1, grass: the last teaching link
Teacher: Son, who wants to recite this poem to his mother after school? Students raise their hands, and the teacher invites a student to the front. ) I will be your mother. Can you recite it to me now? Think about it, what should I say when I get home?
Health: Mom, I learned an ancient poem today. Can I recite it to you?
Teacher: My daughter is really good. The teacher can recite it as soon as he hands it in.
Teacher: Who wants to go home and recite it to his brother?
Student: Brother, I learned an ancient poem this day. Can I recite it to you?
Teacher: Which one?
Health: "grass".
Teacher: Oh, I learned this poem, too. This was written by Li Bai, a great poet in the Tang Dynasty.
Health: Brother, you remember wrong. This is written by Bai Juyi.
Teacher: There is a word "white" anyway. Let me read it to you first: the boundless grass on the grassland a year ago. ...
Health: Come and go with the seasons.
Teacher: Wildfire never completely devours them, spring … spring …
Health: They have grown taller in the spring breeze!
Teacher: My brother still has a good memory!
Teacher: Who wants to recite it to grandma? Your grandmother is uneducated and a little deaf. Please pay attention.
Health: Grandma, shall I recite an ancient poem for you?
Teacher: OK, what ancient poems do you recite? When did you learn it?
Health: Back grass, just learned it this morning.
Teacher: Why did you write grass when you didn't write so many flowers?
Health: (paused) Well ... it was because the grass was tenacious that the wildfire burned all his leaves and sprouted again the next year!
Teacher: Oh, I see. Recite it!
Teacher: What does "endless grassland" mean? Why don't I understand?
Health: This sentence means that the grass on the grassland grows luxuriantly.
Teacher: What else is "one hole per year"?
Health: It's not "one hole per year", but "coming and going with the seasons". Doing is doing, and glory is flourishing. In spring and summer, the grass grows luxuriantly and dries up in winter.
Teacher: Look at my granddaughter's ability. She can recite ancient poems at an early age! Grandma, when you are older, you will have money to go to school! Ok, children, that's all for today's class. Go home from school and recite this "Grass" to my family.
Stimulate students' interest, vivid and practical. Reciting ancient poems by students is not only a process of grasping, reviewing and consolidating as a whole, but also a process of testing the learning effect. In the process of memorizing, students' memory, understanding, display and application of ancient poems are all taken into account, and each round of guidance is gradually in-depth. Question: Correct, fluent and capable of emotional reading? Writing ability and consolidation? The face of reciting-the effect of other students' reciting? Time-some people say it's a performance, a trick! )
2. Lovely grass pond: Expose the topic-browse the text-read, and then the teacher asks the students: How did the author write it? Everyone experiences the loveliness of the grass pond in their own way. I was preconceived, but I didn't realize it until I saw it. It took the teacher a lot of time to transfer it little by little. You have to experience it yourself, talk about your feelings about Caotang, and then learn from the author's feelings. )
3. "There is only one earth": After teaching the text, students are required to write sentences according to the following aspects: "The earth is small and beautiful, with limited resources, renewable resources, hopeless relocation, and the earth should be protected". Quoters believe that "the students have completed the task and learned all kinds of moving sentences, such as:
"Ah, I love this beautiful and spectacular ship!"
"Earth, thank you for giving us limited resources!"
"Man, stop destroying resources!"
He even said, "How can you not admire the teacher for skillfully tapping the potential of students when you see these poetic sentences?" While stimulating students' creative potential, it also develops students' language ability and thinking ability, and promotes students' active development. "(After learning the text, is it a guide or a constraint to write such a sentence? Do students necessarily think "the earth is small and beautiful"? ""There is no hope of moving? Are humans destroying resources? Students should be allowed to play better at this time)
4, the third grade composition class:
(1) First, find the central sentence from three paragraphs.
(2) Then use "sultry" to make sentences.
(3) Use the words sultry and cold drinks in one sentence.
(4) Say a word with sultry, cold drinks and frogs. Guide the students to describe the situation and express a plot. Finally, all the students know that it should be written like this: In the sultry afternoon, I bought a big frog with one yuan that my mother bought me a cold drink. On my way home, I put it back into nature.
