1. Listen to ancient poems and comment on the lesson script
"Mooring the Boat in Guazhou" is a text in primary school Chinese. This lesson is based on the new curriculum standards. Teacher Wang guides students to participate in reading and speaking. The Chinese language practice of memorizing, memorizing and writing embodies three points.
1. The dominant position of students is implemented. The dominant position of students is determined by the content of the teaching process. Learning is the internal cause, while teaching is the external cause. Teaching can only work through learning.
Only by respecting students’ dominant position, giving students the initiative to learn, and allowing students to consciously devote themselves to learning can we ensure the implementation of the dominant position. This class made efforts in three aspects.
The first is to ensure time, avoid combing and analyzing word for word, and save time to allow students to read more and write more; the second is to guide students to experience the joy of success in learning practice and control learning methods; the third is to teach Treat students equally. We agree on learning methods with students at the beginning of class, let students learn during class, and focus on cultivating good habits. After class, students are left with a broad space for learning and exploration.
2. Facing the whole and focusing on development. Teachers respect every student and allow all students in the class to have opportunities to show off and allow students to choose the learning content and methods that suit them. Students click on the courseware materials in class to study by themselves, and go home to study on their own through floppy disks, which allows them to communicate inside and outside the classroom and expand their knowledge. It provides a learning space and provides a good platform for students' all-round development.
3. Implemented the content of ideological education. This class strives to comprehend the content through students' Chinese language practice, and initially perceive the richness of the motherland's cultural heritage through expansion and extension, thereby cultivating their love for the motherland's language and excellent culture. 2. Chinese language course evaluation terms, excellent primary school Chinese course evaluation script, how to evaluate primary school Chinese courses
Mossberg is not the only one to criticize Apple's Siri voice function. Henry Blodget, editor-in-chief and CEO of the business/entertainment news website BusinessInsider, has previously stated that if Jobs was still around, he would have discontinued the Siri function a few months ago. He also said: Frankly, it is really worrying that Apple is still advertising a product as flawed as Siri. Adam Lashinsky, senior freelance editor of Fortune magazine, also said that some people familiar with the matter who have worked at Apple believe that Apple employees were frustrated because Siri was launched before it was mature. Feel embarrassed.
At present, the US$60 million settlement received by Shenzhen Proview from Apple is being kept by the relevant courts.
Chinese language course evaluation terms
At the same time, competition has become increasingly fierce. Compared with Android, I still prefer iOS, and I also think Windows and iOS are basically tied. But there are certainly many people who disagree with this statement. This is because the three major mobile platforms are neck and neck, and no one platform has an absolute lead. Their functional advantages are all marginal. All three platforms are pretty much doing the same thing in the same way. Three years ago, if you bought any smartphone other than an iPhone, you would definitely be full of complaints, but this is no longer the case. 3. Evaluation of composition teaching in primary school
[Evaluation of composition teaching in primary school] Evaluation of composition teaching in primary schoolEvaluation of composition teaching in primary school: A brief discussion on the important role of composition teaching and evaluation. Guidance, correction and evaluation of composition are the training and teaching of composition in primary school. A complete teaching process that is interactive and closely related. Elementary school composition teaching evaluation.
However, in the practice of composition training and teaching, some teachers attach great importance to the guidance and correction of composition, but ignore the evaluation of composition. The result is a lot of hard work, little effect, and the improvement of students' composition level is very slow. There are many factors that contribute to the improvement of students' writing skills.
Pre-composition guidance, writing criticism, etc. are all important procedures in composition training and teaching, but we believe that the more important link is the post-commentation review, because the composition review is the sublimation of the guidance work and the review of the work. Synthesis and continuation is a process that elevates students' perceptual knowledge to rational knowledge. Commentary is not only a summary of students' experience in this writing activity, but also points out the direction of efforts for future compositions. So, how to conduct essay review? 1. The main contents of the evaluation are as far as proposition compositions are concerned. Evaluations are generally made from the following aspects: 1. Whether the center is healthy and clear; 2. Whether the selection of materials is appropriate and rich; 3. Whether the ideas are clear; 4. Whether the form of expression is flexible; 5. , Whether the sentences are smooth; 6. Whether the structure is complete; 7. Whether the attitude towards the exercises is correct.
Composition evaluation cannot be comprehensive. It should be based on the actual teaching and focus on common problems in students' compositions. Through lectures and reviews, students can understand the rules of writing and improve their understanding and writing skills.
