1. Study guiding educational and teaching theories in order to enable students in the project research to actively improve themselves in the process of independent cooperative inquiry and learning in various forms in and outside of class, and better combine learning Chinese and learning. Being a human being is organically combined. We mainly studied the following theories:
1. The theory of autonomous learning. The "Chinese Curriculum Standards" emphasize that Chinese learning is a student's personalized behavior. The works and value in Chinese teaching are only produced in the process of students reading, and students are the main body of reading. The meaning of the text is generated by students under the guidance of teachers and based on their existing knowledge and life experience.
2. The theory of cooperative learning. Former Soviet educators Amonashvili, Shatalov and others believe that through creative educational activities, teachers and students can establish a relationship of mutual cooperation, trust and understanding, and develop students' diverse talents in a lively and diverse way. In Chinese teaching, students often have different understandings of the same article and the same character, just as "a thousand readers, there are a thousand Hamlets" means this. In response to this situation, it is particularly necessary to strengthen exchanges and cooperation among students so that they can learn from each other's strengths and become more knowledgeable and more comprehensive.
3. Explore the theory of learning. Educator Suhomlinsky once said, "One of the outstanding characteristics of students' learning is their research attitude towards the object of study." In the same inquiry-based learning of Chinese language, the text, nature, society, and oneself should be taken as the objects of inquiry. A variety of methods can also be adopted, such as social surveys, on-site observations, interviews with people, experiential learning, classroom discussions, and information review, etc. wait. This inquiry-based learning method allows students to learn at a higher level.
2. Research on distinctive classroom teaching models. In order to achieve the expected goal of continuously enriching and developing subjects through teaching practice, and to provide educational resource guarantee and strong support for the construction of teaching characteristics, we actively integrate various teaching links. Effectively implement the method and general process of cultivating independent cooperative inquiry ability, and build an independent, cooperative and exploratory classroom teaching model framework of "introducing excitement → independent creation → cooperative interaction → eliciting inquiry and solving doubts → transfer practice".
1. Introduce excitement and use information technology to create scenarios. In multimedia classroom teaching, pictures, texts, sounds, and images are organically combined, so that abstract connotations are transformed into a form that blends scenes and combines pictures and texts to mobilize students. Vision, hearing, perception, and understanding create a new interactive space for Chinese teaching, which is like being on the scene, seeing people, hearing their voices, and seeing their shapes... For example: "From Baicao Garden to Sanwei Bookstore" , "Sky Market in the Sky", "Back View", "The Emperor's New Clothes", etc. The production of courseware allows students to really feel like they have entered the real scene of the work. For example, downloading a large number of pictures of animals and plants in "Song of Snow" can turn abstract language and text into intuitive perception of images, greatly improving students' understanding and mastery of the text. These real and vivid scenes can not only activate students' learning potential and activate their thinking, but also cultivate and improve personal sentiments, develop experiences of truth, goodness and beauty, and create independent personalities. This is undoubtedly a great promotion.
2. Independent creation. Electronic reading rooms and online classrooms allow students to access the Internet and conduct independent online learning according to their own preferences and teacher's requirements. For example, in the "Four Ones" activity competition held by the two classes (3 and 4) in the first grade of junior high school, they first use the teaching materials as examples to imitate and learn, and to update and create. The entire competition strongly advocates a slogan: "Read carefully like a scholar, write innovatively like an author, write correctly like a calligrapher, and use it flexibly like an engineer..." to strengthen the cultivation of independence and increase the sense of success in learning. For example, in the process of creating an "Inspirational Quotes" e-bookmark and creating a fable, students first searched and studied the inspirational quotes of celebrities and great people on the Internet, and then read "Aesop's Fables" online, and then used their own brains to create, with exquisite illustrations. Text and illustration processing, self-created inspirational aphorisms and fables. It works great.