(5) Writing: Write a specific sultry afternoon. Dictate six words: sun, wind, leaves, cicada, rhubarb dog and sweat. Use these six words to express the meaning of "sultry afternoon". Students all know that it should be written as: rhubarb dog is crawling in the shade with his tongue out, panting. Although I shook the fan hard, the sweat on my forehead dripped like broken pearls. No wonder my mother keeps nagging: I've never seen such ghost weather in all these years! "
(expression mode, fiction rationalization, simulated life = composition deviates from life. Thinking and personality can not develop freely, which violates the law of learning and the spirit of loving composition and expressing freely. There is also teaching students to fabricate lies, empty words and cliches. It is the recovery and retrogression of serialization and systematization of composition in the 1980s. The goal of training is model students, which is a teaching mode similar to mechanized production. Conclusion-misleading children! )
5. Deconstruct teachers' playing dumb. Many teachers instruct students to read aloud and often say: You must read better than the teacher! Even the famous super teachers are no exception. For example, in the teaching of Lushan Clouds, Yu Yongzheng said many times: I dare not compare with you (students), I want to find a student to study instead of him. Of course, this will make students proud, have the opportunity to read more books, and really give students time and space. On the one hand, students are required to have strong reading ability, which is easy to master and generally cannot be copied; On the other hand, after the devaluation of teachers' image, their influence is greatly weakened, their words and deeds in other aspects are greatly reduced, and the cooperation is also unequal. It can be said that the watermelon was lost and the sesame seeds were picked up.
A teacher then instructed oral communication, "How about inviting your classmates to dinner on your birthday?" He said: I also want to know whether this question is good or not. Shall we discuss it together? If a teacher does not know this, is he still a teacher? Isn't the loss of trust and interest in teachers a greater loss? Not wasting important educational resources?
6. "Ants and slugs": After reading the text several times, the students asked: What does this text say? Let's learn the first paragraph. The students read the first paragraph, but they didn't read the "full head and sweat". Teachers and students demonstrate separately, students read again, and the whole class reads. (Comment: Traction students. After reading it, talk about the meaning of the full text. It's the first period of school, because the lesson plan is designed, so I have to do it. However, reading instead of speaking conforms to the characteristics of Chinese reading class. Pay attention to students' feedback and implement Chinese ability. )
7. "Talking about communication": After students ask questions, teachers guide students to understand communication from all aspects. Then in the form of questions and answers, guide students to think: what is the purpose of different communication methods? What's the point of comparing animals with people in different ways? Friendly tools can communicate, okay? (Instead of: What is your favorite way of communication? Show me your favorite way of communication. )
Conclusion: Autonomous learning is necessary, but teachers' guidance must be strengthened in autonomous learning. But also really effective Chinese learning: language learning, good study habits, imagination and thinking ability. Some "subject functions" are just colorful bubbles with various forms of activities, but students don't write much, read much and think much. Any subjective role should be a "subjective role" that is conducive to students' learning and mastering Chinese and to the formation and development of Chinese literacy.
Second, personalization and * * *
1, equal dialogue between teachers and students: a night's work
Participate in the discussion: The Prime Minister is deeply loved by the people. Can you find the answer from the text?
(Students say)
Health: If the Prime Minister cares about people, why not approve the author's documents and let him go home to sleep first?
The teacher kicked the ball back to the students, and some students said it was deliberately arranged. )
Teacher: Some students said it was arranged on purpose. Is this the case with the Prime Minister?
Health: "I" came late, and the Prime Minister is strict in his work and pays attention to coming first and then arriving.
Health: The new China has just been established, and the Prime Minister is busy. There are many important documents waiting for the instructions of the Prime Minister. This document is only his own speech. Maybe the prime minister didn't think it was very important, so he put it behind.
Finally, the teacher asked the students to face the portrait of the Prime Minister's works and speak their minds in concise language.
