1 Guidance on Chinese Teaching Method in Primary Schools
1. Make full preparations before class.
Preparation before class is divided into three aspects. First of all, teachers should make use of various educational information channels to prepare lessons before class, study textbooks, understand the gist of the syllabus, find out the key points and difficulties of teaching, and understand the current learning level of students. Careful and appropriate preparation of lessons, taking into account the acceptance ability of different students, flexible and diverse teaching methods, targeted, and clear plans for class.
Secondly, students should also participate in the preparation before class. Now the teaching content is more and more humanized and scientific. Some learning contents require students to collect relevant information in advance, while others are profound and require students to preview in advance. For example, Exercise 6 of Book 10 of Chinese in People's Education Press requires students to express their views on a certain phenomenon. If students don't collect information in advance and only write on the basis of existing knowledge, the articles written are bland and dry, which is hard to believe.
If students find good information before class, preview carefully and mark what they don't understand, they will have the desire to take the initiative to participate in the class, and students will learn with questions, and the effect will be better. Thirdly, the preparation before class also includes the education of students' good study habits. As soon as the preparation bell rang, the teacher appeared at the door of the classroom to remind students of the school supplies that should be prepared, such as Chinese class, Chinese book, pen, exercise book, pad and so on.
After the school supplies are ready, the students sit up straight and wait for class. This can avoid the phenomenon that the bell has rung and the classroom is still in a mess. When the teacher talks about writing, the pencil box keeps ringing, so the teacher saves time to maintain discipline and devote himself to teaching.
2. To "learn the text", it is more important to guide the learning methods.
Choosing and using correct and appropriate teaching methods is the guarantee to improve classroom teaching efficiency. Therefore, different methods should be adopted for different types and genres of texts. For example, reading texts should be based on self-study, and the improvement of students' self-study ability is the basis for giving full play to students' main role and improving classroom teaching efficiency. Therefore, teachers should adopt the methods of imitating analogy, organizing discussion and practical evaluation to consciously teach students learning methods and cultivate their self-learning ability.
Teaching practice has proved that teaching students the correct method of self-study is to give them a key to open a treasure house of knowledge, which will benefit them immensely once mastered. Therefore, in teaching, teachers should always remind students to combine reading with speaking and reading with writing, that is, to use their mouth, hands, eyes and brain together when reading, which will help improve reading efficiency and thus classroom teaching efficiency.
For another example, when learning pictures, you can use the method of reading pictures and comparing pictures with words, so that students can dictate the contents of pictures, and then get familiar with the corresponding paragraphs of words to see how the author describes pictures. Over time, it not only cultivates students' ability to read pictures, but also cultivates students' writing ability.
Similarly, teachers can use a variety of teaching methods to speak a text and read a text, but no matter which method is adopted, they should pay attention to cultivating students' self-study ability and let students learn to open the door to knowledge by themselves.
3. Give full play to teachers' main role and arouse students' enthusiasm.
Classroom teaching is the basic organizational form of teaching and the main channel to implement quality education. Judging from the characteristics of Chinese subject in primary schools, teachers should give full play to the main role in teaching activities. Comrade Cui Luan said that emphasizing students' "learning" does not mean that teachers' "teaching" is dispensable.
It can be seen that in primary school Chinese teaching, although students' learning should be the most important, if the teacher's guidance is not effective, students' learning will be very casual and students will take a detour. Therefore, the leading role of teachers in classroom teaching is very important and necessary.
The quality of classroom teaching depends on the comprehensive quality and methods of teachers. The text is just an example, at best it is a typical example. Chinese is an instrumental, applied and educational subject. Therefore, Chinese teaching should take the text as an example to see the big picture from the small, which means that students can learn a lot based on a short article.
For example, in the actual Chinese teaching in primary schools, as teachers, we should pay attention to teaching methods while playing a leading role. In teaching, we should not only base ourselves on textbooks, but also pay attention to extracurricular activities, and closely combine classroom teaching content with students' extracurricular life.
