Evaluation and feedback of Chinese teaching in primary schools 1
Looking back on a semester's teaching work, we have made a lot of achievements, but there are also many shortcomings. In order to do a good job in the future, a brief analysis of Chinese teaching in one semester is as follows.
First, success
1, in learning, give full play to the initiative and creativity of both teachers and students in teaching, so that Chinese teaching can be carried out in the process of equal dialogue between teachers and students. Stimulate students' interest in learning, cultivate students' awareness and habits of autonomous learning, and create a good autonomous learning situation for students.
2. Strive to embody the practicality and comprehensiveness of Chinese in teaching, strive to improve classroom teaching, study the overall integration of knowledge and skills, emotion and attitude, process and method, and conduct heuristic and discussion teaching.
3. We attach importance to the correct orientation of emotion, attitude and values, and take cultivating students' noble moral sentiment and healthy aesthetic taste, forming correct values and enterprising attitude towards life as important materials in Chinese teaching, and put these materials into daily teaching work.
4. Handle the relationship between basic literacy and innovation ability. Pay attention to the accumulation, perception and application of language and the training of basic skills in teaching, so as to lay a solid foundation for students.
5. In teaching, follow the laws of students' physical and mental development and Chinese learning, and choose appropriate teaching strategies to promote the overall improvement of students' Chinese literacy.
Second, the existing problems
1. In the process of learning Chinese, efforts should be made to cultivate students' language ability, thinking ability, imagination ability and creativity, so that students can master scientific thinking methods as soon as possible.
2. Further guide students to actively carry out inquiry learning and learn Chinese in practice.
3. Students' learning methods need to be further improved.
4. We should further expand students' reading range, cultivate sentiment, develop personality and enrich students' spiritual world.
5. Students' comprehensive learning ability needs to be further improved, so that students can discuss and express their opinions on issues of interest.
6. Strengthen writing training and improve writing level.
Evaluation and feedback of Chinese teaching in primary schools II
In a blink of an eye, another year passed in a hurry. Looking back on the Chinese teaching work in the past semester, there are gains and reflections. Although the second-year students know nothing like the first-year students, some good Chinese habits have not been fully developed. So this semester, the focus of my education is to cultivate good Chinese learning habits.
First, cultivate the habit of active literacy.
The Chinese Curriculum Standard points out that literacy teaching should take language factors familiar to children as the main materials, make full use of children's life experience, pay attention to teaching literacy methods, combine knowledge with practice, and create colorful teaching situations by using various visual means. At the same time, literacy in grade two is still one of the important tasks of Chinese learning. To make students literate, they must have internal drive. Pupils like reading stories. I told them that to understand these wonderful stories, they must know many words. In order to cultivate students' interest in active literacy, I give full play to the charm of Chinese characters in teaching and use various teaching methods according to students' psychological characteristics.
Such as: 1, self-made nursery rhymes literacy method 2, hands-on demonstration notation method 3, distinguishing word meanings with radicals 4, word splitting and word combination game 5, addition and subtraction game. With these methods, students will mainly cultivate their interest in literacy, so that every time they see a new word, they will remember it in various ways. In the process of literacy, they don't recite words, but read them through.
Second, cultivate reading habits.
I think the sooner you cultivate children's interest in reading, the better. Students have learned more than 700 Chinese characters in the first and second volumes. At this moment, it is of great significance to cultivate children's early reading. As a junior two student, the internal speech mechanism is not perfect, the attention is unstable, and the vocal thinking is dominant, so it is necessary to read aloud loudly to organize thinking and concentrate. In the process of reading, the eyes, mouth and ears move at the same time, which strengthens the memory. Therefore, in teaching, I strengthen the training of students' reading and reciting, cultivate them to accumulate valuable language materials and form the habit of reading and reciting. And encourage them to read more extracurricular books, recite children's songs, ancient poems and famous sayings, regularly arrange extracurricular reading tasks, recite tasks, do them seriously, study hard and accumulate extensively, so as to lay a good foundation for the homework of grade three.