Health: Thanks for your hard work! Helpless! Forced! (House full of shock)
Health: The new China has just been established. How many things are waiting for the Prime Minister? It deals with it day and night, okay? Isn't this helpless? China at that time, after so many years of war, the country must be very poor. As the prime minister of a country, how can you be extravagant? Isn't this forced by circumstances?
If you criticize students for talking nonsense, there will be no wonderful speech by students. Maybe this student changed his life because of this course. )
2. A teacher teaches peanuts and asks students to draw fruits and anything they like. Then compare peanuts and highlight "obscurity". (This is misleading! What you draw is not necessarily "obscure"; Moreover, such a comparison advocates obscurity, which is to belittle personality and make public. Are other fruits not as good as peanuts? It is better to change painting into discussion, speech or other ways. You don't have to draw to understand, and don't draw for the so-called comprehensive learning activities. Only use it when necessary, and it will be effective. )
Some teachers like to teach reading aloud in this way: read aloud there and read softly there.
Ask Yinhe: One student reads aloud and the other reads softly. Some students found out, and some people said that reading softly was not good. The teacher asked the students who read aloud: Why do you read aloud? The student said: The Milky Way is so far away that you have to read aloud to hear it! Asked why the students read softly, the students said: When the Milky Way comes out at night, I will ask softly for fear of waking it up! Afraid of affecting the rest of other stars. The teacher affirmed the latter, but did not deny the former. Some teachers pay too much attention to reading skills and ignore individual feelings.
4, "literacy 6": remember the word "tiger", the teacher said: replace the "heart" of "trouble" with "a few". Student's memory method: There are several tigers playing. Then put an animation, tell the story of animals according to the words and imagine what animals are doing. When reading, some students can't read the feeling of happiness. The teacher reads, and then asks other students to read. Read with actions. The problem is that many students don't enter the situation; There is also a feedback problem: students who don't read well may still not read well; Can you read with the action? Is it a new formalism and teacher monopoly to ask everyone to act? )
5, two popular sentences now: you can learn where you like (paragraphs and sentences) and learn (read) the way you like! On the one hand, it will be abused if used too much; On the other hand, personalized publicity has lost its * * *! Ignore the basic requirements of curriculum standards and textbooks. For example, a teacher teaches Cotton Girl (taught by others) and asks students to choose your favorite paragraph (sentence) to learn. When you finish learning later, that is to say, choose your favorite paragraph to read. Imagine: students dare not choose under the authority of teachers. With the gradual deepening of democratic autonomous learning, if students dare to say: I don't like that! How to take that class? The solution is either to choose the text yourself or to force students to learn it. What the student doesn't like, the idea makes him like it; What students like, the idea let his likes express, let them infect each other. If you don't like it, let the teacher teach, infect and edify! )
A teacher taught Guilin Landscape: Let the students perceive the text as a whole, and then let them choose their favorite passage and read it carefully. When reading, students find that their choices show obvious personalized tendency. Most girls read a paragraph and write a paragraph about water. They like the quiet, pure and feminine Lijiang River. Most boys choose to write a mountain because it is more risky. The mountains and rivers in Guilin are obviously beautiful, and they are interdependent. Insisting on understanding mountains and rivers separately for the sake of so-called individuality, on the one hand, it separates the overall artistic conception of the original text, on the other hand, students' thinking is fragmented, leading to abnormal development. )
6. A teacher asked me: Self-study, free development, reflecting students' subjectivity. Children have a strong personality and are self-centered. What should we do? Any teaching should be orderly, of course, without overemphasizing the order. American disorderly teaching has tasted the bitter fruit and cannot repeat the same mistakes. Since teachers are organizers and guides, they should play the role of organization and guidance, establish appropriate teaching routines, plan teaching activities, and guide and restrain students' activities at an appropriate time. Especially when the development level of students is still very low. )
7. A teacher taught his students an assignment: write a fruit. It is said that students can't write without relevant texts. After learning "I love Yangmei in my hometown", the students imitated and wrote more like it.
The key is that the teacher didn't guide the students to review their original life experiences, but just stayed in imitation. Sometimes they can learn some skills, but their thinking is rigid and limited, and they can't write anything good. )
7. Natural language:
Teacher: Having previewed the natural language, who is talking?
