Reflections on Chinese Teaching in Primary Schools (I)
The new curriculum standard advocates that students become the main body of learning and guides students to participate in classroom teaching as the main body of learning. So, how to realize the "subject" of students among freshmen? Students' inquiry cooperative learning should be one of them. In the classroom study of first-year students, how to make freshmen adapt to cooperative learning is a problem worthy of discussion.
First, stimulate communication enthusiasm.
Classroom teaching is a process of interpersonal communication and interaction between teachers and students and between students in many aspects such as cognition, emotion and attitude with the help of the important intermediary of curriculum content. In the teaching goal, we should pay attention to the emotional function of teaching and pursue the balanced achievement of teaching in cognitive goal, emotional goal and technical goal. In view of the lack of freshmen's participation in group cooperation and communication, teaching should stimulate students' enthusiasm for participating in communication and guide them to experience the happiness of cooperation from communication. We can try it from two aspects: First, create communication situations, so that students can enter the state and have good communication feelings, thus actively participating in communication. Creating problem situations, game situations and communication situations are all effective ways to stimulate students to participate in communication. In the literacy teaching of "supermarkets", in view of the children's habit of visiting large supermarkets in the city, we set up a situation in the supermarket to let everyone talk about what is in the supermarket, and the students immediately launched a heated discussion with great interest. The second is to change the evaluation method. Teachers' evaluation of group cooperation and communication should pay more attention to the evaluation of group communication process besides the individual evaluation of group members. They will use appropriate opportunities to praise the spirit of unity and cooperation in the process of group learning, and give small rewards (such as small red flowers and winning red flags) to these groups as a whole. ) Stimulate students' sense of group honor, and make students willing to cooperate to complete learning tasks.
Second, cultivate communication skills.
As a new learning form, group cooperation and communication appear in the learning process of first-year students. At the beginning of the organization and implementation, students will be unfamiliar because of the lack of methods, and it is inevitable that there will be shouting and screaming. In order to achieve good cooperation effect, teachers must give them proper guidance. For example, encourage students to "explain the vernacular" and communicate in groups, so that each member has a chance to speak. Many senior one students are characterized by their frankness, and they often blurt it out before thinking it over. Sometimes they say half the words, and sometimes they say half the words. For such students, ask the team members to give them suggestions for correction and then start over. It is also necessary to cultivate students' habit of "listening carefully". When group members communicate, other members must listen carefully in order to hear what others are saying clearly. In the actual classroom, we find that many first-year students' listening habits are particularly bad, and teachers can cultivate them in a targeted manner. For example, let the students listen to the teacher read five words quietly and then say them in word order. You can also ask students to say a word, and then let them repeat it after listening, so that students can gradually learn to listen carefully.
Of course, the cultivation of students' communication ability needs a process. Only by consciously guiding students to form good communication habits can teachers gradually improve the quality of group cooperation and communication.
Third, provide opportunities for communication.
As a goal-oriented activity, group cooperative learning emphasizes classroom interaction, thus improving students' cognitive level and cultivating students' good non-cognitive quality. In the process of classroom teaching, teachers should try their best to provide appropriate communication opportunities according to the actual situation of students and the characteristics of teaching materials, and don't always worry about not completing teaching tasks and depriving students of communication opportunities. In teaching, it is necessary to strengthen the interaction among group members and cultivate students' communication feelings and cooperation consciousness.
(1) Literacy in communication. Chinese curriculum standards require students to cultivate the desire to read actively and the ability to read independently. In the process of listening and reading literacy, students can learn new words by themselves by listening and asking questions, or they can make new word cards with the help of their parents. In classroom teaching, teachers provide opportunities for students to communicate in groups, so that students can communicate in the form of mutual listening and mutual inspection. Everyone reads the recognized words to their partners. If they encounter words that they don't understand, the partners in the group can remind them to recognize them again. In this way, students can happily teach and learn from each other in groups, and teachers can focus on guiding difficult words on the basis of students' communication, thus improving the efficiency of literacy.