3. Cooperation and interaction In the process of cooperation and interaction, we emphasize "teacher-student cooperation and interaction" and "student-student cooperation and interaction". The purpose is to use the multimedia teaching environment and online resources, in groups, Argue with each other, inspire each other, divide work and cooperate, learn from each other's strengths, and engage in thinking collisions. The shallow ones will get the shallow ones, and the deep ones will get the deep ones. Usually, when studying, we use groups as a unit to launch challenges and competitions between groups, thereby enhancing the sense of competition and collectivism and honor. For example, when teaching four fables - "The Mosquito and the Lion", "Hermes and the Statue-bearer", "The Sophon Suspicious Neighbor", and "A Gift in Time", you can instantly browse the VCD videos of these fables online, look at the pictures and imitate the characters and tell them Story Contest. Another example is the downloaded 10 hilarious and witty comic pictures from "The Emperor's New Clothes", which aroused bursts of laughter from students. After matching these comic pictures with emotional music, students were asked to participate in a group retelling story competition. Such an effect is certainly It's indescribable. This not only changes the current inherent form of many Chinese teachers who just play tape recorders to demonstrate and read aloud recordings, but also actively strives to effectively strengthen the training of "speaking" in the cultivation of listening, speaking, reading and writing skills in Chinese teaching, in order to "promote students" If you want to say something, teach the students how to say it.”
4. The process of inducing exploration and explaining doubts is based on question and answer questions as the main line of teaching. Students learn first and explore first, and the teacher explains and then helps, organically combining the teacher's introduction with the students' exploration. , thereby solving the problem. It enables students to develop their intelligence and abilities while learning new knowledge.
For example, when teaching "Two Poems", students are required to read it to themselves for the first time to understand and explore: What is the content of the poem? Read it to yourself for the second time, and explore your feelings: What emotions are expressed? Self-reading for the third time, insights and exploration: What are the benefits of using paper boats and golden flowers to express emotions? Every time he reads to himself, the teacher is not eager for students to answer, but gives students enough time to read, explore and think. Some students do not explore and think well, so the teacher asks students to read several times more, sometimes asking them to read silently, and sometimes catching them. Read the key plots together and in detail. Since the time for students to study and explore independently was fully guaranteed, many students had something to say during the exchange and report. Even students who did not usually speak often raised some questions and achieved good results. This kind of guidance solves the problem of students' independent inquiry, which is formal or not in-depth, allowing students to find themselves in the classroom, develop their personality, and fully mobilize their enthusiasm for independent inquiry and learning. Teachers promptly discover and affirm the results and gains of students' inquiry, and gradually eliminate some students' sense of obedience, inferiority, and inferiority.
5. Transfer practice The knowledge in the book is just an example. Learning more knowledge is the purpose of our Chinese teaching. Therefore, in Chinese classes, we pay special attention to students’ transfer reading ability and practical ability. For example, some students are good at word processing, and some are good at drawing. For example, based on the actual situation of the experimental class, the following "multiple one activity competitions" have been carried out step by step: designing an "inspirational motto" e-bookmark competition; designing an electronic handwritten newspaper competition with free propositions; creating an electronic fable; Design an advertising slogan with the theme of caring for our mother river;...Through these learning activities, not only the students' enthusiasm for learning is mobilized, the students' intelligence is brought into play, but more importantly, in the process of learning the competition, students can learn Chinese language knowledge has been flexibly used, cultivating students' good qualities of fair competition, modesty and studiousness, willingness to help others, innovation and refinement, and self-transcendence. When we build such a model, it does not mean that what should be said first and what should be said later and how should be said in class. The various links mentioned in the model are complementary to each other and are not an independent entity. Only by flexible grasp in actual teaching can teaching be vivid and colorful.
3. Explore valuable classroom teaching strategies and actively advocate independent, cooperative, and inquiry-based learning methods. The determination of teaching content, the selection of teaching methods, and the design of evaluation methods should all contribute to the formation of this learning style. Based on this, we conducted research on optimizing the selection of teaching strategies in the experiment and explored conventional and feasible teaching strategy optimization methods.
For example, the optimal teaching strategy for the prose "The Difficult National Destiny and the Vigorous Nation" is: "First reading to understand the author and background; second reading to grasp the tone and emotional reading; third reading to clarify the key points and sort out the structure; The fourth reading is to taste the words and explore the connotation; the fifth reading is to summarize the main idea and understand the center; the sixth reading is to connect with reality and improve understanding. "Listening and reading", "appreciating rivers and mountains paintings" and other forms are equipped with media information such as "text, sound, painting and image", and the teaching effect is good.