For example, when studying the text "Leaving the Antarctic without Dropping Fragments", teachers can let students discuss the status of rare animals in China and even the world and how to protect them on the basis of the content described in the text, combined with relevant materials found in extracurricular reading and what they have seen and heard in daily life. In the discussion, everyone not only exercised their language expression ability, but also deepened their understanding of the text.
Let students truly appreciate the fun of learning Chinese and enhance their interest in the subject of Chinese.
4. Give full play to students' main role and realize the real purpose of Chinese education.
4. 1 Give full play to students' dominant position. Education is people-oriented education. As far as classroom teaching is concerned, this "person" is undoubtedly all students. Therefore, as a Chinese teacher, we should face all students, mobilize their enthusiasm and initiative to participate in classroom activities from all directions and angles, so that everyone can develop their strengths and do their best.
For all students, choose flexible and diverse teaching forms, mobilize all students to participate in activities, and let all students participate in classroom activities. Teachers should arrange the content and order of students' activities according to the requirements of listening, speaking, reading and writing, especially cleverly set up doubts, inspire students, and urge everyone to think and speak enthusiastically.
Group activities and individual speeches are carried out alternately, so as to effectively avoid the phenomenon that teachers and several top students repeat "performances". For students with poor ability, let them answer simple and easy-to-understand questions first to enhance their self-confidence; For excellent students, let them answer more difficult questions, let every student participate in them, and truly reflect their dominant position.
4.2 Let students develop freely. Teaching should be aimed at all students and different individuals. Chinese subject has unique instrumental, basic and humanistic characteristics, and plays an important role in promoting students' personality development.
Therefore, in Chinese teaching, we should pay attention to developing students' personality, respecting students' dominant position and cultivating students' thinking ability; We should pay attention to the scientific nature of educational art and use various modern teaching means and methods to make classroom teaching run scientifically and with high quality, and develop students' personality qualities such as thinking, creation and imagination in an all-round way. Strengthen writing training and fully develop students' personality; It is necessary to enrich extracurricular life and let students develop freely. Only in this way can the quality of students be improved in an all-round way.
4.3 To guide students' cooperative inquiry and autonomous learning. Students are the main body of learning and development. Chinese curriculum must be based on the characteristics of students' physical and mental development and Chinese learning, pay attention to students' individual differences and different learning needs, cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods.
Within the framework of class teaching system, class teaching, group teaching and individual teaching should be organically integrated. In teaching, it emphasizes communication between students and individual communication between teachers and students; In teaching, let students communicate with study groups, teachers communicate with study groups, and study groups communicate with study groups.
Special attention should be paid to the teaching of this activity form. In group activities, the difficulty of exploring questions should be appropriate and difficult, which will make students unable to start, affect the results of activities, and also dampen students' enthusiasm for activities; Too simple, easy to cultivate students' pride, over time, it will make such activities meaningless and become a mere formality.
Problems are generally close to students' "recent thinking development zone", so that they can finally achieve their goals through certain efforts. In the activities, teachers should keep abreast of the development of students' cooperative discussion, seize the opportunity to give appropriate inspiration and encouragement, and adhere to the principle of "no anger, no anger, no frustration". In this way, students can not only maintain a sense of accomplishment in cooperative inquiry, but also improve their interest and enthusiasm in Chinese learning and promote the development of their learning ability.
4.4 Interest is the source of students' learning. Interest is the living soul of Chinese curriculum. Good classroom atmosphere is the forming environment of interesting Chinese teaching. Teachers should use sincere love and correct emotional demonstration to influence students' positive emotional experience, including the emotional factors of the textbook itself, teachers' unique language, equal dialogue between teachers and students, etc. With such a premise, interesting education will naturally come.
In Chinese class, for the sake of students' learning, teachers should fully tap interesting resources, enter the teaching materials, the students' life fields and the students' spiritual world, so as to involve students' body and mind, make the class full of fun, make the class full of vitality, show the artistry of Chinese teaching and achieve the purpose of Chinese teaching.
2. Guidance of Chinese teaching method in primary schools
First, choose different texts to enhance reading interest.
