How to write reflective templates in Chinese teaching in primary schools? Emotional class? .
Education is the cause of cultivating life. Whether every minute children spend in class is painful or happy is through our teacher's hand. How should our Chinese class interpret children's lives?
1. Show the students one? Passionate me? .
How to embody the discipline of Chinese in Chinese class? Humanism? What is the basic point? Emotion? . I often wonder: How can a teacher without passion arouse students' emotions and make them study enthusiastically? I think: I should pass on my feelings to my students.
In every class, no matter how much pain and frustration I encounter in my life, I will adjust my emotions, dig deep into every emotional factor in the teaching materials, teaching links and teaching process, and convey my feelings and emotions about the text content, life and life to students with language, eyes and actions. Passionate me? Spend some time with your children? Years of burning passion? !
2. respect Need? , pay attention? Exciting? .
I respect what students learn? Need? Is it true to stimulate students' interest in learning? Students learn actively and improve teaching efficiency? Premise. A teacher with rich teaching experience once warned me that in Chinese class, we must understand students' reading needs, knowledge needs and emotional needs, avoid indoctrination, and focus on stimulating interest and mobilizing students' enthusiasm. In the process of teaching, I stimulate students' interest in learning in various ways, or intuitively demonstrate, or learn from others, or skillfully set suspense to stimulate their reading desire and motivation, and create? I want to learn. I want to learn? Positive teaching atmosphere.
Second, give students one? Dialogue class? .
In the traditional Chinese class, students are just poor listeners, let alone who they go with. Dialogue? . Should we give one back to the students? Dialogue? The classroom, understand? Text dialogue? 、? Teacher-student dialogue? And then what? Life-life dialogue? .
? Text dialogue? In my class, there are often such problems. If you were XXX, what would you say and do to guide students to imagine and talk to the characters in the text? Friends with literature? As one of the roles, to experience and feel.
? Teacher-student dialogue? In class, our teachers should be friends of children, extend warm hands when children need help, and don't be so condescending and inviolable. Realize communication with students and show them a real one? Me? !
? Life-life dialogue? Communication and cooperation between students in the classroom is also essential. We should actively create opportunities for students to communicate and cooperate, let children learn interpersonal communication and enhance students' sense of cooperation.
How to write reflective templates in Chinese teaching in primary schools? First, strengthen the consciousness of reflection.
Teachers who don't know how to reflect are immature teachers and lack rationality and innovation. Calder Sid said? Successful and efficient teachers often actively and creatively reflect on important things in their career, including their educational goals, classroom environment and their professional abilities. Teaching reflection comes from the awakening of teachers' self-awareness and from the confusion and confusion of practice under the guidance of old ideas. Therefore, teachers should consciously enhance their awareness of teaching reflection, examine, reflect, analyze and solve their own problems in teaching practice with the eyes of researchers, so as to constantly update teaching concepts, improve teaching behavior and improve teaching level.
Second, clarify the content of reflection.
Where should teachers start teaching reflection? The author thinks that the content of teaching reflection can be roughly divided into three aspects: the reflection of teaching concept, the reflection of teaching behavior and the reflection of teaching effect;
1. Reflections on Teaching Philosophy
First of all, teachers should dare to question the original teaching concept and explore various problems in the concept behind teaching behavior, such as? Is the teaching guided by this theory effective? What have I learned from it? Secondly, teachers should reflect on their teaching practice and guide their teaching activities with advanced teaching concepts. Teachers should carefully analyze whether their teaching behavior runs through the new teaching concept and whether the new teaching concept is internalized into teaching behavior, so as to overcome the wrong practices in operation theory. Thirdly, teachers should accept new ideas with an open attitude, actively study and study advanced educational and teaching concepts, and overcome the blindness of teaching work through continuous practice, thinking and construction of new teaching concepts.