According to the students, the courseware shows: white clouds, ants, geese, tadpoles and trees. )
Teacher: What interests you most? Please find out your favorite poem and read it beautifully; Think about it, why do you like it?
(Students choose their favorite poems and read them aloud)
Teacher: OK! Let's set up five cooperation groups: Baiyun, Ant, Goose, Tadpole and Tree. Choose your favorite poem to learn and tell us why you like it.
Appreciation: Teaching is to guide students step by step, and students choose their favorite learning content. These contents reflect students' hobbies; Or reflect the learning requirements of students; Or related to students' life experiences; This choice not only stimulates students' interest in learning, but also promotes the in-depth development of teaching.
Education and teaching is to cultivate people, not to make students happy! Students like studying, but they don't like studying! Who will do such a difficult and dangerous thing as scientific exploration? How to meet the requirements of curriculum standards? No wonder no one is applying for biology, geography, exploration, agriculture and forestry now! Our basic education has played a role in fueling the flames! )
8. In order to develop students' personality, some teachers give students different levels of questions and let them choose to study, explore or evaluate. For example, if students are allowed to choose independently, they will often choose a level that is not suitable for their own level. For example, in order to get a high score, you can choose to change B grade to A grade ... This is not just a question of teaching, because personality problems often involve psychological problems, and language encouragement alone is often powerless, so different policies should be adopted in evaluation. For example, you used to do C-level questions very well, but now you do B-level questions, you should give extra points to the evaluation of development. In the past, the A-level questions were well done, but now the C-level questions are well done, so you can't add developmental evaluation points.
Conclusion: Students' personalized learning must be advocated, which is the requirement of the times! While developing students' personality, all students should have a basic learning requirement, which is the requirement of social training, curriculum standards and teaching materials! Including literacy, reading, practice and oral communication requirements, as well as basic social ethics and codes of conduct. This is * * *. Otherwise, the development of personality is not suitable for the society or the collective, which is not the success of education!
Third, the foundation and innovation
1, "Operating table is the position": Teacher: Teachers like students who make mistakes! Practice choosing words to fill in the blanks:
In succession-one after another-go on-
Students do, evaluate and correct: continuously-one by one ... continue-
Comments: For students' autonomous learning, teachers should create a relaxed atmosphere so that students can really use their brains, hands and mouths. We should not only be willing to learn, but also dare to explore, cooperate and be confident.
2, "Welcome the drizzle": first understand and feel the drizzle, show the multimedia courseware and read it aloud, don't read it badly. Then say raindrops-express your love for raindrops, draw pictures and sing songs (with the melody of birthday songs)-imagine raindrops falling there. The student said: I fell into the pond, disappeared, fell into the flowers, and the flowers bloomed; Fall on the umbrella, tick-tock; When I fell, my hair turned black ... creative thinking was developed. Finally, I read the text again, but I didn't like it. Pay attention to activities, imagination, feelings and experiences. However, the ability to read, write and express has faded. With more such teaching, Chinese will become more and more empty. )
3. Some teachers only ask students to read in order to implement the Chinese curriculum standards of "focusing on perception" and "not deliberately pursuing the systematicness and completeness of Chinese knowledge", but dare not talk about some Chinese knowledge involved, downplay segmentation and summarize the general idea, and dare not guide students to deepen their understanding of key paragraphs and sentences, and dare not segment and summarize the general idea of paragraphs no matter what texts. (Not absolutely impossible, but "not intentional" and "not systematic and incomplete". The curriculum standard points out in the teaching proposal: "In reading teaching, students can be guided to learn the necessary knowledge of grammar and rhetoric, but there is no need for systematic and centralized teaching of grammar and rhetoric knowledge." For "perception", the revised syllabus is "perception, accumulation and application" and the curriculum standard is "accumulation, perception and application". It can be seen that sentiment is not the most important and unique in Chinese learning. )