2. The main methods of commenting 1. Conventional commenting. Regular comments are general comments.
Before giving comments, the teacher first presents the requirements for this composition training, asking students to read their own compositions and the teacher’s comments carefully. Teachers guide students to conduct self-evaluation and find their own strengths and weaknesses.
Then make a general summary based on the situation of the composition, and fully affirm the outstanding advantages and strengths in the students' composition. Then analyze and comment on the universal ones.
When giving comments, some practical examples should be linked to allow students to deepen their understanding of certain writing knowledge through specific examples. Finally, the teacher should give students hope based on the situation of this work, point out ways to improve and the main direction of efforts.
2. Focus on comments. Each composition training has a central training project, composition guidance "Evaluation of Composition Teaching in Primary Schools".
Teachers should carefully study and analyze the training, and select the main advantages and disadvantages in this composition as the focus of language evaluation. Selecting the main advantages for review helps students summarize their experience and continue to improve and develop in the future; selecting the main shortcomings for review is when the teacher selects two or three representative essays based on the composition training requirements and conducts typical reviews.
When commenting, the article should be published to the public, or the teacher or students can read it aloud to let students understand the basic situation of the article. Then the teacher explains the article in detail, sub-items, and explanations.
It is necessary to let students fully understand what is good about a good article and why it is said to be good; through the analysis, comparison, and comments of examples, students can improve their understanding of composition from perceptual understanding to rational understanding, so that they can better understand it in the future. composition. 3. Make collective comments.
The teacher selects one or two representative compositions, or copies them on large paper, and prints them out to everyone after get off work or. Use collective wisdom to discuss together and revise collectively to cultivate students' abilities.
During the discussion, teachers should play a leading role, grasp the key points, inspire and guide students to use their brains, words, and hands to analyze and compare. Group comments can mobilize students' initiative and creativity in learning, and use their own wisdom to summarize the strengths and weaknesses of the articles they have written, and provide suggestions for revision.
Sometimes you can also read excerpts of other students’ compositions for everyone to appreciate or comment on. Finally, students are guided to find gaps in their own compositions, learn from each other, learn from each other's strengths, and modify and supplement them.
Then copy it clearly and give it to the teacher for review. In three ways, sometimes they can be combined.
The teacher will decide how to proceed specifically based on the actual situation. 3. Things to note when giving a review: 1. Make preparations before giving a review.
In the lecture and evaluation class, teachers should understand students’ strengths and weaknesses in writing practice from the perspective of writing rules. Be sure to make preparations before giving lectures and make a good lesson plan.
The specific contents of the preparation workbench include 1. Analyze the review status and records of the composition in the institute, and determine the sincere and focused purpose of the review; 2. Consider the review method to be used; 3. Select the information required for the review. Examples; 4. Formulate questions that inspire and guide students to think and discuss; 5. Handle the relationship between the key points of the review, etc. 2. The selection of review content should highlight key points.
The scope of lectures and reviews is very wide, and the selection and determination of the content of lectures and reviews is directly related to the teaching effect of the lectures and reviews, and should be done carefully. You must be accurate when determining, and you must understand both ends, that is, the teaching end and the learning end.
Teachers must study and analyze carefully, proceed from reality, combine the training requirements of the Cultural Revolution, determine the focus of evaluation, and focus on solving one or two more prominent and common problems. 3. Protect students’ enthusiasm.
The purpose of the lecture and evaluation class is to help primary school students improve their understanding and ability. Pay attention to protecting students' enthusiasm during lectures and evaluations.
Students' achievements and progress should be fully affirmed during evaluation. However, praise should be pragmatic and appropriate. For students with poor academic performance, we should be good at discovering their strengths, even if it is a small enthusiastic encouragement. As for the shortcomings and shortcomings in students' paintings and writings, they should be pointed out appropriately without being sarcastic, sarcastic or overly demanding.
During the review, teachers should not easily tell the entire composition of poor students. They can select parts and fragments to point out shortcomings. The praise and criticism aspects of each review cannot maintain the students' enthusiasm for homework and enable them to have a correct understanding of their attitude towards homework and the quality of their homework.
4. Pay attention to cultivating students’ abilities. No matter what method is used in composition lectures and evaluations, the relationship between teachers and students must be well managed.
It is necessary to fully mobilize the enthusiasm of students, put them in a positive thinking state, and use a positive attitude to seriously find out the shortcomings in their own writings, revise them, and be able to draw inferences from one instance and draw inferences from others. Through this, students' thinking ability, understanding ability, appreciation ability, problem analysis and problem solving ability are improved.
