I want to talk about my own superficial views on how to improve the effectiveness of classroom teaching based on my own experience in teaching. Truth is the cornerstone of improving the effectiveness of classroom teaching, and truth and effectiveness are the most essential requirements of classroom teaching.
On the one hand, "truthfulness" is the basis of all new curriculum practices. To do a good job in the new curriculum reform, we must take "truth" as the premise; On the other hand, "effectively" promoting students' development is the only sign of the success of classroom teaching.
To realize the "effectiveness" of classroom teaching, we must take "truth" as the cornerstone. First, the real classroom should be dialogue. Classroom dialogue is the link between people and knowledge, emotion and thought. In the teaching process, by guiding students to have many dialogues and exchanges with textbooks, students can experience their own feelings, physical feelings, life feelings and creative feelings, realize emotional integration with textbooks, teachers and students, and enhance their interest, which can activate the classroom and make it full of vitality.
1. Dialogue between students and textbooks. Dialogue in a broad sense can not happen directly between people, but between people and various textbooks.
Teachers should guide students to learn to approach textbooks, walk into textbooks and have extensive dialogues and exchanges with textbooks. For example, when reading "Into the Wine" in Chinese, the teacher reminds students to grasp the artistic conception of poetry in combination with Li Bai's life experience and personality characteristics, and then the students will share their inner depression and elegance with Li Bai in their galloping poetic imagination; When enjoying Car Shop, students can already understand Du Fu's tragic and desolate worries according to the original method.
At this time, the traditional methods of explanation and memory should be abandoned. When students face textbooks, they not only need to explain and remember, but more importantly, understand. "There is only one consciousness and one subject when explaining, and two consciousness and two subjects when understanding." Only in this way can we talk on an equal footing. Only in this way can students have unique insights and feelings and really improve the quality of learning.
2. Dialogue between teachers and students. All teaching is an interactive communication between teaching and learning, and dialogue teaching is no exception. It still emphasizes the interaction and mutual promotion between teachers and students.
We have long made it clear that teachers are not the rulers of the classroom, the owners of knowledge and the only givers, but now many teachers still dominate the classroom stage and dominate the classroom, and cramming teaching is still full of classrooms. And efficient classroom teaching is not who rules who, who dominates who, but equal dialogue and communication between teachers and students.
Only in this way can we learn from each other. Therefore, in dialogue teaching, the teacher's role is not single, sometimes it is a "matchmaker", sometimes it is an audience, and sometimes it is a director.
The change of role is to create situations, create situations and encourage exchanges and collisions; Stimulate students' problem consciousness, properly guide traction, and recommend the stunning scenery of the science museum to students; Often moved by students' reminders. The role of students is the same.
3. Life-life dialogue. Classroom teaching is not only a practical activity of teacher-student interaction, but also a collective learning activity of students' dialogue and exchange.
What we tend to ignore in teaching is the dialogue between students. However, this kind of dialogue is the best embodiment of dynamic thinking and dynamic teaching. It encourages students to speak freely and express their views. Enjoy knowledge, experience, wisdom and emotion through thinking collision and blending among students and between individuals and groups.
"You have an apple, I have an apple, we exchange with each other, or an apple; You have an idea, I have an idea, and we exchange ideas, so we get two ideas at the same time. " Teachers only need to adjust the temperature at the right time.
4. Students' self-dialogue. Self-talk is an advanced form of dialogue.
It is an essential quality for an excellent student. We often talk to ourselves consciously or unconsciously in our daily work. Teachers should guide students to enter their own spiritual world consciously and rationally, and communicate with their own souls through understanding textbooks and real life, so as to have their own unique discoveries, their own unique ways of thinking and verbal expressions (oral and written), form their own unique personality, learn to create thinking, purify their souls and improve their personality.
Students get the sublimation of personality in the inner questioning again and again, and this is what they have learned. Second, the real classroom should have real independent exploration and group cooperation. Independent exploration is not free exploration, and group cooperation is not going through the motions.
However, in the process of guiding students to explore knowledge, some teachers often let students explore and discuss as long as they have questions, no matter how difficult or even some questions that are not worth exploring. In the process of exploration, there are no specific requirements, tips and guidance, and the way of exploration is chosen by students themselves, and they can do whatever they like; Once you find that there is a lot of time, let the students explore "fully" to delay the time; Once you find that there is not enough time, you will go through the motions in a hurry. Often students have not yet entered the state, and the exploration is terminated.