Group reading should respect children's reading perspective. Choosing articles that children are interested in reading should be a group combination. Teachers should read a lot of articles with the same theme and then screen a lot of articles for students to read. What kind of articles to choose to form a "group" depends on the teacher's educational philosophy, reading vision and taste.
But I think teachers must try their best to choose different theme texts with various writing characteristics and narrative styles, so as to enrich the literary texts that students experience in literature, such as myths, stories, fables, essays, fairy tales, poems, novels and biographies. At the same time, they must also have practical texts for obtaining and using information, such as news reports, brochures, advertisements, notices, etc.
The theme of the text in our textbooks is often clear and positive, and the meaning is "obvious". Of course, the length of the text is limited, the language is standardized, and the words are measured. This is what we call "textbook-style" articles, and the freedom of "group reading" articles has greatly increased. Try to keep the original appearance of the selected article, and don't delete or change it at will.
For example, with the theme of finding food, three discontinuous texts are used for teaching: How to find food with hoofs, The Path of Ants and Making an earthworm feeding box. Through reading, comparison and induction, we can enhance our interest in reading and feel the joy of discovery.
Second, group reading should be student-centered.
Group reading should be student-centered, and the autonomy of reading should be returned to students. Learning is the process of students' knowledge construction. Teachers should pay more attention to students' learning, not just their own "preparing lessons". Group reading should develop "learning", so that students can read by themselves and learn to read by themselves. Teachers should break through the traditional classroom mode of "teacher speaking-students listening" in Chinese classroom, give students the autonomy to read and turn the classroom into a stage for students. Teachers are the guides and companions of students' learning.
At the same time, teachers should change the mode of "starting with the study of words and phrases, and teaching through the discussion of sentence patterns, text structure and content", and no longer enlarge "reading aloud" and "reading aloud with emotion" indefinitely, and there is no need to make a deeper, more detailed and thorough analysis of the article. Let students learn different reading methods such as skimming, browsing and skipping according to the nature of different reading materials.
At the same time, when designing teaching activities, teachers should ask themselves: Can students understand? How do students think and answer? Is there another possibility?
Third, create a harmonious atmosphere and guide students to discuss.
In school, we often only find memories: reading the text, speaking and reciting. And a child with a bad memory may often be a very capable and talented person. The direction of "group reading" is to let students experience a process of doubt, discussion and acceptance in our classroom, and finally find something.
Therefore, in the class of group reading, what students are most afraid of is that students have the same point of view and "speak with one voice". On the contrary, teachers should encourage students to think backwards. The main reason why some teachers don't discuss teaching in class is that they don't ask questions worth thinking about. Words often used in group reading class are "talk" and "tell me about it".
Below the relaxed text is the teacher's guidance to the discussion. Therefore, in the class of group reading, teachers should be trained to use such language to guide the discussion, such as "His opinion is like this, do you have different opinions", "Do you have any facts to prove your point of view", "Can we look at this problem from another angle" and "Do you still insist on your point of view now".
In order to make the discussion more in-depth, teachers should improve their questioning level and put forward questions of discussion value.
Fourth, contact group articles and write independently.
Read and absorb many model teaching reference materials in primary school Chinese teaching research papers, broaden teaching ideas and improve primary school Chinese teaching methods. With the teaching method of group reading, students will naturally have a deeper understanding of a theme article and a writing method during reading, and they will have a feeling of not spitting. There will also be examples in the expression methods of many articles. For a certain writing method, because of "reading too much", it will be more skilled and accurate.
At this point, grasping the opportunity to practice writing will have a multiplier effect. For example, at the end of the group composition teaching of Heroes, I inspired students: Knowing the deeds of heroes and learning the qualities of heroes, you will definitely have a deeper understanding of heroes, right? Read "Three Awards" quickly, take "Heroes in My Heart" as the theme, learn the methods of article expression, and write your own feelings.
Because students have the basis of reading before, and the argument that "heroes are different", they have saved a lot in their hearts. At this time, students practice calligraphy and think naturally. Students will naturally learn the methods expressed in the text intentionally or unintentionally, which is an excellent opportunity for students to practice exercises.