(2) Appreciate in communication. In the process of learning literacy, students are required to make their own new word cards. After returning home, with the help of their parents, many students will learn to make many beautiful and practical new word cards. In this way, in the teaching process, students can be arranged to communicate and show in groups, and students can be guided to experience the joy of hands-on labor with the appreciation of their peers. So they are more willing to do these jobs.
Reflection on Chinese Teaching in Primary Schools (Ⅱ)
Entering the primary school Chinese teaching under the background of the new curriculum reform, in this process, I really saw my growth track and felt the energetic outstanding teachers, who are colliding with the wisdom sparks in the Chinese classroom one after another. The subjective consciousness and innovative consciousness are touching and thought-provoking, and the "three-in-one" is impressive. I once said excitedly that the new course is really good. The new curriculum reform has been in Wanzhou for two years. If the new curriculum reform is just "the new curriculum is really good", it is worth thinking about in Wanzhou. Fortunately, under the guidance of Wanzhou Education Institute, in the organization and implementation of teaching and research sections at all levels, many of our teachers have begun to treat the new curriculum reform rationally and to give Wanzhou teaching and research new vitality with criticism and reflection to build truly wonderful teaching. I want to talk about some reflections on minority language teaching based on my personal experience and encourage my peers!
Reflection 1: What kind of Chinese lessons are given to children?
I remember at the beginning of the curriculum reform, many teachers and parents said: "Although the curriculum reform is an experimental process, it is related to the fate of thousands of children in Qian Qian, Qian Qian!" Educator Mr. Dewey said: "What kind of education you give your children means what kind of life you give your children!" I thought, "What teachers care about, what students develop."
(A) to give students an "emotional classroom".
1. A Chinese teacher should make students feel incomparable passion. In Chinese class, how to embody the "humanity" of Chinese subject depends on "emotion". How can a teacher without passion arouse students' emotions and make them study enthusiastically? Show the students a "passionate me" and accompany the children through every "burning year"!
2. Respect "demand" and pay attention to "wonderful".
Stimulate students' interest in learning in various ways in the teaching process, or intuitively demonstrate, or learn from others, or skillfully set suspense ... stimulate their reading desire and motivation, and create a positive teaching atmosphere of "I want to learn" and "I want to learn". In order to stimulate students' interest in learning, when I was teaching the text "There is Only One Earth", I found pictures and materials of the Milky Way, celestial bodies and the universe to enjoy with the students. When the vast universe appeared in front of children, I really felt their eager eyes! They want to know more about the galaxy and the universe! I sincerely asked: "What do you want to ask the Milky Way? What else do you want to say? " The children are all in high spirits and eager to try. "Stimulating interest" greatly mobilized students' initiative and enthusiasm, and the teaching process also "turned pain into pleasure".
3. In teaching activities, teachers and students should be immersed in the text, the author and the situation, that is, "dissolving feelings".
"Mountaineering is full of emotions, and watching the sea is full of emotions." Emotion in teaching is like a "catalyst" for bilateral activities between teaching and learning. With it, students will enter wonderful texts under the guidance of teachers.
(2) Give students a "communication class".
In previous Chinese classes, students were only poor listeners, let alone "communicate" with anyone. It is also necessary to give students a "communication" classroom to realize "text dialogue", "communication between teachers and students" and "communication between students".
(3) Give students an "open classroom".
1, let children "show themselves".
Teaching is not only a kind of narration, but also a kind of experience, inquiry and feeling of students.
Give the child a big stage, he can dance beautifully. What is a classroom? Classroom is a dynamic zone where passion burns, and it is a platform for them to seek knowledge, create, show themselves and experience success. It is a place where students grow up healthily. The potential of students is infinite, and the key lies in whether the teacher gives students a large enough platform. Children's creativity is sometimes beyond our imagination: when a teacher was teaching crows to drink water, he was exposed to two groups of similar characters, namely, bird and dog, drinking and thirst. This has always been a difficult point in teaching. The teacher asked the children to think for themselves and got such an answer: the understanding of "Wu": "Wu" means black; "Wu" is smaller than "bird", because the crow is black all over, so we can't see its eyes.