Therefore, we should pay attention to the following points when organizing independent inquiry and group cooperation: (1) Stimulate students' desire for independent inquiry and group cooperation. Exploration and cooperation should be a need of students, a heartfelt desire, which solves the problem of "whether to explore and cooperate".
In classroom teaching, a very important task of teachers is to cultivate and stimulate students' desire to explore and cooperate, so that they are often in an impulse to explore and cooperate. (2) There should be room for exploring cooperation.
Nothing, everything needs exploration and cooperation. How big is the problem space, how big is the space for exploring cooperation.
(3) Organizations for exploring cooperation should be in place. First of all, the team should have a reasonable division of labor. In the process of students' cooperative learning, teachers should not be bystanders, let alone outsiders.
Teachers and students should be organizers and guides of cooperative learning, listen carefully to everyone's speeches, and communicate and guide with team members in time.
2. Teaching Research on Improving the Effectiveness of Classical Chinese Teaching in Junior High School There is such a requirement in the middle school syllabus: to cultivate students' ability to read simple classical Chinese. Being able to read simple classical Chinese is a skill, and the cultivation of this skill should be based on the accumulation of rich language materials and language sense, and gradually form a certain reading ability through repeated reading. Classical Chinese has its own characteristics, with concise words and beautiful sentences. However, compared with modern Chinese, there are some differences. Its writing is rough and difficult to understand, and there are not many students who like it. Therefore, the teaching of classical Chinese has long been boring and monotonous, which is passively accepted by students. To do a good job in classical Chinese teaching, we must pay attention to certain methods. So, how to teach classical Chinese effectively?
First, stimulate interest and improve learning enthusiasm.
1, story introduction method. This is mainly to attract attention and arouse curiosity about the article. Students like listening to stories very much, and they can often concentrate in the process of listening to stories. Some classical Chinese stories are strong and interesting, so this method can be adopted, such as "ventriloquism". Some classical Chinese texts that are not very good at telling stories, such as Eight Analects of Confucius, can start with introducing a story of Confucius, arouse students' curiosity about the great ancient thinkers, and then be interested in learning his quotations. This method helps to eliminate students' fear of learning classical Chinese.
2. Situation creation method. Classical Chinese is rich in poetry and painting, and exudes unique cultural charm. As long as the classical Chinese texts are combined and appropriate situations are set, students' interest in learning can be stimulated. For example, when teaching the article "Memories of Childhood", I designed the lead like this: "Students, recalling childhood, interesting things clearly float in our minds and make us remember deeply. Can you tell me a few interesting things? In Qing Dynasty, Shen Fu observed things with a brilliant childlike innocence, and his Childhood Notes showed us a picture of childlike innocence. Today, let's share the fun of his childhood! " Therefore, the students in the classroom are full of emotions and interests. Read the text and listen carefully, and the effect is self-evident.
3. Music configuration method. In our Chinese tapes, classical Chinese texts are only read aloud, but there is no music. Some classical Chinese are essays with beautiful literary quality, such as Peach Blossom Garden, Drunk Pavilion Preface and Yueyang Tower. If you only listen to reading aloud, it will be boring. If you configure music and create situations, the effect will be very different, which will not only increase the aesthetic feeling, but also cultivate people's sentiment.
4. Media-assisted method. The study of classical Chinese can reproduce the artistic image of classical Chinese through multimedia technology, and with the help of external simulation means such as music reading and illustration interpretation, students can be immersed in the scene and strongly influenced by art, so as to deeply understand and digest classical Chinese. For example, learn the article "Three Gorges". Before entering the article, with the help of the feature film "Scenery of Three Gorges", let students know about the topography of the Three Gorges, appreciate the scenery of the Three Gorges and the scenery of the four seasons, and appreciate the beauty of the Three Gorges. With the above intuitive preparation, students' understanding of the article "Three Gorges" will naturally come naturally and the effect is very good.
5, * * * reading method. The most important way to learn classical Chinese is to read aloud, read aloud, and read out tones and feelings. Not only can you enjoy yourself, but you can also visualize the language, beautify and deepen your feelings, read the taste of the article, and let the students revel in it and gain something. "I can't get tired of reading old books, and I won't know myself until I get familiar with my children." "Three hundred Tang poems are ripe, and I can sing even if I can't write poems" and so on. It is a subtle presentation of reading. For example, in the teaching of Mulan's poems, students read aloud Mulan's nervousness in preparation before the war, her homesickness on the way, her bravery in military action and the joy of going home for reunion. In reading, I have a deep understanding of the inner feelings of the characters, and thus have a deeper understanding of the spiritual quality. At the same time, through repeated reading, we can further understand the delicate words and simple style of Yuefu poems.
