"Suddenly, a spring breeze comes overnight, and thousands of pear trees bloom." The new curriculum is like a fresh spring breeze blowing all over the country. Being exposed to new courses and learning the basic concepts of new courses makes people feel like a spring breeze, and actually entering a new course is a new experience for me. How to use new teaching concepts to carry out Chinese classroom teaching? The following is a brief discussion of some of my teaching reflections in the past few years.
1. Situational reading aloud to cultivate students’ sense of language
The new curriculum standard points out: “Reading aloud should be paid attention to in all grades of primary school. Students should be able to read fully, and in reading as a whole Perception, understanding while reading, cultivating language sense while reading, and being influenced by emotions while reading. "Reading aloud is a simple and effective teaching method for understanding texts. As a teacher, you must create opportunities for students to practice language, so that students can fully read and feel, and on this basis, provide guidance to help students develop language sense abilities.
1. Use vivid pictures to create situations
Creating a rich language-sensing situation in teaching can enable students to mobilize multiple senses involuntarily and actively carry out corresponding classroom activities. The best conditions for language sense training. For example, in the teaching of "Prairie", the teacher used a large screen to show the beautiful scenery of the grassland at the beginning of the class, coupled with music, briefly described the text content, creating a strong emotional atmosphere for the students, allowing the students to quickly enter the situation, and laid the foundation for the class. tone.
2. Use language to describe and create situations
When teaching the text "Guilin Landscape", use language to describe and create situations so that students and the teaching materials can form an emotional relationship. Ming. When reading, you can see the scenery before your eyes, the tangible things in your mind, and the emotional feelings in your heart. When guiding the reading and writing of the parallel sentences of "quiet", "clear" and "green" in water, show a picture of the Li River, describe the scene of us rippling on the Li River in a small boat, and then play a paragraph from "Let's Swing Together" The recording of "Pulse", under the influence of audio and video, allows students to gently close their eyes and enter the situation, and then ask: "What do you feel?" (Students read together) The water of the Li River is so quiet! (The word "quiet" can be read clearly Light) asked again: "What do you see down there?" (Students read together) The water in the Li River is so clear! (The word "clear" obviously emphasizes the tone), and asked again: "Let us raise our heads and look around, feeling How is it?" read in unison "The water of the Lijiang River is so green!" (the word "green" was pronounced loudly), and took advantage of the situation to guide the students to read the three sentences together, thus training the students' language sense in an immersive situation. , and achieved the teaching effect of “reading instead of speaking”.
2. Focus on key words to deepen understanding and perception
Suhomlins said that when learning language, we must let "the words penetrate deeply into the spiritual life of children" and "make Words become a positive force in children's minds and hearts. "In reading teaching, using words to understand the text can allow students to read the depth and sentiment from the words, thereby cultivating students' reading comprehension ability.
For example, when teaching the article "Swallow Train", in order to help students understand the "trouble" faced by swallows, the teacher closely focused on the key words in this paragraph and understood the causal relationship between them and "on the brink of death". Interpreting the words in the situation and understanding the text in the interpretation deepened the understanding of the dangers Yanzi encountered in his specific situation. Another example is the third natural paragraph of teaching, which can capture words such as "in succession" and "everywhere" to guide students to imagine the scene of people in Switzerland walking out of their homes one after another, as well as what they are thinking, feeling human care and feeling love.
3. Use imagination to expand innovative thinking
Einstein said: "A soul without imagination is like a rooftop without a telescope." It seems that teachers have no reason to take texts to death. They should fully explore the innovative educational factors contained in Chinese teaching materials, actively guide students to carry out thinking training, and expand students' innovative thinking.
1. Use pictures to imagine situations
With the ready-made crutch of text illustrations, you can make your imagination reach a certain depth. For example, the teaching "Goodbye, Relatives" instructs students to find the aunt, little golden flower, and sister-in-law in the picture when looking at the picture, observe her expression and actions when bidding farewell to the volunteer army, and imagine the scene where the Korean people and the volunteer army are inseparable. Guide students to think about what the North Korean people thought when they said goodbye to the volunteers? What would they say?
2. Add to expand the plot
In an article, the author was motivated by To express needs, some plots are not described in detail, but are just briefly mentioned, which leaves room for the reader's imagination. This space is the "inducing point" for language and thinking training for students. For example, in the sentence "Everyone advised him not to pick..." in "Zhu De's Carrying Pole", grasp the word "advise" and ask students to connect with the text content and talk about how the soldiers would advise Comrade Zhu De. Children expand their imagination and the floodgates of innovative thinking are opened.
3. Add branches and leaves to expand sentences
There is a sentence in "Lotus": "White lotus flowers emerge between these large discs." This is designed during teaching Training: ①Add appropriate modifying words before the word "Mao". (For example: vigorously, vigorously, scramblingly); ②Imagine and write: white lotus flowers pop up between these large disks, as if. Use this form to encourage students to imagine boldly and train students' innovative thinking.
4. Practice writing and speaking and writing in class
The new curriculum standards point out that attention should be paid to the cultivation of students' "listening, speaking, reading and writing" abilities. Among them, "speaking" and "writing" are the aspects that best reflect students' comprehensive abilities, and are also the difficulties in teaching for every Chinese teacher. As a Chinese teacher, I deeply understand the difficulty of training students in speaking and writing, but practice has proved that practicing writing in class is a very good method and an important way to train speaking and writing. The existing teaching materials contain rich opportunities for writing brushwork. "People-oriented", as teachers, we must be good at practicing essays on students and constantly improve students' speaking and writing abilities.
1. Grasp the words in the article to practice writing and making sentences
For example, when teaching the article "Swallow Train", after understanding that "one after another" means "many people came out one after another", then Let students practice speaking using "Lianfen". In addition, when reviewing and introducing new lessons, after dictating "temperature dropped suddenly", "wind and snow continued", "very tired", "hungry and cold", students were asked to use these words to describe the troubles swallows encountered in Switzerland. Say it in your own words. This not only allows students to understand the words, but also allows students to learn to use them, killing two birds with one stone.
2. Develop associations and practice writing
For example, when teaching the last paragraph of "Swallow Train", you read "Swallows are chirping in the carriage", which allows students to develop rich associations. , Q: The little swallow is chirping, what do you want to say to people at this time? If you are a swallow rescued by residents or Betty, what do you want to say most at this time? Write down what you want to say most. This kind of training not only cultivates students' creative thinking, but also trains students' speaking and writing abilities.
3. Continuing stories and practicing writing
In primary school Chinese textbooks, many texts leave room for students’ imagination, and they create a lot of opportunities for students to spread the wings of their imagination. good condition. For example, after teaching the text "Little Photographer", we will then extend it outside the classroom and continue to write the story:
The little boys hurried to Gorky's office. What will they say when they meet again? What will they do? ?Please expand your imagination and then write the story.
In short, teaching is an art. There is no best, only better. The new curriculum has brought great vitality to our classroom teaching, and also brought us great challenges. We need to boldly practice, constantly summarize, and constantly innovate in the summary, so that the Chinese class can shine with more brilliance.