition. Only by creatively using teaching materials, fully understanding students and effectively developing curriculum resources can presupposition be fruitful.