Subtly implement the educational thought of "teaching is for non-teaching" that Xiao Yujia Ye said to Mr. Tao. 5. Give students individual opportunities.
After each essay review, time should be set aside for students to revise their own essays. The process of further modification. 4. How about rewriting ancient poetry into a composition in the examination room?
I don’t know whether this person is going to take the college entrance examination or the high school entrance examination.
For the college entrance examination, argumentative essays should be the main focus. If you want to use poetry, it is best to use famous lines in the poetry and the background or allusions of the poem as a material example. If you insist on rewriting, it will be slightly more difficult.
For the high school entrance examination, I personally recommend that this form be used in topic compositions. Even if you make up a story or something, it must be related to life. Don’t let your thoughts run wild = =! ! Or write the poem as a clue, and if necessary, you can also modify one or two words in the poem (replace with another word or something). This form of clue will be very popular if used well.
But no matter what kind of exam it is, the most important thing is the words. This directly affects the mood of the marking teacher and the score of the composition, and, furthermore, the question must be withheld at the beginning. If possible, highlight topics here and there to make the article more compact. But the opening question is the most important! ! 5. Evaluation of composition teaching in primary school
[Evaluation of composition teaching in primary school] Evaluation of composition teaching in primary schoolEvaluation of composition teaching in primary school: A brief discussion on the important role of composition teaching and evaluation. Guidance, correction, and evaluation of composition are the training and teaching of composition in primary school. A complete teaching process that is interactive and closely related. Elementary school composition teaching evaluation.
However, in the practice of composition training and teaching, some teachers attach great importance to the guidance and correction of composition, but ignore the evaluation of composition. The result is a lot of hard work, little effect, and the improvement of students' composition level is very slow. There are many factors that contribute to the improvement of students' writing skills.
Pre-composition guidance, writing criticism, etc. are all important procedures in composition training and teaching, but we believe that the more important link is the post-commentation review, because the composition review is the sublimation of the guidance work and the review of the work. Synthesis and continuation is a process that elevates students' perceptual knowledge to rational knowledge. Commentary is not only a summary of students' experience in this writing activity, but also points out the direction of efforts for future compositions. So, how to conduct essay review? 1. The main contents of the evaluation are as far as proposition compositions are concerned. Evaluations are generally made from the following aspects: 1. Whether the center is healthy and clear; 2. Whether the selection of materials is appropriate and rich; 3. Whether the ideas are clear; 4. Whether the form of expression is flexible; 5. , Whether the sentences are smooth; 6. Whether the structure is complete; 7. Whether the attitude towards the homework is correct.
Composition evaluation cannot be comprehensive. It should be based on the actual teaching and focus on common problems in students' compositions. Through lectures and reviews, students can understand the rules of writing and improve their understanding and writing skills.
2. The main methods of commenting 1. Conventional commenting. Regular comments are general comments.
Before giving comments, the teacher first presents the requirements for this composition training, asking students to read their own compositions and the teacher’s comments carefully. Teachers guide students to conduct self-evaluation and find their own strengths and weaknesses.
Then make a general summary based on the situation of the composition, and fully affirm the outstanding advantages and strengths in the students' composition. Then analyze and comment on the universal ones.
When giving comments, some practical examples should be linked to allow students to deepen their understanding of certain writing knowledge through specific examples. Finally, the teacher should give students hope based on the situation of this work, point out ways to improve and the main direction of efforts.
2. Focus on comments. Each composition training has a central training project, the composition guidance "Evaluation of Composition Teaching in Primary Schools".
Teachers should carefully study and analyze the training, and select the main advantages and disadvantages in this composition as the focus of language evaluation. Selecting the main advantages for review helps students summarize their experience and continue to improve and develop in the future; selecting the main shortcomings for review is when the teacher selects two or three representative essays based on the composition training requirements and conducts typical reviews.
When commenting, the article should be published to the public, or the teacher or students can read it aloud to let students understand the basic situation of the article. Then the teacher explains the article in detail, sub-items, and explanations.
It is necessary to let students fully understand what is good about a good article and why it is said to be good; through the analysis, comparison, and comments of examples, students can improve their understanding of composition from perceptual understanding to rational understanding, so that they can better understand it in the future. composition. 3. Make collective comments.
