A Case Study of Chinese Teaching in Primary Schools —— Grasping the Law of Writing Teaching
First, interesting composition teaching
Teacher: Students, the Dragon Boat Festival is coming. I really want to go to your home. I wonder which classmate would like to invite me? Student: (beaming, shouting) Teacher, come to my house! I want to invite you!
Teacher: I'm glad everyone is willing to invite me. But this is not the way to fight. Let me tell you something. I will go to whoever can cook and the food is delicious.
Health: (with a full face of reluctance, I don't know how to answer)
Teacher: This condition may embarrass everyone. However, there are still a few days before the Dragon Boat Festival. If students are willing to learn, they will learn well. Invite me.
Student: (in high spirits) OK, it's a deal!
[Composition class in two days]
Teacher: Have the students learned to cook?
Health: (loudly) learned!
Teacher: Ah, so soon? Who did you learn from?
Student 1: I learned it from my father.
……
Teacher: Thank you for your sincerity. So what cooking have you all learned? It must be great, right?
Student: (Without waiting for the teacher to call, they stood up, argued and scrambled to speak. The teacher invited several people to the podium to tell everyone. )
Teacher: These students all spoke very well just now. After listening to their words, I knew that the food must be very good, and the teacher was almost drooling. But there are so many students in the class that it is impossible for everyone to come up and say, is there any way to let the teacher know what each student has learned and how the cooking process is?
Student: Teacher, let's write down the cooking process and cooking. Don't you know?
Teacher: That's a good idea. In this way, the teacher should not only know what dishes you cook, but also compare and see whose food is the best, so I will go to whose house to be a guest, okay?
Health: Good!
Teacher: OK, just write.
What is the difference between this kind of composition teaching and traditional composition teaching? What does it inspire you?
Second, the evaluation
Traditional composition teaching is mostly propositional or semi-propositional composition, which is outdated, boring and divorced from life. Therefore, composition is generally subject to teaching materials, from sentence patterns to article structure, most of them are imitations, and most of them are similar. In the traditional classroom, writing is confined to the classroom, and 100% belongs to classroom teaching. The process of students' writing in class can be roughly divided into two stages: one is the thinking stage, which includes examining questions, making ideas and selecting materials; The second stage is written expression, including drafting and revision. In teaching, due to the fixed thinking of some teachers, students' compositions are all parrot-learned, and there is nothing new to speak of. In the long-term traditional teaching, students have been in a state of passive acceptance, so that "speaking and writing change color"
The composition teaching described in the case embodies the new concept of composition teaching after the curriculum reform. From the content and method of writing teaching, the new curriculum standard advocates that writing teaching should be close to students' reality, advocate students' independent writing, and encourage students to express freely and creatively. Encourage students to write their own questions and write less propositional compositions. "From the process of writing teaching, teaching is not limited to the classroom, but provides students with favorable conditions and broad space, experiences life before writing, guides students to pay attention to reality, loves life and expresses their true feelings.
The teacher in the case grasped the law of writing teaching and chose "learning to cook" as the writing content, and the material came directly from life. In teaching, the teacher first assigned the students the task of learning to cook on the grounds that "the teacher will spend the Dragon Boat Festival at the home of the classmate who cooks the best food". This is to guide students to experience life practice before writing, and to cultivate students' ability of observation, thinking and expression in the experience. In the writing class, the teacher first leads the students to talk about the cooking process through intelligent dialogue, and then asks the students to write a composition on the pretext of facilitating the teacher. Because every student wants to invite the teacher as a guest, in the whole class, although the teacher never mentioned the word "composition", the students have actively completed their writing in a relaxed and harmonious atmosphere. From the teaching clips, we can see that students have been in a state of active learning, and they are full of desire to express themselves. It can be said that this composition teaching has really achieved "making students easy to express and willing to express" and "telling the truth, telling the truth and telling the truth".
This case makes our Chinese teacher understand that writing comes from life; Writing describes life; Students can only express life on the basis of observing life, experiencing life and thinking about life, and only in such an environment can they be "easy to express and willing to express". Bottom line: There is no fixed method for writing.