Regarding the difference between "drinking" and "thirst", the students said: "drinking water" should be done with your mouth, and your mouth must be wide (the image shows the font of "mouth"), so it is next to your mouth; "Thirst" is because you are thirsty and want to drink water very much, but you don't have to open your mouth to drink water, so you are next to the water.
2. Pay attention to practice and practice the language in many ways.
Mr. Ye Shengtao once said: Teaching materials are nothing more than examples. Then, after teaching students learning methods with good examples, there should be a lot of practice next. Only in practice can students' ability be continuously consolidated and improved. Based on this idea, I often collect extracurricular reading materials and recommend them to students. After teaching Mo Mei, he led the students to read and recite more than ten ancient poems, such as Bamboo Stone, Horse and Song Qing, which made the students know more about lyric poems by borrowing things and accumulated a lot of ancient poems invisibly. In addition, books such as Andersen's fairy tales, 300 Tang poems and Grimm's fairy tales are recommended for them to read, so that they can understand the subtleties in the books! In short, the teacher should be a shepherd, leading lovely children to the most fertile grassland to enjoy themselves! The teacher asked the students to express their feelings through "speaking" and "reading", and the classroom reached a climax in this fierce emotional collision.
3. Learn Chinese in life.
Let Chinese come into life and learn Chinese in life. All along, students have been consciously guided to learn Chinese in their lives, so that children can deeply feel that Chinese is close to them. In this way, children will learn more confidently and actively. The teaching experiment of "life reading" proves this point well. On the street, on TV, in the carriage ... everywhere has become a place for children to read. Grasping every bit of life, we have resources in our eyes, education in our hearts, and curriculum resources everywhere.
Give students a "perception class".
1, turn other people's emotions into your own.
"Guilin Landscape" describes "Southern Scenery". How do students understand the author's feelings of loving nature and the mountains and rivers of the motherland? Show beautiful banyan trees through pictures and videos, and then guide students to introduce their beautiful hometown to everyone. The children are full of pride and admiration for their hometown ... in this way, the children naturally feel the author's feelings and deeply touched themselves.
2. Turn other people's languages into your own.
3. Take other people's articles as staff, and your own life as a soldier.
Every article has something we should feel with students, and everyone's income is different. It is necessary to guide students to keep in touch with themselves, realize themselves, and realize life while learning and understanding other people's wonderful chapters, and "treat other people's articles as staff officers and their own lives as military affairs"!
I try to spend a happy time with my children in every Chinese class!
Reflection on Chinese Teaching in Primary Schools (Ⅲ)
1, the taboo of teachers' language
A taboo word. Teachers' use of nonstandard language will lead to students' language confusion, thinking confusion and endless harm.
Second, avoid coldness. Some teachers don't like some words and deeds of students, and think that they don't meet their own wishes, so they satirize, satirize and mock students, such as "cleverness" and "great beauty". This will make students get undue stimulation and hurt their immature childlike innocence.
Three taboos. Some teachers can't treat students with shortcomings or deficiencies correctly and use contemptuous and insulting language to them, such as "ugly smile", "stupid pig" and "elm bumps". This will sow the seeds of inferiority in students' hearts and cause quite serious psychological burden to students.
Four terrible spells. Some teachers will use the language of exposing and blindly judging individual students in the class, such as "born bad", "slave bear", "madman", "fool" and "hopeless". This language will plant seeds of hatred in students' hearts, and some students will try their best to retaliate against teachers, classmates and society; Others will lose confidence in being a man, indulge in self-indulgence and break the jar.