Second, cultivate students' habit of reading classical Chinese.
"Read it a hundred times and you will understand what you mean." This is what the ancients said, which shows the importance of reading. In the teaching of classical Chinese, if you give up reading, it is hard to imagine what the basis is. The textbooks are all excellent works that have been edified through the ages, and some junior high school classical Chinese are short and pithy; Some languages are beautiful and vivid; Some pay attention to rhythm, flat ups and downs, cadence; Some warnings are thought-provoking. These can only be understood by reading aloud.
Reading is actually a kind of ability, because to read well, we must first read the pronunciation and tone correctly. There was no pause in classical Chinese before, but now punctuation is added by later generations, and there is also a necessary pause in the sentence. Only when you read it correctly can you read the taste. Artistic reading in the place where you enter can not only read words, but also read thoughts and feelings, feel and understand writing skills and language characteristics.
The habit of reading aloud cannot be formed overnight, but it must be formed, which requires students to persevere.
Third, guide students to systematically accumulate knowledge points.
Ability is based on knowledge, and the understanding and memory of knowledge can form and improve ability. The knowledge of classical Chinese is divided into three parts: function words, content words and sentence patterns. Classical Chinese function words and classical Chinese content words are basically related in the practice of each text, but they are not organized. (Borrow from others)
3. How to improve the effectiveness of classical Chinese teaching in junior middle schools;
1. Paper: On how to improve the effectiveness of classical Chinese teaching in junior high schools.
2. Author: Dong
3. Abstract: < < junior high school Chinese new curriculum standards > > stipulates that junior high school Chinese teaching should enable students to have the ability to read independently and learn to use a variety of reading methods. Can read simple classical Chinese with the help of reference books. Therefore, in junior high school Chinese teaching, in order to improve the effectiveness of classical Chinese classroom teaching, teachers should guide students to fully preview before class and improve their interest in learning classical Chinese; We should pay attention to the active guidance of classroom teaching, reflect students' initiative in learning, and arrange appropriate after-class exercises to review the old and learn new things.
4. Release source: middle school, 2014 (14):1-14.
4. How to teach classical Chinese effectively? First, clear purpose, rational conversation, more encouragement and more guidance. The new syllabus requires junior high school students to "read and recite" some chapters and paragraphs of classical Chinese, and senior high school students to "read simple classical Chinese with reference books", which embodies the fundamental requirements of classical Chinese in middle schools. The scientific nature of the regulation lies in the requirement that junior high school is the stage of accumulating perceptual materials. Through a lot of familiar reading and reciting, we can be familiar with various linguistic phenomena of classical Chinese, enrich the knowledge of ancient Chinese, accumulate knowledge of vocabulary and sentence patterns, and cultivate a sense of language. On this solid foundation, senior high school gradually formed the ability to read simple classical Chinese through repeated practice.
Second, the interpretation and analysis should be accurate and concise, and the translation of broken sentences should be simple. Students' subjectivity requirements have not been placed in a prominent position in the past, but now they are paid more and more attention, advocated and cultivated. Therefore, in the process of learning classical Chinese in the future, we should pay full attention to the requirements of students' autonomous learning, pay attention to cultivating students' autonomous reading comprehension and application ability, get rid of some bad factors in traditional teaching, and let students gradually become the real learning subject. If students can understand and have clear labels, such as year number, place name, person name and some special words, they can find their own recitation or discussion. If there are disputes and uncertainties, the teacher will give guidance and eliminate difficulties.
Third, guide students to learn that accumulation is silver, mastery of law is gold, and mastery is turning stone into gold. It is, of course, the responsibility of students to concentrate on interacting with teachers, listening carefully and taking notes carefully in class. However, it is impossible to complete the substantive tasks and goals of learning by diligence alone, especially learning classical Chinese. It is also necessary to guide students to draw inferences from others, sum up what they have learned, master the rules, and finally reach the realm and level of comprehensive independent learning. Inductive accumulation is silver, mastery of law is gold, and mastery is turning stone into gold.
