A good Chinese class must be efficient and full of fun. Pursuing high efficiency is the goal of all our Chinese classes. How much Chinese content is taught in a Chinese class in a limited time? It is necessary to comprehensively consider the breadth and scope of students' participation in learning and the ultimate effect of students' learning, rather than simply highlighting a certain content. So how can we do it? I think we should do "three less" and "three more" in class.
(1) Less ineffective links and more effective strategies. What do you mean? Some unnecessary links in class or links completely unrelated to Chinese teaching will be deleted. If unnecessary discussion, group study, expansion. For example, "A Five-Star Red Flag", there is no need to sing songs, put slides, sing together and imagine the future, because this is not a music appreciation class. What are the effective strategies? That is, when students encounter difficulties in learning Chinese, the methods provided by teachers in the process of helping to solve them are diverse, novel and ingenious. For example, a teacher explained the "backbone" when teaching the article "My own flowers are for others", walked up to the students who answered the questions and commented, "Please stand up your backbone." Touch his spine, and then loudly say to other students, this is a straight spine, you should straighten your spine in class and be a man! I think linking is easy, and humanities and tools are integrated!
(2) Less ineffective problems and more effective training. Many times, we like to ask, "Do you understand?" The student union replied in unison: "I know." And so on. I remember when Mr. Jia Zhimin told me about the scenery of Antarctica, there was a link that I couldn't forget: I originally designed this project, and I wrote the South Pole on the blackboard first. Do you know where the South Pole is? Want to see it? ? Students will definitely answer: "Yes." Teacher Jia told me my problem in one sentence. Are you teaching science? He revised it like this: the teacher wrote "extreme" on the blackboard and asked, "Students, do you know what extreme means?" (at the top), "What about the South Pole?" (The southernmost tip of the earth) "What kind of scenery is there?" A few questions are also broken into the text, but the meaning is different, because the language training was carried out at the beginning, and the language training was in place, and the things behind the text naturally appeared. Therefore, the classroom is efficient, and such design and classroom teaching are wonderful.
(3) Less over-interpretation and more appropriate interpretation. Some time ago, a word was popular called "interpreting text". Interpreting the text is not to artificially exaggerate the humanistic connotation of the article, but to take some writers' own words: after reading some teachers' analysis of their own texts, they are all confused. What is the reason? I think some of our teachers want to reflect the depth and breadth of the classroom, but I think the real depth is not excavated by our teachers, but that students develop their own thinking according to the teachers' teaching, treat certain things and reasons more comprehensively, deeply and meticulously, and express them more concretely, meticulously and individually. For example, the articles "Bridge of Life on both sides of the Taiwan Strait" and "Gift to a Tree" are very simple and direct, so we can't focus on analyzing the truth in class. We should properly interpret the text, properly analyze the humanities and use simple teaching language. For example, in the lesson "The Bridge of Life across the Taiwan Strait", it is possible for the teacher to analyze the two "quietness" and compare their different meanings. So how to deal with "silence"? This requires us to think. Small money is silently waiting for the hope of life, while young people in Taiwan Province Province are silently overcoming difficulties to give hope to others. Xiaoqian's living environment is "beautiful", while the young people in Taiwan Province Province are faced with the aftershocks of the earthquake, the comfort of their families, their own pain and life threats. Only when students understand this point, the humanistic connotation will naturally appear, and the greatness of Taiwanese youth will naturally come to the fore.
Two, "three in three have", do a good job in the basic requirements of Chinese reading teaching in primary schools.
Chinese teaching is very artistic, because China's language itself is full of temptation and attraction. As a Chinese class in our primary school, what we need to think about is how to make students learn easily, learn solidly and make progress. as long as
(1) Input textbooks, articles and authors. The compilation of Chinese textbooks for primary schools has its own system and laws. As a teacher who uses textbooks, he must walk into the textbooks and have a full understanding of the textbooks before he can be familiar with them. Only by understanding the historical background and personal background of an article written by the author can we understand the true humanistic connotation of the article. Take Du Fu as an example. His poetry style is changeable, and the poems written in different periods have different emotional colors. "Although the country is divided, the mountains and rivers will last forever" and "Ying Sheng Yan Yu" have different styles, so it is necessary for teachers to make some explanations. What do you mean by saying so much? That is, whether it is open class or daily teaching, there must be a line running through it, and that is to really let students develop. The definition of development is very broad, but the most popular saying in class is to let students learn new knowledge, new ideas and new ways, which is relative to the previous development. A teacher taught the lesson of Pearl Bird. At the beginning of the class, the teacher didn't rush to class, but took the students to understand the background information and writing characteristics of the author Feng Jicai. Then this link seems to be irrelevant to an open class, and some teachers may say it is unnecessary. But I think teachers should lead students to "approach the author" after learning an article, and then "walk into the author" after learning the text. This link is very necessary.