Five avoid floating language. Some teachers like to use grandiose, boastful and unrealistic language to their students. This will make students vain and boastful, and they can't be a down-to-earth person, study or do things.
Six taboos. Individual teachers always repeat and nag when talking and lecturing; Or Dongshan plowshare, xigou rake, nonsense, too far from the point. This will cause students to breed boredom and rebellious psychology.
2. What language does the new course need?
What did the students hear:
1. I'm really glad that children are so interested in these issues.
I don't know if it's appropriate for me to say this.
I don't know if I made it clear.
4. "Listening" is also a manifestation of learning. I hope everyone will listen carefully to what I have to say next.
Say to the students:
Although what you said is not completely correct, I still admire your courage.
What you said is not complete. Please help him and add more.
What students read:
1, "reading" is one of the most basic methods for us to learn Chinese. When reading, you should be "eye, mouth and heart". I see that you have met this requirement today.
Listening to you read aloud is a pleasure. You not only read the voice, but also read the feelings.
3. Read silently and pay attention to speed. Now I ask you to finish reading this article in ten minutes. Please think about it. ...
Ask the students:
1, your question is very valuable. It seems that you are a clever boy.
I want to ask you a question. Who can help me solve it?
Write for students:
1, the students have developed good study habits, and their exercise books are neat and tidy with correct handwriting. I'm happy for you.
It is important to write your own words with your own pen. The students in our class did well. Although his composition has shortcomings, it gives people a sincere feeling.
3. "Without the old foundation, there will be no new articles", which can only be expressed by accumulation. Some of our classmates' compositions are rich in words, which shows that they read a lot after class.
4._ _ _ _ Students have a strong ability to accumulate writing materials from life. He can notice even trivial things. With the accumulation of original materials, his writing materials are always so fresh and novel.
Third, the problem consciousness of Chinese classroom-students have no problem, teachers have problems.
Students have no problem, teachers have problems; Students ask questions, teachers don't pay attention actively, and teachers have problems; Students can't ask valuable questions, but teachers have problems. Effective question: it has certain thinking value and is put forward in the right time, place and way. Reading should be the backbone of Chinese teaching. Imagination, thinking, skills, methods, emotions, attitudes and values are all attached to this backbone and integrated into it. Classroom is to let students think freely and give them the opportunity to think freely. Once a student asks a question, he should encourage and guide the student along this question and plant the seeds of exploration and thinking for him from an early age. Secondly, we should realize that the connection between Chinese class and real life cannot be limited to books and teaching reference materials. We should not have any wrong ideas that are not the problems to be solved in Chinese class. Only by breaking the boundaries of disciplines can students' problem consciousness have a broad space. Moreover, the problem may not be clearly explained in class, and it is more important to leave a thinking mind for students. Finally, teachers should expand their knowledge as much as possible, first broaden students' ideas and broaden their horizons. What we used to talk about is: What if a student asks a question that the teacher didn't think of? What I want to think now is, what if students can't ask questions?
Fourthly, how to activate our Chinese class?
1, autonomous teaching mode
In Chinese class, teachers really regard students as the main body of learning and regard teaching as the communication and dialogue between teachers and students. Chinese teachers should pay attention to guiding students and conducting classroom discussions. Chinese classroom organization itself is flexible and eclectic. It is common for teachers and students to sit around and participate in discussions, and the communication between teachers and students is also unrestrained. How should teachers create an independent psychological atmosphere for students instead of treating themselves as condescending authorities? Therefore, the Chinese classroom atmosphere is often relaxed and active, and students have a strong sense of participation.
Teacher: By reading aloud, we feel that the big banyan tree is so full of vitality and the birds are so full of vitality. If students were asked to choose between the two, would you choose "tree" or "bird"?
Please make a decision.
(Students choose _ _ _ _)
Teacher: If you choose "tree", please read paragraphs 7 and 8.
Teacher: For bird selection, please read paragraphs 12 and 13.