2. Reflection on teaching behavior
Teachers should think rationally about their teaching practice based on modern educational thoughts and concepts. They should not only reflect on psychological factors such as teaching concept, motivation level and emotional state, but also think, question or evaluate the effectiveness of their teaching from teaching methods, teaching materials and teaching media, and consciously correct their bad behavior in teaching according to the results of reflection. Reflection can be carried out from the following three aspects: first, technical analysis of classroom teaching behavior, such as teachers controlling students' participation in the classroom during the teaching process. The second is to think about the teaching strategies used in classroom teaching, summarize the highlights and think about the failures, such as? Are there any highlights that surprise you in teaching? What is the reason for this bright spot? What is not done well and how to improve it. ; Third, reflect on whether your own education and teaching behavior has made students at different levels have different development, and so on. Third, reflect on the teaching effect.
? Classroom teaching is a flawed art? No matter how successful the teaching is, there are shortcomings, and scientific and effective reflection can help us reduce the shortcomings. Therefore, teachers should reflect on their own teaching success or failure and students' learning effect after class, sum up successful experiences, analyze the reasons for failure and find solutions, such as? Has this course achieved the expected teaching goal? What are the differences between the teaching design of this course and the actual teaching behavior? How to deal with these gaps, etc. At the same time, teachers should learn to look at the results of success with a flawed eye and the mistakes with a dialectical eye, so as to pass the exam? From teaching reflection to learning, from learning reflection to teaching, from success reflection to failure, from failure reflection to development, from phenomenon reflection to essence? After repeated cycles, teachers' teaching practice will be more reasonable and optimized, and better teaching results will be achieved.
Third, master the method of reflection.
To improve the effect of teaching reflection, we must pay attention to scientific methods. There are many methods of teaching reflection, but in order to be easy to master and use, we can divide teaching reflection into introspection reflection method and communication reflection method.
1. Introspective reflection method
Self-examination and reflection method refers to the method that teachers take the initiative to reflect on their teaching practice. According to the different objects and carriers, it can be divided into the following methods:
(1) diary reflection method mainly refers to the method that teachers summarize and reflect on their teaching practice after a day's teaching work. The content of reflection and summary can be one's own teaching experience and lessons, various inspirations, epiphanies and key events in teaching activities, and students' feedback and original opinions.
(2) Video reflection method, that is, the method of reproducing one's own teaching practice through video recording, and the teacher as a bystander reflects on his own teaching process. This method can make teachers objectively evaluate their own teaching process, and achieve? Can outsiders see clearly? The specific operation can adopt the following procedures: attending classes and watching videos, video reflection, evaluation, modification and improvement of teaching design, which can better strengthen teachers' existing experience, transform and make up for their own shortcomings,
(3) Portfolio reflection method, that is, the method of reflecting on teaching practice in the form of special topics. When using this method, teachers should first determine the topics of reflection according to their own teaching practice, such as? How appropriate is the choice of teaching strategies? 、? To what extent is teaching related to students' real life? 、? To what extent does information technology integrate with disciplines? And so on, and then the teacher himself reflects on his teaching philosophy and teaching behavior according to this topic, and records his past situation, present situation, his progress and what needs to be done. The process of establishing a portfolio is a process in which teachers sort out and systematize their existing experience, and in fact it is also a process of self-reflection.
2. Exchange reflection method
Communication and reflection method is a method to reflect on one's own teaching behavior through discussion and communication with other teachers, so that one can clearly understand the teaching concept hidden behind the teaching behavior, and then improve one's teaching monitoring ability. Practice has proved that teachers' professional development not only needs teachers' personal study and practical reflection, but also needs to form a cooperative professional development culture and model among teachers. Therefore, teachers should always communicate with colleagues and discuss with experts in time. Teachers can communicate with other teachers and experts on a certain problem, or invite other teachers and experts to their own classes and discuss them after class, and ask them to point out the problems existing in their teaching. They can also discuss and communicate with each other after listening to a class of other teachers, so that they can not only reflect on their own consciousness and behavior, but also learn from the strengths of others and make up for their own shortcomings, so as to make progress in mutual assistance and cooperation and grow up in complementary lives.
Fourth, form the habit of reflection.