The teacher selects one or two representative compositions, or copies them on large paper, and prints them out to everyone after get off work or. Use collective wisdom to discuss together and revise collectively to cultivate students' abilities.
During the discussion, teachers should play a leading role, grasp the key points, inspire and guide students to use their brains, words, and hands to analyze and compare. Group comments can mobilize students' initiative and creativity in learning, and use their own wisdom to summarize the strengths and weaknesses of the articles they have written, and provide suggestions for revision.
Sometimes you can also read excerpts of other students' compositions for everyone to appreciate or comment on. Finally, students are guided to find gaps in their own compositions, learn from each other, learn from each other's strengths, and modify and supplement them.
Then copy it clearly and give it to the teacher for review. In three ways, sometimes they can be combined.
The teacher will decide how to proceed specifically based on the actual situation. 3. Things to note when giving a review: 1. Make preparations before giving a review.
In the lecture and evaluation class, teachers should understand students’ strengths and weaknesses in writing practice from the perspective of writing rules. Be sure to make preparations before giving lectures and make a good lesson plan.
The specific contents of the preparation workbench include 1. Analyze the review status and records of the composition in the institute, and determine the sincere and focused purpose of the review; 2. Consider the review method to be used; 3. Select the information required for the review. Examples; 4. Formulate questions that inspire and guide students to think and discuss; 5. Handle the relationship between the key points of comments, etc. 2. The selection of review content should highlight key points.
The scope of lectures and reviews is very wide, and the selection and determination of the content of lectures and reviews is directly related to the teaching effect of lectures and reviews, and should be done carefully. You must be accurate when determining, and you must understand both ends, that is, the teaching end and the learning end.
Teachers must study and analyze carefully, proceed from reality, combine the training requirements of the Cultural Revolution, determine the focus of evaluation, and focus on solving one or two more prominent and common problems. 3. Protect students’ enthusiasm.
The purpose of the lecture and evaluation class is to help primary school students improve their understanding and ability. Pay attention to protecting students' enthusiasm during lectures and evaluations.
Students' achievements and progress should be fully affirmed during evaluation. However, praise should be pragmatic and appropriate. For students with poor academic performance, we should be good at discovering their strengths, even if it is a small enthusiastic encouragement. As for the shortcomings and shortcomings in students' paintings and writings, they should be pointed out appropriately without being sarcastic, sarcastic or overly demanding.
During the review, teachers should not easily tell the entire composition of poor students. They can select parts and fragments to point out shortcomings. The praise and criticism aspects of each review cannot maintain the students' enthusiasm for homework and enable them to have a correct understanding of their attitude towards homework and the quality of their homework.
4. Pay attention to cultivating students’ abilities. No matter what method is used in composition lectures and evaluations, the relationship between teachers and students must be well managed.
It is necessary to fully mobilize the enthusiasm of students, put them in a positive thinking state, and use a positive attitude to seriously find out the shortcomings in their own writings, revise them, and be able to draw inferences from one instance and draw inferences from others. Through this, students' thinking ability, understanding ability, appreciation ability, problem analysis and problem solving ability are improved.
Subtly implement the educational thought of "teaching is for non-teaching" that Xiao Yujia Ye said to Mr. Tao. 5. Give students individual opportunities.
After each composition review, time should be set aside for students to revise their own compositions. The process of further modification. 6. How to evaluate the teaching of composition?
How to evaluate the teaching of composition? 1. Before evaluating the class, you may wish to listen to the instructor’s design ideas for the class in order to have an overall grasp.
2. Evaluate whether the arrangement of teaching design, objectives, content, time, etc. is reasonable. 3. Student participation.
Students are the subject of learning and the recipients of education. Whether students’ enthusiasm and initiative in learning are mobilized during the teaching process should be a major criterion for course evaluation. 4. Evaluate the effectiveness of teaching.
Due to the application of modern educational technology, the scenarios can be designed to be quite perfect, but during the class process, students are likely to be diverted from the textbook knowledge because of the beautiful scenarios, and the teaching effect is compromised. 5. Ideas and logical systems should also be the focus of evaluation.