(All students read together)
Teacher: In fact, you have already had your first contest before you know it. Did you have a good time? There will be a contest in the second round later to see who is more attractive, the big banyan tree or the bird. The boundary between "tree" and "bird" should be clear: "bird" goes that way and "tree" comes this way.
(Exchange location concentration)
Teacher: Now, please "Tree" and "Bird" carefully taste the paragraphs describing themselves, find out the words describing themselves and write them on the blackboard respectively.
After reading aloud and communicating, students scramble to write words on the stage.
Teacher: Now both "Tree" and "Bird" have written their own words on the blackboard. Have you found that some words in this book are inappropriate? Those that are inappropriate should be revised and those that are repeated should be deleted.
(After thinking about communication, I will go to the stage to make corrections.)
Teacher: Just now we just mind our own business and write what we think is appropriate. Now, can we organize these words and introduce ourselves in the first person?
(Student preparation, group discussion and communication)
Teacher: Would you please let the tree come first?
Health: The big banyan tree has lush foliage, bright colors and countless branches. Birds can't live without big banyan trees.
Teacher: It may be better to introduce it like this: "We are branches and leaves …" (The teacher pronounced "we" as an accent, implying the change of students' roles).
Health: I am a big banyan tree in the south of China. I have countless branches, and the branches are so lush. My color is bright, and every leaf is shining, as if a new life were shaking. I have strong vitality. Without me, our lovely friend, the bird, can't live.
T: birds. Come on up!
Two girls: (a) I'm smart, (b) I'm lively and lovely. We have beautiful feathers. Without our lovely birds, banyan trees would not have such vigorous vitality.
Two boys: we are birds in the south, with bright feathers, euphemistic songs, cleverness, liveliness and loveliness. Without our figure, no one would go to see the banyan tree.
Teacher: I heard that everyone went to see the big banyan tree. It was for them. (For the students in the "Tree" group) Do you agree?
Many "trees": disagree;
Two girls: We are banyan trees, trees in the south of China. We have lush leaves that allow birds to build nests. We have lush leaves that can shelter the birds from the wind and rain. We are the foundation of birds' survival. Birds can't live without our big banyan tree. We are a paradise for birds.
Teacher: What a poetic expression! The banyan tree lives poetically in this space. The teacher wants to ask, what do you think?
Health: Just now, the birds said that people wouldn't visit us without their lovely figures. You also said that people came to see us for the sake of "birds" I think this is wrong, because we are also beautiful and full of artistic sense.
Transposition integration
Teacher: Please think about it. What is the relationship between trees and birds in this article?
Health; I think trees and birds should live in harmony, just like flowers and green leaves. Flowers are more beautiful in villages with green leaves.
Health: I agree with what a classmate said just now. I think banyan and bird are friends and very close.
Health: The big banyan tree is the foundation of birds' survival. Birds perch on the big banyan tree, adding color and making it full of vitality. I think birds and banyan trees are interdependent.
Teacher: You are not only good at listening, but also good at thinking.
Health: I think birds and trees are inseparable, so there must be nests and birds. Without birds, trees have no vitality.
Health: Trees and birds are inseparable. Without birds, trees will soon grow old. Birds can't sing beautiful songs without big banyan trees.
Teacher: It can be said that trees are young because of birds and birds are lovely because of trees!
Health: If the big banyan tree is a beautiful painting, it will be more perfect with birds.
Health: I think if the big banyan tree is compared to a person's body, then the bird is the soul of this person.
Teacher: Both the tree and the bird sincerely thank you. You gave us too many surprises. student Trees and birds are inseparable. Why keep this thread? We should appreciate each other.
Teacher: With this understanding, the "tree" may feel better when reading and writing birds. Similarly, the part of the "bird" reading and writing tree will be more innovative.
(The "tree" reads and writes the natural section of the bird, and the "bird" reads and writes the natural section of the tree)
Teacher: How do you feel?
Health: I think birds are really lively and lovely. Their songs are so crisp and beautiful. I think trees will be more interesting with birds.