4. China Primary School Chinese Teaching Forum: New Standards Bring New Ideas —— Practice and Enlightenment of Equal Dialogue between Teachers and Students Based on a case: "Sun Yat-sen planted the Republic of China". At the end of the open class of "Catfish", the teacher asked the students to expand the word with "species" and say a word. The student said, learn more sentences: the farmer's uncle grows peanuts in the field; Mother planted corn on the hillside; My sister and I are planting flowers in the garden ... "At this moment, a student said: Teacher, can you say that we are planting the sun! The students burst out laughing. The teacher asked, good boy, yes, but why do you say that? The student said: Isn't there a song called "Planting the Sun"? That's right. "The teacher takes the lead in applauding the students." Can you sing this song for everyone? "The students danced while singing. After the song and dance, a little girl proudly said, "Sun Yat-sen planted the Republic of China! "The classroom has become lively, and the teacher can't hide his inner excitement. He wrote this blockbuster on the blackboard and then introduced the deeds of Sun Yat-sen. " The little girl flushed with excitement. The children seemed to understand, but under the teacher's passionate emotional contagion, they all showed intoxicated smiles. That smile, like a brilliant flower, opens on everyone's face and in everyone's heart. "
(there is innovation, but what about the foundation? How can we talk about innovation if we can't even speak? Innovation must be built on a solid foundation to meet the needs of national development. Innovation is not the first Chinese accomplishment, nor the most important Chinese accomplishment, but an important part of Chinese accomplishment. Cultural heritage is the core of Chinese! )
5. In the past, teachers gave lectures and students attended classes. Now the students are giving lectures (mainly top students), and the teacher interrupts. Many teachers don't talk about texts, but let students talk a lot, even about the news they saw on the Internet. The center of teaching seems to have shifted from teaching to learning, which seems to be an extension from in-class to out-of-class However, there is less time for reading, less time for thinking, less time for understanding, tasting and using the language and characters in the text. It has a certain effect on students' ability to collect information and express orally, but why not extend it on the premise of laying a good foundation?
6. Because it is no longer advocated to explain paragraph by paragraph, some classes will randomly disrupt the order of articles without combing; Dismember the text at will and not return to the whole. Sometimes one or several sentences will pop up for students to analyze and compare. Without the language environment and text background, the image, emotion and artistic conception of Chinese will be gone, and the influence of Chinese will be greatly weakened. )
Teaching materials and students are the first resources! Is the most valuable learning resource!
7. Mid-term evaluation: Almost all students in good schools in the city read aloud. Schools with poor conditions in the suburbs are honest, read good books and write good words. Although there is no multimedia and teachers have no chance to go out, they still learn Chinese and math in a down-to-earth manner.
Conclusion: For education in China, innovation is important, but it is by no means the most important! Innovation cannot be divorced from the foundation, and the consciousness of innovation can also be cultivated in basic learning. Chinese course itself is a kind of culture! The essence of Chinese is "culture"! The category of Chinese is life! Professor Yang Zaisui: "Most of the time in Chinese class is to let students learn literacy, writing, reading, exercises and oral communication. This is Chinese practice in Chinese class, wasting time doing other things instead of practicing Chinese in Chinese class. Can such a class be called a Chinese class?
Fourth, cooperative learning and independent thinking.
Cooperative learning can improve learning efficiency, and cooperative learning is as important as autonomous learning.
1, The Tall Gleditsia Tree: (1) Self-indulgent thinking and questioning; (2) Solve problems in groups, think independently first, and then discuss in groups. (3) report, teachers organize refining problems, and then discuss.
Comments: independence and cooperation, everyone uses their brains and has their own thinking; But they can learn from each other and promote each other. The close combination of autonomous learning and teacher guidance ensures the learning effect.
2. Read (say, do and write) to your deskmate (see): What is the function of reading (say, do and write) to your deskmate? It is communication, mutual influence, mutual evaluation and mutual improvement. Just read it to your deskmate, and it's over after reading it. Without a goal, it is ineffective cooperation. (four seasons)
3. The form of cooperative learning: mainly group discussion. In fact, some students don't speak during the discussion, and sometimes students monopolize the right to speak or mislead other students' thinking. Moreover, in a disorderly state, the discussion often stays on the surface of the problem or at a certain point, which can neither be expanded nor deepened.