For example, the selected teaching strategies for the fables "Hermes and the Statuemaker" and "The Mosquito and the Lion" are: 1. Passionate introduction of pictures; 2. Selected introduction works; 3. Speed ??perception content; 4 .Outline the gist of the fable; 5. Study and analyze the difficulties; 6. Summarize the stylistic characteristics; 7. Orally innovate the fable; 8. Extracurricular optional reading. From the perspective of the requirements of the new Chinese curriculum standards, how to better improve students' listening, speaking, reading and writing skills is the purpose that must be grasped when choosing Chinese teaching strategies.
For example, the optimized teaching strategy for the poem "The Market in the Sky" is: 1. Watch the cartoon picture of the bright stars in the night sky - the text stimulates the interest of the poem and lead to the poem (listen); 2. Watch the picture of thousands of lights and read it aloud with music ——Grasp the tone and read aloud with emotion (reading); 3. View related pictures of "Guo Moruo" - understand the author and background (speaking); 4. Find the folk legend "Cowherd and Weaver Girl" on the Internet - retell the story and understand the theme (speaking, reading) ); 5. View the picture of "Cowherd and Weaver Girl" and read aloud with music - taste the characteristics and reproduce the artistic conception (speaking and reading).
4. Phased results of the research. After nearly a year of experiments, it has gone through three research stages: preparation, trial operation, and sustainable development. The experimental class has expanded from a Chinese teaching class at the beginning to There are currently two Chinese teaching classes in first grade. Through mutual learning between teachers and students, learning, composition and life are skillfully combined, and students' awareness of subjectivity, innovation and cooperation in learning Chinese are significantly enhanced. At the beginning of this semester, the school was equipped with nearly 30 new computers with higher configurations. Learning Chinese in a complete network environment has made students more enthusiastic about learning. Some of the works created by students have teaching demonstration effects, such as "Defend Us". "Mother River - the Yellow River" PPT advertising slogan production, electronic motivational mottos, etc. For the teachers who participated in the research experiment, there was sincerity, unity, cooperation and interaction. It is the common goal of everyone to continue to explore the scientific teaching model of independent, cooperative and inquiry-based Chinese teaching, and to continue to study related optimized teaching strategies for Chinese.
The Chinese open classes held many times by our school have been well received by the Municipal Teaching and Research Office and other brother schools. Among them, the young teachers from our school who participated in the experiment won first prizes in the "Three New" high-quality course competition and teaching plan evaluation held by the Municipal Teaching and Research Office. Teachers who participated in the project experiment wrote multiple teaching and education papers, one of which won the first and second prizes at the municipal level. Many of the students I tutor have been published or won awards.
5. Research Reflection Although we have achieved a lot of results through subject research and practice, with the deepening of research and the comprehensive advancement of the new curriculum reform, we have found that there are still many deficiencies in real-life classroom teaching. , to this end, we have put forward five key points for the next stage of subject research, in order to further improve the quality of subject research results and the level of implementation of new courses:
1. To further lead the transformation of teachers’ teaching concepts and comprehensively Encourage them to consciously and creatively invest in the transformation of "autonomy, cooperation, and inquiry" learning methods, and use this as a guide to effectively implement the "three-dimensional" goals in classroom teaching.
2. Based on "autonomy", we should pay special attention to and cultivate students' good learning methods and emotional attitudes, and effectively improve their ability to learn independently and acquire independently.
3. It is necessary to constantly change the method of "cooperation" to make students more interested in learning and to enjoy the joy of cooperating with others in learning.
4. We must actively adjust the "probing" strategy, activate students' thinking, and strive to achieve the ideal state of allowing students to explore through questioning, discover through inquiry, and generate through discovery, so as to cultivate students who are truly full of vitality. classroom teaching.
5. It is necessary to carry out extensive independent, cooperative, and inquiry-based comprehensive practical activities to guide students to experience independently in practice, cooperate independently in practice, explore independently in practice, and develop independently in practice.
6. It is necessary to improve the evaluation standards again and comprehensively promote curriculum reform to make the construction of teaching characteristics more effective. Looking back on the research process, we feel more deeply that scientific research is an important carrier and way to improve education and people. It is a powerful driving force for the sustainable development of schools and shows the charm of modern education. We will live up to expectations, be truthful and pragmatic, actively innovate, and strive to write a new chapter in the construction of independent, cooperative, and inquiry-based teaching characteristics.