The first is to further clarify the annual target, neither offside nor vacancy.
At present, many Chinese teachers are not very accurate in grasping the teaching objectives, some places are offside and some places are absent. Then, how should all subjects in primary schools focus on teaching objectives?
1. Lower grades-pay attention to the training of words, phrases and sentences.
(1) Literacy and writing are the focus and bottom line of junior middle school Chinese teaching. Attention should be paid to cultivating students' reading and writing ability. Primary school students should also have a vocabulary of about 7000, and be able to write and use. To accomplish the above tasks, to a large extent, it depends on solid and effective training in the lower grades.
② Conduct preliminary reading training. The first is to read correctly. Every word is pronounced correctly; Do not lose words, do not add words, do not reverse words, do not repeat words; It is also necessary to read the pauses between words in long sentences to help students establish a preliminary sense of language.
③ Understand the meaning of key words roughly, and gradually penetrate the method of understanding words.
4 Accumulate good words, sentences, paragraphs and articles, recite them repeatedly, and accumulate language.
2. Middle grade-focus on the teaching of words, sentences and paragraphs.
① Continue to strengthen the teaching of words and sentences, and pay attention to the expression effect of words and sentences.
(2) Strengthen plate teaching. Gradually cultivate the ability to understand natural paragraphs and meaningful paragraphs, including summarizing the meaning of paragraphs, sorting out the order of paragraphs and understanding the writing.
③ Strengthen reading aloud and train silent reading. From a national perspective, we pay more attention to reading aloud than to silent reading. Silent reading is a common reading skill. We should cultivate the habit of reading silently, thinking and commenting.
4 skim the text and get a general understanding.
Develop the habit of reading books and newspapers.
3. Senior grade-focus on training sentences, paragraphs and articles.
(1) Understand the meaning of words and their functions in expression.
Grasping the main content of the text as a whole, experiencing thoughts and feelings, and trying to figure out the expression method are both proud and eloquent. It is necessary to form the ability to summarize the main content of the article, clarify the order of expression of the article and discover the writing characteristics of the article.
③ Understand the basic expression methods. For example, how to write about people, notes, landscapes and objects. The premise is to master the reading strategies of different styles of articles. Starting with the characteristics of different expression styles, guide students to master the reading methods of articles with different styles. For example, reading poetry, guiding students into the situation of poetry, imagining pictures and experiencing feelings; Reading novels, grasping plots, grasping characters and grasping the methods of describing characters; Read the explanatory article, grasp what is explained and how to explain it.
(4) Learn to browse and improve reading speed and overall grasping ability. Browsing means looking, jumping, guessing, and looking without looking. You can even read thousands of words a minute to cultivate the ability to collect, process, process and apply information as needed.
In teaching, we should grasp the above teaching points every year. We must teach junior students to think about middle school, middle school students to think about senior students, and senior students to watch junior high school. In this way, we can neither be offside nor absent, and gradually realize the established teaching objectives.
Second, select teaching content and highlight the use of language.
A misunderstanding in Chinese teaching is that teaching Chinese means teaching text, and teaching text means analyzing the content in all directions. Teaching Chinese is to teach with texts, not just to teach students to understand the content. "This text is just an example." I want to make this example of the text work for me and cultivate students' ability to understand and use language purposefully. It is necessary to redevelop the teaching content and prepare lessons carefully. According to the text, three points are determined: language training point, method acquisition point and ability training point.
To determine the teaching content, we should also establish the consciousness that teaching materials are the most basic and important teaching content, but not the only and all teaching content. In other words, Chinese class is not only about learning texts, but also reading some other articles and books besides learning example sentences in textbooks. Practice has proved that it is impossible to cultivate children's high language ability through 12 textbook, and the reading volume is too small. 12 The teaching material has a maximum of 300,000 words. After reading this little bit in six years, how strong can students be in Chinese? Ye Lao said a long time ago that textbooks should be made thicker, so that students can read more and teachers can talk less.
Third, improve reading teaching and strengthen self-study and guidance.