(2) There are textbooks in mind, students in mind, and oneself in mind. ? The textbook is nothing more than an example, and everyone understands it. But what about this example? I remember the last time I studied in Shanghai, I heard Mr. Jia Zhimin say that he instructed young teachers to recite the text first and then recite it word by word. Because teachers can only be comfortable in class if they are familiar with the articles they want to teach, I think it makes sense. From my own teaching experience, generally speaking, when we have a class, especially an open class, the first thing to remember is not the article, but the teaching plan. Some teachers even recite every word of themselves. This is also called the real "reciting lesson plans". This method is effective, because at least there will be no big mistakes in class, the teacher's links are clear, and the teacher who evaluates the class will also say: the teaching links are clear, the design is concise and so on. However, I'm afraid the teacher has only a little knowledge of the content of the article. If you ask the teacher the content of the text after class, it is probably similar, because we have not grasped the pulse of the article. Having said that, I want to say the second question: there are students in my heart. Because the teacher has a lesson plan in his heart, there may be less room in his heart, and the students are too big to hold it. This problem exists in many of our classrooms. Teachers are busy successfully completing every link of their teaching design, that is, "after three strokes, call it a day." I don't know that students can't find their own direction in the fog. "Those who have no students in their hearts can be divided into several categories." First of all, no one is watching. After listening to "Mother's Affection", the teacher recited "Stand up straight, my mother?" I almost burst into tears, and all the students below were laughing. The teacher asked the students to talk about your feelings, and the students said, "I am very touched, my mother is very hard, and my mother is very tired?" I can't help thinking how smart students are! Will cooperate with the teacher and know what the teacher wants them to answer. And the teacher savored his wonderful recitation in the sweetness of happiness. The second is to let it develop. Furthermore, in the class applause, the teacher asked, "How did Eiko walk up to the podium? The student replied, "Ugly." "Yes, very ugly. How beautiful the way we walk. "I'm not only surprised, but can the word ugly be used here? The third type is self-entertainment. Say what you think, without thinking, and sometimes impose your own views on students, and you will smile when you say something. Therefore, I want to talk about having myself in my heart. Having oneself in mind doesn't mean that teachers are super-strong in class and take themselves as the dominant position. Instead, always pay attention to being a teacher in class, and your words and deeds should set an example for students. Many times, I saw some teachers scribble a wrong word on the blackboard in class, and then made a hasty decision. Thirdly, the basic strategy of Chinese reading teaching in primary schools is "four essentials".
Chinese in primary schools is a subject involving the largest number of people and the largest number of class hours in compulsory education. Its quality directly affects the quality of Chinese teaching and the development and continuation of our mother tongue Chinese. I'm afraid this statement is not alarmist.
(A clear classroom tasks, a clear nature of the subject. In the classroom of Chinese reading teaching in primary schools, we should learn how to say, write and express. I think it is enough to teach these things to students in class. Six years later, after the task is completed, students' listening, speaking, reading and writing skills are trained and skillfully used. No matter what class, they all have their own laws and characteristics. Do your own thing and harvest your own beans on your own acre of land. Is it good performance, multimedia or music? These are all auxiliary teaching methods in the classroom. When will it be used? Where is it used? How to use it? They are all exquisite. If you don't use it well, you will gild the lily and ask for trouble. With beautiful words, why did the teacher click on the screen before and after running? There are simple words, why do the same marks appear on the screen? Why do you have to cut and paste white chalk and write it on the computer? Especially in primary school textbooks, most of the texts are easy to understand. If you learn to read them several times, you can basically appreciate the humanistic feelings. What we have to do is to make students feel the beauty of words, language and expression in the process of re-tasting language and writing.
(2) Set teaching objectives and teaching difficulties. If the goal is high, it will not work if it is low. High, students struggle, it is difficult to complete; Low, students are relaxed, students are boring. Only by setting appropriate goals, the classroom will be interlocking and colorful. For example, in the third grade class, students are required to read the text correctly and fluently, while in the sixth grade class, teachers are required to read the text correctly, fluently and emotionally, with few words and different levels. It also fully embodies the characteristics of people-oriented and respect for age. For example, first-grade children are asked to learn to imitate the text. Is this ok? It looks ok, but the students' physical and psychological age, experience and knowledge reserve have not yet been reached. How can they finish it? Even if a few excellent students finish, it doesn't mean anything, because our classroom should be open to everyone.
(3) Fully preset the classroom and handle the highlights. As the old saying goes, everything is done in advance. What will happen in class? What questions might students ask? Although we can't guess all of them, we can plan ahead. Only after careful consideration can we calmly deal with problems when they arise. There are often some intellectual mistakes in class, that is, there is no preset before class, and various situations are not fully considered. For example, when the teacher was teaching "Rainy Century", the students didn't find the mistake when they talked about finding the electric light. Isn't that because the teacher didn't have sufficient presupposition and preparation? Again, I once heard the teacher make a mistake on the blackboard in the applause class, and immediately said with self-deprecation: "Oh, the teacher's palm,' hand' is not set, so it is estimated that the applause of the students is not very loud." The following students immediately gave the teacher warm applause. This applause is not only for the teacher, but also for the students in class. Wonderful natural presentation, everything comes naturally. (4) Learn to listen and be good at encouragement and evaluation. In class, every word, reading and activity of the student is full of his courage and thinking. Only by listening carefully can teachers find the essence and highlights. Only by listening can we find problems and deficiencies, guide them in time, correct them in time, distinguish right from wrong, and solve doubts and doubts. After listening to this, the teacher knows right from wrong, so we should give accurate evaluation, encouragement or correction according to the students' answers, with only one purpose to promote students' progress. It is better to give the students some suitable "high hats" smartly! In short, whether it is encouraging evaluation or process evaluation, it will certainly promote students' second thinking on the basis of original thinking, and second progress is the best.
Classes are never the best, only better. Only after repeated reflection and negation can we develop and improve better. After being a teacher for so many years, I always believe that the classroom is wonderful because of people; Classes are smart because of people, and people's brilliance and intelligence come from their love and pursuit of their careers. Classroom teaching is an art, and since it is an art, it needs unremitting pursuit. We still have a long way to go on this road!