Evaluation and feedback of Chinese teaching in primary schools 3
Entering the primary school Chinese teaching under the background of the new curriculum reform, in this process, I really saw the track of self-growth, really felt the energetic excellent teachers, and let the Chinese classroom collide with one spark 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: What kind of Chinese class is 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 full of "energy". The key to how to embody the "humanity" of Chinese subject in Chinese class lies in "emotion". An inactive teacher, how to mobilize students' emotions, make students enthusiastic about learning, and show them a "energetic me" to accompany their children through every "burning year"!
2. Respect "demand" and pay attention to "wonderful".
In the process of teaching, students' interest in learning can be stimulated in many ways, and their reading desire and motivation can also be stimulated through intuitive demonstration, quoting classics, clever suspense and so on, so as to create an enterprising 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 at this moment, I really felt their eager eyes! They want to know more about the galaxy and the universe! I asked, "What do you want to ask the Milky Way? What else do you want to say? " The children are very interested and eager to try. "Stimulating interest" greatly mobilized students' initiative and enterprising, 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, which 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 I want to drink water abnormally, but I don't have to open my mouth to drink water, so I am next to the three-point 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. After teaching students the learning methods with good examples, there should be a lot of practice. Only in practice can students' ability be 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 to make students understand the author's feelings of loving nature and motherland? Show beautiful banyan trees through pictures and videos, and then guide students to introduce their beautiful hometown to everyone. Children are full of pride and admiration for their hometown ... in this way, children naturally feel the author's feelings and will be deeply moved by themselves.
2. Turn other people's languages into your own.
3. Take other people's articles as staff and my 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, know themselves and feel about life while learning and understanding other people's wonderful chapters, and "take other people's articles as staff and my life as military affairs"!
I try to spend a happy time with my children in every Chinese class!
Evaluation and feedback of Chinese teaching in primary schools 4 pages
In the process of teaching the first volume of the second grade of primary school Chinese, I have gained a lot and encountered many problems, which are reflected as follows:
As a primary school Chinese teacher, I learned the new concept of curriculum reform for the first time, felt the new thinking of curriculum reform and used new textbooks. From beginning to end, the curriculum reform gives people a brand-new feeling. Curriculum reform is like a key, which opens the door for children to succeed and succeed.
The curriculum reform needs to strengthen the communication and discussion among teachers. At present, the curriculum reform lacks successful experience and model. There are many puzzles, problems, teaching AIDS and information on the road of curriculum reform. In order to cope with the same situation, teachers should work together to strengthen the exchange of experience in curriculum reform. For example, organizing seminars, on-site lectures, class evaluation and other activities, so that the concept of curriculum reform is truly reflected in the current classroom teaching, rooted in classroom teaching, and acts on every student. As the saying goes, "Three heads are better than one", which ignited the fire of everyone's thinking in the exchange and dialogue. A hundred flowers collide, the mind is open, the mind guides the way out, and the way out determines the future of curriculum reform education.
Curriculum reform needs to strengthen the dialogue between teaching materials and ideas and parents. The curriculum reform involves thousands of families, and parents' understanding and support is an important factor for the smooth implementation of the new curriculum. Curriculum reform not only requires teachers, but also puts forward new requirements for parents. Many parents don't understand and often respond, "Why don't children go home and do their homework?" "What can children learn from this kind of teaching?" . It is an important condition for parents to understand the new curriculum and get their support for curriculum reform. Our school has adopted various ways to communicate with parents to let them know what the new curriculum is like, such as holding parent-teacher meetings and sending letters to parents to publicize the new curriculum concept. Third, as participants and researchers, we should show the exploration, research and discussion of current students. Express your views with students and exchange your views. Teachers talk to students in the tone of consultation and discussion, and encourage students to complement and discuss with each other. For example, "I'm going to do this, can you see it?" "This classmate thinks so. What's your different opinion? " If the students ask the teacher questions. Teachers should give enthusiastic and enterprising answers. In the dialogue, there should be enough time and space for students to complete sentences.
In Chinese teaching, I not only try to seize the opportunity of education, but also attach great importance to creating educational scenes for students, so that students can acquire knowledge, master methods and acquire correct emotions, attitudes and values in educational scenes. For example, when learning the eleventh lesson "We succeeded", let students watch feature films about the success of the Olympic bid, let them feel the exciting scene when the Olympic bid was successful, let students enhance their national pride and pride while learning the text, and make them love our motherland more; Learn lesson 28 "Little Fish Walking in Diving" and guide students to read the text with emotion, from which they can realize the pity of little fish and the kindness of little boy, so as to further establish the consciousness of protecting small animals and cherishing life. ...