How to improve the methods and strategies of reading teaching? Four sentences and sixteen characters: learn by yourself first, learn first and then teach; Teaching by learning, guiding by learning. Let students learn first, try to learn, and after learning, find the starting point of teaching and carry out targeted guidance and practice.
1. "Teach yourself first, learn first and then teach". One is to cultivate students' self-study ability, and the other is to find the breakthrough point of teaching. Cultivating students' self-study ability should start from the lower grades. After learning Chinese Pinyin, students can be encouraged to read the pronunciation of new words with the help of Pinyin and memorize Chinese characters in their own way. When you get to middle school, you can put forward higher requirements for self-study and help them "learn tips by themselves". For senior students, to be more open, you can use homework lists and self-study outlines to guide students to learn by themselves, so that students have strong self-study ability.
On the basis of students' full self-study, take some time to report and communicate. What most students know, understand and know is no longer the focus of teaching. In communication, teachers should correct, guide, prompt and explain in a targeted manner. On this basis, pay attention to the problems that students are generally concerned about and find the starting point of teaching. We should consciously cultivate students' questioning ability, never dare to ask questions, and never be good at asking questions to be good at asking questions. Encourage students to ask questions with thinking value, which can reflect the key points and difficulties in understanding or expressing the text.
In the process of communication, sort out the questions raised by students. If it's not important or difficult, mobilize them to solve it themselves. Only a few problems with thinking value reflect the difficulties and difficulties in teaching, can they be carried out proudly, integrated into teaching presupposition, and integrated into a few problems that affect the whole body and guide students to study and understand in depth. Therefore, in order to find the breakthrough point of teaching, students must learn first, and find the "nearest development area" of students' learning according to their communication.
2. "Take learning as teaching and learning as guidance". It mainly talks about how teachers can play a leading role. Teachers can design some auxiliary questions to help students pave the way, and guide students to study deeply after designing comprehensive, difficult and proud questions. Teachers must play a leading role in teaching. We can't copy Dulangkou's experience, because Dulangkou is a middle school and we are a primary school. Chinese teaching in primary schools can't be separated from the guidance of teachers for a moment. We should unify the leading role of teachers and the main role of students, and we can't just stick to one end. We should not only emphasize the leading role of teachers and the main role of students, but also combine them naturally and organically. It is wrong to emphasize the leading role of teachers or the main role of students without restriction. Some schools learn from Du Langkou and only look at the skills shown by the students in the class. A good presentation is a good classroom, but a simple presentation is not a good classroom. Therefore, students should spend a lot of time preparing before and after class. Some people have been preparing for a long time. This is another form of "show" in the new situation and a new formalism in Chinese teaching. Chinese learning needs real reading, real thinking and real communication, and students' real learning process is visible. On this basis, it is possible to show students' personal understanding and the results of group discussion. It is definitely wrong to focus on the display of results instead of the learning process. We should be clear-headed and alert to all forms of formalism.
3. Where can teachers play their leading, guiding, coaching and inducing roles? I put forward the following six suggestions.
① Create a teaching atmosphere. We should create a democratic, relaxed, happy and harmonious teaching atmosphere. Teachers should be very friendly and bend down to study with students. I appreciate this kind of teaching atmosphere with loose outside and tight inside. On the surface, students are very active, and their hearts are constantly thinking. Loose outside and tight inside, dynamic and static combination, harmony between teachers and students is an ideal teaching state.
② Guide the teaching direction. An important aspect of teachers' leading role is to grasp the direction of teaching and learning. At the beginning of the class, we should clearly explain the teaching objectives, what to do in this class, and to what extent; In every link, we should also make clear the teaching tasks and requirements. In the classroom, we should improvise and make appropriate adjustments according to the changes in the learning situation. When students go astray in their learning direction, they should be corrected in time. Teachers should also be good at guiding and standardizing students' learning with enlightening questions, learning tips and self-study outlines.