Beware of students' authority occupying the classroom. Because of the ecological balance, there are always some particularly active and intelligent students in each class. They are quick-witted and quick-thinking. I often raise my hand before answering questions, thinking faster than others. The so-called "the bird that cries happily gets the food first." Teachers can't help but be attracted by them, pay more attention to them and give them opportunities. Only they can speak in the group discussion. Children are easily influenced by role models and are more conformity. Some people say that it is difficult to open your mind when others follow. These people are called "student authorities"! If it is not handled well, it is difficult to achieve large-scale improvement, and cooperative learning becomes ineffective cooperation.
(Solution suggestion: This is a kind of inertia psychology and conformity psychology. We can let them drive other students to learn. In evaluating them, we should pay attention to let them develop at a higher level and pay attention to their role as "little teachers" or "collaborators". )
4. The effectiveness of cooperative learning (three levels)
(1) Free discussion.
(2) Division of labor: team leader, moderator, center spokesman, recorder and presenter.
(3) We ask questions, discuss the screening problem, study different aspects of the problem, question the problem, and report and summarize.
Conclusion: Cooperation and independent thinking go hand in hand, sometimes cooperative learning and sometimes independent thinking are needed. It is a parallel relationship, which can integrate and promote each other. Cooperative learning is not only a group discussion, but also a truly effective cooperative learning method.
Verb (abbreviation for verb) explores experience and accepts learning.
1, many teachers reported: mainly reading, just reading around all day, nothing! Emphasizing reading comprehension and reading experience, Chinese class is not just reading!
(look at it separately: some beautiful and lyrical poems can be understood and experienced by reading more. But not all words can be like this, such as some simple articles, explanatory articles, applied articles and so on. Perhaps it is more effective to read silently, think independently or consult materials. Emphasizing the importance of perception is a revision of neglecting perception and emphasizing analysis in the previous stage. But sentiment is by no means unique, and reading instead of speaking is by no means the most important and unique way of Chinese. There are many ways to learn Chinese. )
2. After teaching the main content of "Little Gecko Borrows Tail", a teacher arranged such a link: talking about the role of other animals' tails. Stick figure squirrel or other animals, make up stories. Too many irrelevant activities hinder Chinese learning! Attention should be paid to handling here, and the focus is on the continuation of the story. The tail function and tail drawing of other animals are redundant. The key is the phenomenon. What happens when the gecko's tail grows? What will happen? Tails of other animals, the purpose of drawing tails is to expand students' knowledge and experience the functions of tails of other animals. But this experience is not the task of Chinese class! It's the task of science class! It is an invalid activity in Chinese class. If the main task of teaching is completed, it should be good to use this expansion activity for oral communication. )
3. "Autumn is here": What color do the leaves turn into? How did the leaves fall? Draw it. When the students didn't finish painting, the teacher shouted, stop when you say, which is the fastest? Then, the words came out: one piece, one piece ... and the word "Luo" indicates reading: if you want to read lightly and slowly, you must gesture while reading. Accepting too much becomes indoctrination! There are so many links that it is difficult for students to keep up and teachers to organize activities. Activities that are not completed in order to catch up with the progress not only waste time and weaken the influence of teachers, but also give students a lot of helplessness. At that time, a student threw a piece of paper, like a fallen leaf, and the teacher didn't find it. This is a good experience. Those messy activities, it is better to let students read beautifully and think about falling leaves while reading. )
(Conclusion: Experience is necessary, and the deep impression left by personal practice is sometimes unforgettable. Moreover, the cultivation of thinking mode, inquiry spirit and cooperation spirit in the process of exploration is irreplaceable by other learning methods. However, the arrangement of activities should be practical. On the one hand, it is the reality of teaching, and the teaching content can arrange and design activities. Promote the teaching process and help students develop. On the other hand, it conforms to the reality of students. Students can do, enjoy doing, and do it to develop their academic expertise. Too much emphasis on comprehensive activities, without subject characteristics, is not Chinese teaching! )