Of course, I also encountered many problems in teaching. Some of them appear in textbooks, some appear in students' learning process, and some are because we are located in rural conditions ... We have tried various ways to solve problems in teaching and achieved good results. First of all, I will list an unsolved problem:
(Located in the mountainous area, with limited community resources, it is difficult to carry out some expansion activities in the teaching materials. )
Curriculum reform has raised the requirements for teachers and gradually become the knowledge of leaders and teachers. After the curriculum reform, multi-skills and extensive knowledge have become the evaluation criteria for excellent teachers. All future teachers will be related to educational research. As a young teacher, I feel the importance of learning and the new challenges to meet the opportunities brought by curriculum reform.
Curriculum reform is like a spring breeze, bringing new expectations. We are bathed in the spring breeze of curriculum reform, and will surely move towards the other side of successful education.
Evaluation and feedback of Chinese teaching in primary schools 5 pages
The new round of curriculum reform has made Chinese teaching in primary schools full of new vitality. This is certainly a good thing. At the same time, we should also see that because everyone is still in the exploration stage of the new curriculum, there are different opinions on how to teach Chinese in primary schools, which makes people feel at a loss. Although many ideas are original and novel, it seems difficult to grasp them in operation. Especially after listening to some classes, I vaguely feel that our Chinese teaching at the moment is beginning to go to a new extreme: speaking blindly in class and emphasizing reading and feeling blindly. Is this the correct way to teach Chinese in the new curriculum? Can such teaching meet the requirements of Chinese teaching curriculum standards?
In my opinion, teaching Chinese in this way, if viewed dialectically, can't have a good effect. In my opinion, we must not ignore the law of students learning Chinese, the law of education and teaching, and the three dimensions of curriculum objectives. If we leave seeking truth from facts, look at the problem in an all-round way, and look at the problem from the perspective of change and development, it will definitely not work across the board. Pedagogy and educational psychology need to keep pace with the times, but they must not be abandoned! In particular, we should fully follow the laws of education and teaching they reveal.
Therefore, in the new curriculum of Chinese teaching, it is very important for students to have the following basic qualities:
1, good habit. That is, they have all kinds of good Chinese learning habits. Habit is man's second life. In Chinese teaching, we must pay attention to the cultivation of good Chinese learning habits. No matter in personality, study and methods, we should attach great importance to it, strive for progress, guide in many ways, strictly train students from bit by bit and cultivate good habits. It is particularly important to cultivate habits and actively guide them, but educational psychology tells us that habit-forming education must sometimes be mandatory. This statement seems to violate the concept of "people-oriented", but it is not. In my opinion, the real "people-oriented" is not all the excitement in the classroom, blindly obeying and accommodating students, but also the will of teachers when necessary. Because, we have to think about the future of our children. That is the most essential meaning of "people-oriented".
For primary school students, the following eight habits bear the brunt: First, the habit of active study and hard study; Second, the habit of being careful and meticulous. Third, the habit of diligent hands-on, diligent writing and diligent thinking; Fourth, be bold and generous, speak loudly and speak Mandarin; Fifth, cherish the habit of books and stationery; Sixth, the habit of asking questions; Seven, the habit of actively participating in cooperative learning; Eight, standardized and neat writing habits.
To cultivate habits, we should carefully guide and strictly demand them, bit by bit. For example, to cultivate students' writing habits and make them write well, it is necessary to have the necessary speed and write neatly. You must always take the initiative to learn Chinese characters. Habits can be transferred. Taking the cultivation of writing habits as an example, the author found that good writing habits are highly migratory in the "educational experiment of cultivating Chinese learning habits for rural primary school students in Tujia areas" which lasted for several years. Students have developed a good habit of writing in a standard and neat way, and other habits, such as cherishing books and stationery, studying carefully and paying attention to efficiency, quality and speed, have also been developed.