5. How to improve the effectiveness of Chinese reading teaching in lower grades 1? Combine autonomous reading with teaching reading to improve the quality of classroom reading teaching. \x0d autonomous reading means that students use their existing knowledge to learn and understand the text independently. Reading teaching is that teachers give students the necessary inspiration, guidance and explanation, guide students to understand the text and carry out reading training. In the practice of reading teaching, teaching reading serves self-reading. Autonomous reading is the basis of reading teaching. On the one hand, through reading teaching, teachers give students necessary explanations, explanations, demonstrations and comments, guide students to think actively, and master basic reading skills and correct reading methods. On the other hand, the improvement of students' self-reading ability strengthens students' dominant position and gives teachers feedback, so that teachers can adjust and improve the content, steps, methods and progress of follow-up teaching in time and promote teaching. Self-reading should be clear about learning objectives, in-depth study, positive thinking and questioning discussion. Teachers should make reasonable arrangements in reading methods, steps, norms and psychological training, so that students can fully practice and practice. Autonomous reading and teaching reading are two interrelated and interactive aspects in classroom reading teaching, and they are indispensable. Their function is to improve students' understanding ability.
6. How to teach classical Chinese effectively? First, a clear purpose, rational conversation, encourage guidance. The new syllabus requires junior high school students to "read and recite" some chapters and paragraphs of classical Chinese, and senior high school students to "read simple classical Chinese with reference books", which embodies the fundamental requirements of classical Chinese in middle schools. The scientific nature of the regulation lies in the requirement that junior high school is the stage of accumulating perceptual materials. Through a lot of familiar reading and reciting, we can be familiar with various linguistic phenomena of classical Chinese, enrich the knowledge of ancient Chinese, accumulate knowledge of vocabulary and sentence patterns, and cultivate a sense of language. On this solid foundation, senior high school gradually formed the ability to read simple classical Chinese through repeated practice.
Second, the interpretation and analysis should be accurate and concise, and the translation of broken sentences should be simple. Students' subjectivity requirements have not been placed in a prominent position in the past, but now they are paid more and more attention, advocated and cultivated. Therefore, in the process of learning classical Chinese in the future, we should pay full attention to the requirements of students' autonomous learning, pay attention to cultivating students' autonomous reading comprehension and application ability, get rid of some bad factors in traditional teaching, and let students gradually become the real learning subject. If students can understand and have clear labels, such as year number, place name, person name and some special words, they can find their own recitation or discussion. If there are disputes and uncertainties, the teacher will give guidance and eliminate difficulties.
Third, guide students to learn that accumulation is silver, mastery of law is gold, and mastery is turning stone into gold. It is, of course, the responsibility of students to concentrate on interacting with teachers, listening carefully and taking notes carefully in class. However, it is impossible to complete the substantive tasks and goals of learning by diligence alone, especially learning classical Chinese. It is also necessary to guide students to draw inferences from others, sum up what they have learned, master the rules, and finally reach the realm and level of comprehensive independent learning. Inductive accumulation is silver, mastery of law is gold, and mastery is turning stone into gold.
7. How to improve the effectiveness of classical Chinese classroom teaching 1? "Read a book a hundred times and you will understand what you mean." As the saying goes, "Read 300 Tang poems by heart, even if you can't write, you will recite them."
Yao Jichuan also said: "Generally speaking, people who study ancient Chinese must read aloud and slowly. It takes a long time from enlightenment. If you can watch silently, you will be a layman all your life. "
The truth of reading is that reading can cultivate a sense of language, be familiar with vocabulary and sentence patterns, and experience the thoughts and feelings in the language. Then grasp the author's interest, momentum or charm.
It is not only a process of language accumulation, but also an aesthetic process from changing sentences to expressing feelings rhythmically. Therefore, I think that in teaching, it is essential for teachers to demonstrate reading or students to listen to multimedia reading, and students to read together.
To read aloud, you must first "pronounce clearly". The pronunciation of some words in classical Chinese is different from that commonly used in modern Chinese today, which requires our teachers to read models or students to listen to multimedia reading to deepen their memory.
For example, I should read "yāo" instead of "Yao" in the sentence "I'm going home soon" in The Peach Blossom Garden. The existence of these homophones in classical Chinese makes model reading particularly important.
In addition, we should "read the sentences clearly". Middle school classical Chinese textbooks all have punctuation marks, and sentence pauses are easy to master. The difficulty lies in the grammatical pause in some complicated sentences.
For example, in the Analects of Confucius, "review the past and learn new things, and you can be a teacher." A word in ancient Chinese is a word.