Teachers' professional growth is a process in which teachers gradually accumulate personalized education experience on the basis of reflecting on their own teaching practice. This is a long and continuous training process. For a teacher who pursues success and is good at reflection, every class is a brand-new experience. It is necessary to set up different situations and face students' different reactions. Therefore, every teacher-student interaction and teaching conflict in teaching will stimulate new thinking and creation. Teachers should form the habit of reflection in each class, and run reflection through the whole teaching process, so as to achieve the organic combination of reflection before class, reflection in class and reflection after class. Before teaching, teachers should reflect on the new curriculum concept, the intention of compiling teaching materials, students' learning situation, curriculum resources available for excavation and utilization in the classroom, teaching means and teaching methods, and then write a practical and distinctive teaching design.
1. In Chinese class, students can ride, move, act and speak by linking physical operation learning activities with Chinese subjects, so that students can learn Chinese easily. In Chinese teaching, on the one hand, I use practical examples in my life to explain, and simplify the complex. On the other hand, bold use of body language and vivid and exaggerated performances make students feel lively and become vivid. Students are not only interested, but also easy to master.
2. Einstein thought? Asking a question is often more important than solving a problem. The discovery and presentation of problems often mean the opening up of a new field? . In Chinese teaching, teachers can not only ask some questions, such as: What have you gained from learning this text? What have you learned? What would you do? Let the students contact themselves to answer questions, improve their introspection intelligence and make them good at finding problems. Cultivate students' reflective intelligence and communicative intelligence in the process of discovering, asking and solving problems.
3、? People-oriented? This is the embodiment of the new curriculum education thought. Teachers should adopt flexible and diverse teaching methods according to different teaching contents and teaching objects. When preparing lessons, I carefully studied the textbooks and became familiar with the curriculum standards. Then I think from another angle, if I am a student, how do I want to learn new content? Come up with several schemes and choose different teaching methods according to the specific situation of the students in class. Return the precious classroom time to the students, so that they can enjoy the sunshine, absorb the needed knowledge and accomplish the teaching objectives unconsciously in the vast world of autonomous learning.
4. Combine Chinese with other subjects. For example, combining composition teaching with other subjects, for example, in music class, let students remember how they learned songs and dances and how they felt at that time. In art class, write down how you draw beautiful pictures and how you feel when you see your pictures.
How to write a reflection template in Chinese teaching in primary schools (1) pays attention to multidisciplinary integration and stimulates learning interest.
? Chinese teaching is not only the teaching of a single discipline, but also the integration of multiple disciplines. ? Children are more sensitive to art. So, I introduce it with music, with? Celebrate? Pictures stimulate children's interest in learning; In the classroom, emotion is integrated into painting, music is integrated into words, and actions are combined with reading comprehension, so that Chinese is not only a language, but also a humanistic culture. Our Chinese class actually combines music, art, history and many other aspects. In this Chinese class, children experience the profound culture contained in it, so that they can improve their Chinese literacy in an all-round way in independent activities that they are interested in. Fields provide golden fruits? Sometimes, students can't help crying when they see the fruitful pictures played by the courseware? I really want it! How beautiful! I really want to try one! ? More like, let students express? Quote? 、? A compliment? 、? Flying? 、? Play? Students are more enthusiastic when waiting for action words. In this multi-form teaching, students' emotions are actively and effectively mobilized, children's potential is stimulated, and Chinese learning interacts with other disciplines, so that students can learn happily, vividly and effectively.
(B) a deep understanding of the text, improve reading ability
This poem is concise and describes the warm scene of the National Day. Students read this article fluently, and it is easy to change from reading to memorizing. However, teachers often ignore the internal meaning of the text in teaching. This hidden life meaning of the text can only be revealed in a perceptual way. Only when the reading subject realizes and is touched by this life meaning of the text will the life meaning of the text really exist. In the teaching of the first four texts in the reading case, I let the students read from the enlightenment, and then let the students read freely with their desire, and let the students walk into the text in a personalized way with their understanding of reading, restore the image of the language and feel the emotion of the language. In reading, I deeply understand the language by letting students fully imagine, such as? The fields provide golden fruits, and the maple forests raise flaming flags? Sometimes, let students talk about what seems to appear in front of them and what they see only by imagination or some extracurricular knowledge. Do it. Have a view in front of you and something in your heart? Let you feel it when you read it; Moreover, students question, dispel doubts and reread while reading, so over and over again, students naturally deepen their impression of the text, so as to keep it in? Reading? In this perceptual learning method, we can understand the textbook and feel the inner meaning of the textbook when expressing our reading feelings.