2. enthusiasm is high. That is, it has the feelings of loving the language and writing of the motherland and the vitality of learning the language and writing. The author believes that in a sense, Chinese is a living phenomenon. I agree with a view that Chinese classroom should be a classroom for life growth. So, I left the feelings of students-the feelings of loving the language and writing of the motherland; Love life, love life feelings, Chinese class is impossible, at least not good. Especially in the process of learning Chinese, students' true feelings and energy input are needed, which is conducive to the implementation of the three dimensions of Chinese curriculum objectives. That is to say. In Chinese class, students must enter the "protagonist", as we often say: don't study without emotion; Rejecting false reading and the like is actually the truth. This aspect needs guidance and edification, and needs to be cultivated in combination with habit-building education. In particular, don't let children hurt their feelings with words. This is not an alarmist, it can happen at any time, such as: students' dislike of teachers' teaching methods; Mechanical duplication; Teachers' discrimination against students with learning difficulties and so on may lead to this result. It's easy to understand. Imagine, if students look at the schedule, one class is Chinese, and their eyebrows are wrinkled, how can they take Chinese classes? In the long-term Chinese teaching practice in primary schools, the author realized that students' love for Chinese comes from their interest, so students should be interested in language and writing, and be full of love and yearning for a perfect life. Once students have a strong interest in Chinese learning, their feelings naturally arise. Releasing enormous energy. Curiosity, initiative, strict with teachers.
Fully understand and do as the teacher asks. The teaching effect is naturally good. The most crucial point is that students' love for language and writing and their vitality in Chinese learning all come from teachers' love for students. There is a saying that I quite agree with: Warm the classroom with great love!
3. Being able to read means having all kinds of basic reading skills. First, students should be able to read aloud and read with emotion; Second, students should be able to read silently, concentrate on reading silently, and grasp the main information without fingers, lips and eyes; Third, students should learn to read quickly, skim and browse. Fourth, students should learn to think, question, solve doubts, circle and mark pictures in reading. If you can read, the most important thing is to master the necessary words. There is also the arrival of extracurricular reading. (Extracurricular reading, the curriculum standard has the definition of "not less than". It should be said that this is only a guarantee requirement. ) These, it should be said, are dead tasks. Of course, different years have different requirements.
From a broader visual point of view, I can read, in the final analysis, I can learn. That is to master some basic learning methods and training methods. Students must go through a lot of Chinese practice activities to learn Chinese well. Chinese and writing training is no longer mentioned in the new curriculum, but training is definitely necessary. Is necessary. Chinese practice can always be based on last year's training. In a sense, practice is not a kind of training, we should start with listening, speaking, reading and writing; From the learning of words and phrases, from cooperative learning, from collecting data and processing information, students can get some good learning methods through guidance, and actively use them to form habits, which will benefit students endlessly, and some will benefit for life.
Especially in reading, students should gradually form a keen sense of language. That is, the basic ability to perceive language. Only when students have the necessary sense of language can they learn Chinese well, and it is also conducive to cultivating students' feelings of loving the language and writing of the motherland. Of course, the cultivation of language sense depends on reading first, but it also needs some interesting training under the guidance of teachers. At ordinary times, the author often cultivates students' sense of language by telling humor, jokes and witticisms, and observes students' ability to perceive language. I think this is a good way of language sense training. Admittedly, it is not enough to train by this method alone. We should also adopt other methods, such as reading key paragraphs of ancient poems and texts, guiding students to grasp key words, expanding association and imagination, etc. In short, it should be multi-faceted and multi-level.
Five articles about the evaluation and feedback of Chinese teaching in primary schools;
★ Five Personal Evaluations of Primary School Teachers
★ Five cases of Chinese teachers' teaching experience in primary schools
★ Five Experiences of Chinese Teachers' Teaching in Primary Schools
★ Five Summaries of Chinese Teaching in Primary Schools in 2020
★ 5 cases of optimizing Chinese teaching experience in primary schools
★ Five evaluations of teachers' annual work
★ Five pieces of primary school Chinese teachers' teaching
★ Five highlights of listening to Chinese lessons in primary schools
★ Five experiences of high-quality primary school Chinese teachers
★ 5 cases of primary school Chinese teachers' teaching experience