The ancient meaning of "can" is: you can rely on it, while "think" omits "know". Therefore, this sentence should be read as "review the past and learn new things, and you can be a teacher."
It can't be misinterpreted as "reviewing the past and learning the new, you can be a teacher." Through model essay reading, students can master the pause of syllables and read fluently.
At this time, the teacher will guide students to read silently against the text notes. On the basis of reading, the teacher will read aloud by name in teaching and organize synchronous reading. This can stimulate students' interest and confidence in learning. When they read more, they will naturally recite, so that they can understand and appreciate the thoughts and feelings in the language.
Reading aloud runs through the whole teaching process and cannot be regarded as a teaching link in isolation. Its so-called "reading a hundred times" is self-evident.
Second, stimulate interest. Einstein said: "Interest is the best teacher, and it often trumps the sense of responsibility."
Indeed, interest is the internal motivation to promote students to learn knowledge and develop innovative thinking. Therefore, when teaching ancient Chinese, teachers should first arouse students' learning enthusiasm, thus improving the timeliness of the classroom.
In addition to the above reading methods, in guiding and stimulating students' interest in learning classical Chinese, I also summarized the following methods: 1, appropriately introducing, creating situations, guiding students to take classical Chinese classes, and making them feel the fun of walking in. For example, when studying Mulan's poems, first show students the highlights of the movie Mulan, thus arousing their interest in learning this article.
2. In specific text teaching, choose or play stories related to the text or the author to stimulate students' interest in learning. For example, when I study Sun Quan's persuasion, I will tell a few short historical stories related to Sun Quan and Monroe.
When studying the Analects of Confucius, I will briefly tell the story of Confucius traveling around the world. Let students be moved and active, and improve the classroom teaching effect.
3. Classroom sitcom. For some classical Chinese with strong stories, students can independently arrange sitcoms according to the content of the text and then perform them, which can also stimulate students' interest in learning. I gave it a try when I was talking about the text "West Flowing Shadow". To my surprise, the students showed great enthusiasm and exaggerated the image of General Zhou Yafu with appropriate inner monologues, which brought the whole classroom atmosphere to a new level.
4. Reviewing classical Chinese can take the form of knowledge contest. A knowledge contest was held in the form of "Happy 100".
Consolidate knowledge points by using students' competitive psychology. In short, in the specific design of each class, teachers need to find some ways to arouse students' interest, or create situations to attract people's attention, or set suspense to promote people's exploration, or ... in order to improve the effectiveness of ancient Chinese teaching.
Third, change the teacher's cross talk to students. In teaching, students should have a kind of consciousness-take the initiative to learn and solve the difficulties in learning. In my opinion, the breakthrough should be to cultivate students' sense of participation and really make students move.
"It is an important condition for students to experience an emotion of personal participation in mastering knowledge, which can stimulate teenagers' unique interest in knowledge," Suhomlinski said. Therefore, teachers should break the dull situation of concentrated learning, fully inspire, guide and let students take the initiative to move, so that they will no longer regard learning classical Chinese as a fear.
Guiding students to think deeply is an important means to realize the effectiveness of classical Chinese classroom teaching. In the teaching of classical Chinese, I keep in mind that "reading is students' personalized behavior". Where teachers can let go, try to let students read, participate, experience and understand independently, and don't let teachers' analysis replace students' reading practice.
Mr. Ye Shengtao also said, "Mr. China doesn't tell books to students. The Chinese teacher guides the students to read.
Students can generally understand an article, but they may not understand the profound place and the meaning hidden behind the literal. Teachers must give some advice to students on these occasions, and they can enlighten them in a few words, not verbose.
Teachers often do this, and students' reading ability will naturally improve. "This passage applies not only to modern Chinese teaching, but also to classical Chinese teaching.
The new curriculum standard points out that students should be able to read ancient poems that are not too difficult with the help of reference books and related materials. This requirement is just suitable for junior high school students.
Because they have the notes below the text and the help of the dictionary of common words in ancient Chinese or the help of extracurricular reference books, they can roughly understand classical Chinese. Before reading, teachers teach students the methods of reading, translating and analyzing classical Chinese.
For example, translation should follow the principle of "faithfulness, expressiveness and elegance": faithfulness means that the translation can accurately express the meaning of the original text without distorting, omitting or adding meaning at will; Vivid expression means that the translation is clear and smooth, in line with modern Chinese expression habits, and there is no language disease; Elegance, that is, it requires the translation to use more elegant words and expressions, which can reflect the language characteristics and writing style of the original text.