A Case Study of Chinese Teaching in Primary Schools —— Appreciating the Charm of Encouragement
Chinese Curriculum Standard (Experimental Draft) points out that teachers' evaluation, students' self-evaluation and mutual evaluation among students should be paid attention to in evaluation. Under the guidance of new ideas, teachers should not only strengthen the teaching of reading, but also pay attention to the evaluation of students, so as to mobilize students' learning enthusiasm in time. I gradually implement interactive evaluation between teachers and students in teaching, and guide students to pay attention to themselves and know themselves correctly in the learning process through rich classroom reading teaching forms. After a period of time
Practice has achieved certain results.
Example: When I was in Life Life, there was such a clip in the process of reading teaching:
Teacher: Now, children, please read the most beautiful sentences in the second paragraph and share your happiness with you.
Okay？
Health 1: I think "break through the hard shell, no sunshine?" The sentence "thrive" touched me the most! Teacher: Why?
Health 1: I can feel Xiangguazi's desire and tenacious struggle for life from "Self-improvement and Prosperity", so I am very moved!
Health 2: What you said is really good. I agree with you. The tenacious and vigorous growth of sweet melon seeds in a difficult environment really touched us.
Health 3: Everything you said is true, but I want to add something to you, "What a powerful vitality that little seed contains!" " "This sentence also shows the melon seeds' desire for life incisively and vividly!
Teacher: Students, you are so smart. You can experience the preciousness of life and the yearning for life from different angles. Who can express Xiangguazi's desire for life by reading aloud? (A student reads aloud)
Health 1: You are really good at reading. I want to see it, too.
Teacher: You two read well, which made the teacher feel the yearning for life of Xiangguazi!
Health 2: Teacher, they read in a beautiful tone. I seem to see the picture of sweet melon seeds growing up in a bad environment. I want to compete with them.
S3: Your reading level has improved a lot. You read several key words in the sentence with different tones.
Teacher: The students not only read well, but also commented well. You are all great! Are there any other sentences that move you?
Health 4: "Even if I only live for a few days" is also well written.
Teacher: You have a good eye. I think this sentence is well written. But where is the good news?
Health 4: I think even if is a good word.
Teacher: Why? Tell it to everyone.
Health 1: I don't know, but I think "even if" is used well.
Teacher: I don't know. It's normal. If you can perceive that "even if" is used well, it will be great. Think about it, what other words can be used to replace the word "Lian"?
Health: Even though, even though, even though, even though.
Teacher: Your little brain is so flexible and rich in vocabulary! Read it carefully and experience it. What other words do you think are well written?
Health: The word "Gang" is also well used! So you come and go, and the bell rings. )
[analysis and thinking]
The new curriculum emphasizes: fully arouse students' enthusiasm, give them more opportunities for development and expression, advocate teaching democracy, advocate "group talk" and advocate multi-directional information exchange. In the teaching process of life, interactive evaluation methods are fully developed between teachers and students and between students. Teachers give students encouraging eyes and inspiring words, such as "you"
Great reading, your comments are very in place, you are already very amazing, your brain is so flexible, and your words are so rich! Like this, the teacher sincerely appreciates it, which greatly improves the students' enthusiasm, broadens the learning space and gives full play to the students' dominant position. Students really regard themselves as the masters of learning.
Appreciation is a sincere compliment. In the face of students' wonderful answers, teachers should give heartfelt appreciation, which may be an unforgettable encouragement for students. Students' mutual evaluation is frequently used in this link. Pupils like to imitate teachers and evaluate others. This kind of mutual evaluation is helpful for students to learn from each other. You can also exercise your right and wrong judgment ability and oral expression ability, and constantly develop and improve yourself. For example, when reading aloud, students can comment on their peers' reading aloud: "You read well, and I want to read, too. You read in a beautiful tone. I want to compete with you. Your reading level has improved a lot. " In the evaluation, middle school students learned to read aloud, learn to compete, exercise their abilities in all aspects, and promote all-round development.
In the whole teaching process, I pay close attention to every student's feelings, pay attention to motivation, keenly capture the bright spots, give affirmation and praise in time, let students feel the sincere and true evaluation of teachers and peers, inspire students to think positively, create a warm, relaxed and harmonious learning atmosphere, guide students to evaluation, mobilize all students to pay attention to evaluation, participate in evaluation, and let students communicate, learn in communication and learn in evaluation.