(3) Prompt for explanation. Teachers should correct students' wrong answers; Students don't understand well, and teachers should guide them deeply; The key points neglected by students must be pointed out; Students must comment on the valuable questions and wonderful answers-this question is good, what is good; This answer is good, what inspiration will it give you, and it should be put in place in time. It is necessary to start giving accurate explanations without students giving them. A good explanation is also enlightening. We should not put the learning mode of autonomy, cooperation and inquiry in opposition to meaningful acceptance learning.
(4) appropriate summary. Students should be guided to sum up their pride, words and methods. After a class, make a summary of this class; When each task of understanding content, combing structure, feeling emotion and trying to figure out how to write is about to be completed, students should be guided to make a summary. If students' induction is not comprehensive and their expression is inaccurate, teachers should give guidance or demonstration. After studying, students should be helped to summarize their learning methods in order to migrate to future studies.
⑤ Necessary argumentation. Teachers should make necessary demonstrations in writing, reading and practice. I have observed that teachers in other disciplines, such as mathematics, physical education, music and fine arts, set an example, but only Chinese teachers can teach and not write compositions. Ye Lao advocated that Chinese teachers should write "water" many years ago. He said: when teachers write hydrology, they can appreciate the bitterness of students' writing. This is very important. Only when you write, can you know what are the difficulties in this exercise and what are the obstacles that students can't easily overcome, so that you can give targeted guidance. Chinese teachers must practice the basic teaching skills-writing a good hand, reading aloud, eloquence and writing a good article.
⑥ Appropriate evaluation. What I'm talking about here is immediate classroom evaluation. Teachers' evaluation should be moderate and reduce cheap and meaningless evaluation. Advocate the use of motivational language and make targeted and appropriate evaluations. Ok, let the students know where it is; If there are any problems, let the students know how to improve. Evaluation is often the most targeted guidance.
In short, teachers' "guidance" should be embodied in "stimulating, inducing, assisting and promoting learning", and in promoting the learning process and improving the learning effect, so that students will love learning more and learn more. We should further study the art of "guidance". I don't appreciate some teachers who color themselves. The teacher has unlimited scenery. This is performance. I hope that the "wonderful" teaching lies in the students, and the students are brilliant, which reflects the teacher's skill of "guiding".
Fourth, vigorously promote children's reading.
Reading teaching, on the one hand, should grasp the reform of classroom reading teaching, on the other hand, should promote children's reading, and both hands should be hard. Only in this way can our Chinese teaching be greatly improved. Only making a fuss about reading teaching has limited effect. Therefore, "Curriculum Standard" puts forward that "students should read good books, read good books, read the whole book, and form the habit of reading books and newspapers". The minimum amount of extracurricular reading in primary schools is 6.5438+0.45 million words. We should not only maintain this quantity, but also strive for a breakthrough. Now I'm doing well. I read 5 million words in primary school,100000 words. Some schools encourage students to study by means of "graded examination", which is divided into several levels, and each level has a required reading list. After reading a certain level of books, pass a simple test and issue a certificate of this level if it meets the standards. We should adopt an incentive mechanism to encourage students to read more books in various ways. It is hoped that the reform of Chinese curriculum will continue to deepen, and children's reading will be curriculum-oriented, and children's reading will be included in Chinese curriculum, with curriculum guarantee, class time guarantee and content guarantee, so that students' Chinese literacy will be greatly improved.
As for what to read, two sentences-thick today and thin the ancient, thick in the middle and thin outside. I advocate reading more about modern times, less about ancient times, more about China and less about foreign countries. I don't advocate reading classics systematically. Three-character classics, thousand-character writings, Analects of Confucius, etc. Do some excerpts, get rid of the dross and read some knowledge, but don't read too much. I support reading and reciting ancient poems and excellent ancient prose. In short, we should read more modern books, and primary school students in lower grades should read more picture books and picture books. Read more modern children's literature in middle schools. Senior three students should read more modern classics and get in touch with classical classics and foreign classics appropriately. As long as we go in this direction, we must be hard-handed, and the Chinese ability and humanistic quality of primary school students will be greatly improved and their grades will be better.