(C) capture the classroom generated, cherish the unique feelings
Rousseau, a famous child psychologist, once said? Children have their own unique views, ideas and feelings. It is the stupidest thing to replace their views, thoughts and feelings with our views, thoughts and feelings. ? As life individuals with distinct personalities, students' life experiences vary widely. When they are brought into reading activities, their psychological activities are also different. The unique feelings produced in the classroom can neither be preset nor predicted, but are naturally produced by students. In this class, students touch the text with their existing knowledge, experience and emotion. When analyzing the first four poems, I question? Do you understand these four sentences? What don't you understand? Let students cooperate and communicate in groups and solve problems independently. At that time, students raised many kinds of questions. Teacher, why is the fruit golden? What flag? What's the relationship between maple grove and flag? There are many kinds of pigeons. Why do you say they are white instead of gray? Can the sea sing? Once the gate of children's thinking is opened, language thinking gushes out like spring water. This is also an example of classroom teaching. Watching the children's wonderful performances, at this time, I just acted as a guide in asking questions, a listener who allowed the children to express their unique opinions. What if I'm scared? Chaos? , afraid? Wrong? Afraid of students? Make trouble? And stopping their jumping thinking will kill students' enthusiasm for learning. Therefore, I respect students' unique reading experience, let students read and speak independently, let students explain their own problems, and really return the classroom to them. Of course, classroom teaching, especially Chinese classroom teaching, is not static. Children are eager to show and communicate, and many random problems are unpredictable when preparing lessons. In this class, I feel ashamed that I underestimated the children. Children's students are really not simply the process of accepting knowledge, they are creators; Some students asked questions in class. Just when I was satisfied with the wonderful questions and answers of the students and planned to continue the next part, a pair of small hands raised their hands and asked: Why are pigeons in the blue sky white and not other colors? At that time, I spent half a class because of students' questioning and interpretation. In the face of this sudden problem, I just perfunctory. Later, after class, I thought it was actually a good question. If I can grasp the generation point of this class at that time and point out the scene of peace and tranquility in the motherland, the white dove represents a pure knot and a beautiful life, which will certainly become one of the highlights of this class. And I gave up this opportunity. So, I really think that in the face of children's thoughts and experiences, you only have to really respect them and respect them? Unique reading experience? You can really understand children and understand them!
(D) to strengthen language accumulation, highlighting the charm of classroom language
Chinese teaching is not knowledge-free teaching. For the basic education stage of lower grades, teachers should pay attention to the application of language teaching and the cultivation of speech ability. However, since the experimental new curriculum, formally speaking, the book after the curriculum reform has already talked about Chinese training, so how to train scientifically in Chinese teaching is also a problem that front-line teachers have been discussing. In this class, I am also constantly exploring. When understanding the text, fully cultivate students' oral expression ability, such as: lead in at the beginning, let students watch the video, understand the meaning of the word celebration, and let them apply what they have learned, except saying? Celebrate National Day? Besides, what can you say to celebrate? With the foundation of successful introduction before, celebrate? This kind of speech training will naturally come naturally; Besides, I also do collocation exercises in class. When students put the disrupted words into complete sentences, they found out how to match words and organize the rationality of language and writing. They all talked boldly about how to find themselves with these disrupted words. Home? : Some students said? I think we can only raise the national flag, just like we raise the national flag and raise it slowly. Pigeons have wings, so they have to fly! Fields should be opposite to golden fruits, because only fields have all kinds of fruits. ? Students talk about their findings with immature ideas, so that I can design this link to get unexpected results and strengthen the accumulation and application of students' language in time. Chinese class should be like this, developing students' language practice ability and highlighting the Chinese flavor of Chinese class.