A Case Study of Chinese Teaching in Primary Schools —— Grasping Introduction and Promoting Formation
Case: The teacher assigned the students a thinking question: "The word" green "in" Spring Breeze and Green Jiang Nanan "was changed many times during the author's writing of the poem. Think about it. What words may the author have used? " The students' answers are "blow", "arrive", "come", "dye" and "pass" The teacher asked the students to read these words in the poem, compare them with the original text, and then asked them which word was used well. Some students said that their handwriting was better than the original one after comparison. The teacher said, "You have become a poet, but you are still green."
Make good use of words "This kind of evaluation can't convince students.
In fact, the teacher can add such a lead when evaluating: "Students have their own opinions, which are commendable. Please put the words you choose in the poem, read it, think about it, read the original text again, and tell everyone what you seem to see and think about? " Let the students read, compare, feel and discover the beauty of the word "green" and understand the differences of the selected words.
Unusually, students don't have to accept that the word "green" is the only good answer. The author was listening to the class and asked the students sitting next to him why he thought his words were used well. He said: "The word' dye' reminds me that spring is like a painter. She dyed the grass green and the flowers colored. The word' green' makes me seem to see green grass everywhere, full of the vitality of spring. I think the world described by the words I use is beautiful. " Look, how well this student speaks, isn't it worthy of recognition?
Analysis: In this case, teachers did not translate the generated content of implied educational value into students' learning activities, that is to say, teachers paid more attention to the achievement of knowledge goals, neglected the process experience and experience accumulation, and neglected the cultivation of emotional attitude and ability. There is no organic integration of generation and presupposition in the classroom, and teachers' immediate evaluation of language does not give students more time and space, which can not achieve the effect of timely and effective response.
A Case Study of Chinese Teaching in Primary Schools —— Grasping the Arguments and Promoting the Generation
Case teaching "Golden Hook", the teacher asked students to read the text at a certain speed and complete a fill-in-the-blank question: This is a monitor of _ _ _ _. After the group discussion, students will take the place of.
Table speech.
Health: This is a monitor who gives himself up for others.
Health: This is an honest and reliable monitor.
Student: I object, teacher. The old monitor is dishonest and untrustworthy.
Student: Teacher, this text is about the old monitor sacrificing himself to become three soldiers, which has nothing to do with "honesty and trustworthiness".
Teacher: I advise students not to worry yet. Will you all calm down and listen to his reasons?
Student: The old monitor promised the instructor that no matter how difficult it was, he would take the three little soldiers out of the grass. And when there are more than twenty miles to walk out of the grass, the old monitor is dead. So I said he didn't keep his promise. Moreover, when the old monitor was dying, he himself said, "I didn't complete the task assigned to me by the party."
Teacher: Teachers like to listen to your opinions, which shows that you study hard and think hard. This method is worth learning by all students. Life is precious, isn't the old monitor willing to let himself live well? Please read the text again and think while reading, why doesn't the old monitor drink the fish soup? (Students read and think. )
Health: From the word "dying", we can see that the old monitor is dying. He knows he can't live even if he drinks fish soup.
Article 2 of the China case:
Background:
Recently, I found that many students were in a bad state when listening to the class and answered questions passively. I am thinking: Is our Chinese class far away from students' lives? Have students' creative thinking been developed? Why do some students show various negative psychology because the longer they study, the lower their enthusiasm for Chinese learning? However, these problems are often ignored by us intentionally or unintentionally.
describe
When I explain the artistic creation techniques of classical poetry, the application of "Fu" and "Xing" techniques in The Book of Songs often becomes a difficult point for students to understand. Although Zhu's definitions of "Fu", "Bi" and "Xing" are accurate and concise, students will find it difficult to understand and boring if the teacher follows the book. How can we turn abstruse into simple, abstract into image and boring into vividness? When it comes to "Fu" and "Xing", I introduce pop songs that students like and are familiar with. Speaking of "Fu", after explaining that the meaning of "Fu" is actually a direct narrative or description, I quoted the lyrics of "Xiao Fang": "There is a girl in the village named Xiao Fang, who is beautiful and kind, with beautiful big eyes and long braids ..." I pointed out that this multi-faceted description method is actually what was called "Fu" in ancient times. Speaking of "Xing", I quoted the lyrics of "Love of a Tracker": "There is no wind, no rain, the sun is in the sky, and my sister doesn't talk. What's on her mind? " I made it clear what I meant by "say something else first to arouse what she was saying". This teaching method of replacing elegance with vulgarity is simple and interesting, which greatly stimulates students' interest in learning Chinese. In this class, the classroom atmosphere is active, and the effect of students accepting knowledge is also good.
