1. From the perspective of subject nature.
"Chinese is the surname of language" is a common saying that everyone often says, but it expresses the basic characteristics of Chinese teaching concisely and clearly. Chinese is a tool that requires learning, training, and application and accumulation; Chinese is also a humanistic life, which requires emotion, aesthetics, and cultural accumulation. The "Chinese Curriculum Standards" (hereinafter referred to as the "Standards") state that in the process of language practice, the ability to practice language should be improved. This is to use the tool of Chinese as a means to explore the infinite connotation of Chinese. Students' reading, writing, thinking and questioning are the most important Chinese practices and the basic way to achieve Chinese accumulation and improve the cultural taste of Chinese learning. It is necessary to overcome the phenomenon of a large number of non-linguistic methods in the current classroom. The basic manifestations of non-linguistic methods are simple questions and answers and popular colloquial classroom language, which makes Chinese language lose a lot of beauty. We hope that young teachers will use more literary language to make the language more beautiful. Chinese classes are more poetic and profound, allowing students to be infected and influenced by the beautiful life of language and writing, and returning the true face of Chinese teaching.
2. From the classroom perspective.
The "Curriculum Standards" point out that an open and dynamic Chinese curriculum should be established. This requires that our Chinese teaching classroom should be a classroom for students, a time and space for students to fully display and express their talents and achieve learning results. No matter how superb the teacher's Chinese talent is in the classroom, if the students are not fully active and have no bursts of thinking, imagination, and emotion, it cannot be considered a good lesson. Therefore, students' independent, lively and vital learning should be the main symbol of a good lesson.
The teacher's philosophy and awareness are reflected in this point. For example, students' independent learning and the design of group discussion sessions better reflect this.
3. From the perspective of student development.
Education is for the development of students. This development should be reflected in each specific lesson. A good classroom should be able to reflect the development process of students from not understanding to understanding, from being incompetent to being able to learn, from being unskilled to being proficient, and from not liking it to liking it. In addition, students' development should be the overall improvement of Chinese literacy. Therefore, a classroom that uses scientific and artistic methods to achieve the comprehensive development of knowledge, abilities, emotions, attitudes and values ??is a good class.
This is a goal that requires long-term persistence to achieve. As a young teacher, you must have this concept, work hard on classroom design, and strive to improve your classroom teaching level.
4. From the perspective of learning atmosphere.
Teachers are students’ friends. In a good classroom, teachers should be equal to students and have heart-to-heart communication with students (not just the “teaching style” as mentioned in the past) ). With a good learning psychological atmosphere, the classroom will be democratic and harmonious, and students' learning will be enjoyable.
In this class, the teacher is quite humorous. Children will like this kind of humor, but the humor in the Chinese class should also be interesting and poetic. Don’t be playful and funny, which will destroy the Chinese language. Overall vibe.
5. From the perspective of teaching personality.
Chinese teaching should not only enable students to develop fully, autonomously and individually, but also pay special attention to the individualization of teachers' teaching. Chinese textbooks are a selection of different texts. Different texts should use different teaching methods; for each text, a personalized method should be chosen that is most suitable for the teaching material - because the content determines the form. Of course, different teachers and different students should also have different teaching designs. Some teachers imitate other people's teaching plans to teach classes. It's okay to give them a try, but if they are consistent, they will definitely not have good results.
The teaching design and question raising of this class are relatively good, and the teacher also has his own characteristics in teaching.
Young people have relatively good literacy and knowledge. They work hard to improve classroom language, improve their classroom expressions as soon as possible, and reflect the unique thinking ability of Chinese teachers. This is worth looking forward to.