6. The completion of teaching tasks should not be used as the basis for evaluation of success, but the degree of interaction between teachers and students and the effectiveness of the content should be used as a main basis for evaluation. 7. During the course evaluation process, use more guidance and suggestions and less other language. 7. Sixia 23 Three Ancient Poems Preview Card Evaluation Lesson
Design of the evaluation lesson draft for the second volume of the fourth grade "Two Ancient Poems"
In my usual teaching of ancient poetry, I am always Teach one song first, and teach one song in one class. After listening to Teacher Wang Lefen's class, I realized that two poems can be so cleverly integrated in one class, which is novel and effective. Today, Teacher Xiao Kang challenged himself again and tried to use this method to teach ancient poetry. I admire Teacher Xiao Kang's spirit of daring to try.
In class, through flexible and ingenious teaching design, in a distant situation, from shallow to deep, multi-dimensional feelings, and active reading, she aroused children's understanding of the beauty of the language and artistic conception of ancient Chinese poetry. Arouse students' deep love for Chinese classical culture. Her classes are smooth and fresh.
Based on the whole teaching idea, let me talk about my thoughts:
She divided the whole class into three parts for teaching. The first section: together. After reading the two poems "April in the Countryside" and "Four Seasons in the Pastoral" for the first time, the teacher asked the students to talk about the same pictures that these two poems left for you, so as to refine the word "busy". This link is "seeking common ground." I thought: Since it is "seeking common ground", each child may pronounce "同" differently. Besides "busy", what else are the same? After reading carefully, I found that the poems of the two poets are actually filled with a relaxed and joyful atmosphere. "April in the Countryside" is full of pictures and makes readers intoxicated. The first two sentences focus on the scenery: Green Plains, Baichuan, Zigui, Misty Rain. A few strokes outline the unique scenery of the water town in early summer, which is full of sound and color, static and moving. The last two sentences describe people, describing people's nervousness and busyness. "Four Seasons of Pastoral" writes that everyone is busy, but they are all happy, and the tone is high-spirited. In other words, both poets used poetic vision to discover the beauty in life and worked hard to reproduce this beauty.
Because of this, they wrote such beautiful and interesting poems, and let readers feel the rich poetic feeling. However, this "sameness" may only be felt by very few students after reading the text for the first time. If we follow the teacher's idea and let the students focus on feeling "busy", then "April in the Countryside" will lack the beauty of artistic conception: "Four Seasons in the Pastoral" will lose the beauty of interest. So I think, if there is a similarity in this poem after the first reading, it would be the word "beautiful".
The second section: points. First feel the busyness, tension and vividness of people in "April in the Countryside", and then feel the busyness and happiness of people in "Four Seasons in the Pastoral". When teaching two poems, the teacher does not deal with them completely side by side, but "looks forward and backward". She used several words to closely connect the two poems, such as "Are people in April in the countryside just busy sericulture and planting fields? What else are they busy with?" It is a natural transition to the study of the second ancient poem. , students understand invisibly that the two poems are actually intrinsically connected.
In teaching, Teacher Xiao Kang skillfully uses the teaching strategy of "raising elephants": "In April in the countryside, some people are busy... some are busy... some are busy..." " Zigui flew here, as if he was saying... Zigui flew there, as if he was saying..." By raising the image, he returned to the poem, "This is exactly: there are few idle people in the countryside in April, and they are planting sericulture and planting fields"; "Morning light What do they do when there is light dew; what do they do when the sun is scorching in the sky; what do they do when the sun sets and dusk sets in?" and so on. By raising the image, we return to the poem "The fields are cultivated in the day and hemp is planted at night, and the children of the village are responsible for their own houses." As Teacher Wang commented: First use the image, then return to the poem, use words to confirm, use words to express, from pictures to words. In the past, when I was teaching ancient poems, I often explained them word for word, sentence by sentence. Although the students understood the meaning of the poem, I couldn't explain the poem anymore, which was really embarrassing.
The third section: together. After feeling the artistic conception of the two poems, the teacher asked the students to find the differences between the two poems. When the students mentioned that they both write things, the teacher continued to ask the students to think: they are both writing things, what is the difference between the two? This question continues to provoke students to think deeply. Suhomlinsky once said: Deep in the heart of a person, there is a deep-rooted need: that is, he always wants to be a discoverer, explorer, and researcher. In the spiritual world of children, this need is particularly strong. . In the last part of "Seeking Differences", I felt this more deeply. Later, the teacher summarized "different" into "line drawing" and "close-up". During the course of listening to the class, I felt that this formulation was very good and it felt very profound. After listening to Teacher Wang's class evaluation, I realized that this was inaccurate and there was a problem in interpretation. So after listening to the class, I looked for some information and tried to find the biggest difference between the two poems, or what the writing characteristics were.