Thinking:
This case shows that teachers must have the awareness and ability of classroom development, be good at grasping and adjusting classroom atmosphere, increase the capacity and density of textbook knowledge, and create attractive situations in classroom teaching. Let Chinese teaching move towards life, practice and wisdom. Confucius said, "Knowing is not as good as being kind; Good people are not as good as musicians. " It can be seen that hobbies, interests and life experiences are very important in learning activities, and they often get twice the result with half the effort. Therefore, teachers should be good at stimulating students' interest in learning and mobilizing their life experience. In teaching practice, although I am not good at creating attractive situations, I think I should work hard in this respect. Because doing so can effectively stimulate interest in learning and enliven the classroom atmosphere. I think Chinese teachers can really turn "pressure" into "charm" in classroom teaching, make "students like what you teach", and let students gradually eliminate the negative psychology of learning Chinese and become positive. Only with this awareness and ability, the life scenes and life experiences that we neglected in the past will be used as materials for Chinese teaching, thus opening up a new world for Chinese teaching.
At the same time, I think Chinese learning is not only a personalized activity of students, but also a creative activity of students. Therefore, teachers should be good at translating teaching objectives into students' needs, because students are the main body of learning. Without the enthusiasm and initiative of the main body, the effect will certainly not be ideal. As teachers, we should not only cherish students' feelings and experiences, but also protect their sparks of wisdom. This is more conducive to developing students' creative potential. Prepare lessons carefully, grasp the important and difficult points and complete the teaching.
Of course, it is very important, but I think it is more important to "live" Chinese teaching, so that students can "live" well, learn smarter and more aura, and let students integrate and accumulate all the language abilities and knowledge gained in class in comprehensive practice to become a comprehensive literacy. This is the soul of Chinese studies. If teachers insist on teaching plans, then even the best teaching plans will become the shackles of teaching. Living students will also become slaves to textbooks. If the classroom is more flexible, it will give full play to the leading role of teachers, activate thinking, stimulate students' enthusiasm for learning and achieve unexpected results. These are all questions that I have been thinking about recently. Perhaps after correctly understanding the new curriculum standards, these problems will be solved. Undeniably, this is also the source of solving the problem. Only by thoroughly understanding the spirit of the new curriculum standards can we solve the problems of teachers' failure in Chinese teaching and students' low interest in learning.
Article 3 of the China case:
As a Chinese teacher in a middle school, I love my job and pay attention to stimulating students' interest in learning, so that they can actively participate in the teaching process. However, I really think students are too noisy sometimes. During the lecture, some students will talk or interrupt in Kan Kan below; When doing self-study or exercises, some students will whisper or discuss problems freely there; It is more difficult to grasp in class discussion, and students will argue endlessly; More chaos during recess? .
Classroom does need discipline, but classroom atmosphere is more important. Classroom discipline should help to create a good classroom atmosphere, conform to the characteristics of students' physical and mental development, and accommodate students' different personalities. Students' actions and voices are part of students' growth, and schools should adapt to students' development and let students participate more freely. Action and language are the accompaniment of students' emotions and emotions. Students can express their inner joy, anger, regret and frustration in heated discussions. Teachers should share this emotion with their students.
Don't pursue absolute silence in the classroom, keep a little noise. Change the authoritative structure and subject orientation of the classroom, that is, from the authoritative structure with teachers as the authoritative subject and biased towards teachers to the power structure with students as the learning subject and democracy and equality between teachers and students.
In order to improve the feedback effect of homework correction, I asked my classmates, "What color do you like to use to correct homework? Red represents flame and enthusiasm, yellow represents preciousness and strength, black represents rigidity and strength, blue represents the sea and hope, and green represents nature and life? " The students almost said in unison, "We like colors!" "Teacher, you can correct our homework in green!" "good! That's the decision. So, do you like to use the cross symbol in homework correction? " "It's the best!" Therefore, for three years in junior high school, I have always insisted on correcting homework and correcting papers in green. When correcting, I don't use a cross, but "?" And write comments. Green comment on writing has played a great role in encouraging students. Students like my corrected homework very much, and the feedback effect of learning is very good. Students' ability to correct errors has been strengthened and their academic performance has been significantly improved.
Comments: To change the situation that only students can adapt to education and teachers, we must strive to create a good situation and atmosphere suitable for students' growth. Serving students is the duty that teachers should perform.