Health: I think the big banyan tree is full of branches and leaves, which gives us room for birds to live. The big banyan tree nurtures us and cares about us. We should thank the banyan tree.
Health: I think these birds have really beautiful feathers, vivid songs, lively and lovely, and smart. I think, if they are shaping souls for banyan trees, they should be shaping the souls of lively, innocent and romantic children.
Health: After reading this passage, I seem to be under a very beautiful and lush banyan tree. Listening to the birds singing, there is a feeling of being there.
Health: Birds are cute, and big banyan trees are beautiful. Just like a beautiful landscape painting. If there is an opportunity, I must go and see it, and let this beautiful scene stay in my heart forever.
Health: I wish I had the same pleasure.
Health: I don't like articles about scenery very much. At first, I didn't care about this big banyan tree. Now I think this big banyan tree is our bird's real home. We can't live without it!
Teacher: "I don't know the true face of Lushan Mountain, but I was born in this mountain." And just now you have recognized the true face of Lushan Mountain, which is great! Mutual appreciation of bunsen burner is a harmonious beauty! !
2. Interesting forms of homework
A variety of teaching contents and homework tasks also take into account students' interests, hobbies and ideals, often in the form of independent activities. In order to solve their passionate problems, students have to do a lot of work, such as collecting information in the library, doing surveys in the society, writing reports and so on. Because most of these activities are chosen by students themselves, they not only cultivate students' thinking ability and ability to solve problems independently, but also bring students sincere happiness. Teachers don't make uniform requirements for the answers to questions, but focus on having their own thinking views. Students can explore, doubt, criticize and be unconventional. Perhaps it is this spirit of autonomy that breeds the spark of innovation and makes Chinese attractive to students.
3. Life-oriented teaching content
Life-oriented teaching content Under the purpose of life-oriented, the content of American Chinese teaching has been extended to all aspects of social life. The articles selected in the textbook are mainly "current affairs articles". Newspapers, magazines and various brochures can be used as important teaching materials, and even road signs, charts, timetables and news columns have been selected into the teaching materials. While learning Chinese knowledge, understanding life, knowing life and learning to live have become the basic criteria for the selection of Chinese teaching content.
Under the illumination of the new curriculum reform concept, the new Chinese teaching should provide students with a warm and harmonious humanistic environment, pour more humanistic care, stimulate children's emotional desires, ignite children's spiritual sparks, and make Chinese a vitamin for students' life growth; New Chinese teaching nourishes children's hearts with all the charm of human culture, leads them into the room, appreciates the grandeur and magical beauty of the human culture building, and fully enjoys the endless fun of wandering in human culture; The new Chinese teaching should be the life course of teachers and students, and the life experience created by teachers and students together. In the new Chinese teaching, students should embrace the language in the voice of reading, have a direct dialogue with the author, and experience the author's great personality, profound thoughts and beautiful sentiments in the strong shock of thinking and emotion. Let students feel and reproduce the emotional beauty of the works in the sound of Lang Lang's books, experience the rhythm and sense of rhythm of the language, and thus love the language of the motherland; The new Chinese teaching should let students experience the happiness of learning in the process of learning Chinese and expect the happiness brought by lifelong learning.
Articles related to reflection on Chinese teaching in primary schools;
★ Reflections on Chinese Teaching in Primary Schools
★ Reflections on Chinese Teaching in Primary Schools
★ Reflections on Chinese Teaching in the Sixth Grade of Primary School
★ Reflective model essay on Chinese teaching in primary schools
★ 5 essays on online Chinese teaching in primary schools in 2020.
★ Introspection essay on Chinese teaching in primary schools
★ Reflective model essay on Chinese teaching in primary schools
★ Reflection summary of Chinese teaching in primary schools
★ Three Thoughts on Chinese Education and Teaching in Primary Schools
★ Reflection on Chinese classroom teaching in primary schools