3. Guidance of Chinese teaching method in primary schools
First, stimulate interest in writing, so that students are willing to create.
Stimulating writing interest is the key to improve writing ability. Once every student has a strong interest in writing and confidence in writing, composition teaching has achieved its goal. I do this: I often carry out various forms of composition exchange activities in my class.
1. I enthusiastically read students' excellent compositions or some similar excellent model essays in class; Students listen to the teacher read their composition aloud, and gradually build up their confidence in the composition. Everyone thinks they can do it. 2. Invite students who have written better compositions to read aloud on stage, so that they can feel the joy of their success and stimulate their interest in writing; 3. Group work, 6 people form a circle, each chooses to read one or two of his own masterpieces, and other team members listen to their own compositions, learn from each other and make progress together.
External stimuli can also stimulate students' interest in writing. Students' compositions are praised by teachers or posted on the walls of classrooms, and even won prizes in composition competitions ... These opportunities can stimulate students' interest in writing, and teachers should create such opportunities for them. I do this: the activity class often holds composition exchange activities; Establish a composition garden and post excellent compositions; Print students' excellent compositions into a book, so that students can feel the joy of harvest.
Encouraging students to "write down what they think" can also stimulate their confidence in writing. Let students write as they usually say, as long as they write down the little things in life and express what they think and hear in words, they can stimulate their confidence in writing and thus improve their interest in writing.
Second, teach students to learn to accumulate.
Teachers usually read aloud when correcting students' compositions. The content is empty, the language is blunt, and the words are not satisfactory. What's more, they are all local dialects. In view of this situation, I pay attention to guiding students to learn to accumulate writing materials, thus enriching the composition language.
Accumulate material from the game. It is children's nature to love to play. They show their talents and spirituality in pleasant games. At this time, if teachers pay attention to students' game activities and give appropriate guidance, it is not difficult to find that there are many excellent themes in the composition. For example, some time ago, many students fell in love with throwing sandbags.
They carefully made their own sandbags. Basically, everyone has a beautiful sandbag, and they are very careful from material selection to sewing. They like to play with sandbags and are very involved. I play with them occasionally, but I'm not as flexible as them, and I'm always the first to be eliminated. It can be seen that there is a lot of knowledge and it is worth writing.
So I arranged for students to write a composition entitled "We Play with Sandbags". Sure enough, students have something to say, and many students write very interesting, explaining how they found the playing skills and the hidden truth.
Accumulate material from life. Life is a profound "wordless book". Teachers should guide students to be conscientious people in life. What students experience personally in life can often be written with flavor. For example, what students usually like to eat, what housework they do at home, what they like to play, which anime they like to watch, what folk activities they have around them and so on. Teachers should guide students to make these into writing materials so that students have something to say.
Such as "I learned to wash dishes" and "Unforgettable Republic River Festival".
Accumulate material from activities. Colorful activities can help students accumulate rich writing materials. At school, I design activities according to festivals, anniversaries and school characteristics in different time periods. Students' participation in the whole activity process not only broadens their horizons, but also shows themselves. For example, on the occasion of learning Lei Feng Yue, I organized students to go to Five Guarantees to wash clothes, cook and sweep the floor for the elderly, and organized students to plant trees on campus. Then arrange "Remember a meaningful activity". Another example is World Environmental Protection Day, which leads students to pick up garbage around the school, clean up the dead corner of the school, and arrange the composition "I am a little environmental guardian".
Accumulate material from books. Reading is the basis of composition. Through reading, we can understand the important knowledge and valuable life experience accumulated by predecessors, as well as exquisite language and skillful expression skills. Extract good words and sentences from the book twice a week. Over time, students' writing materials will be enriched, and the language of the article will naturally be vivid and interesting.
Third, train students to learn to observe.
The material of the composition comes from real life, from what you see and hear every day. Only by teaching students to observe carefully can they write a composition with knowledge, words and content, and can they write a good article. How to guide students to learn to observe and turn accepted materials into discovered materials? As a Chinese teacher, we should pay attention to cultivating students' good habit of careful observation.
Before students write, teachers need to guide them correctly and teach them to pay attention to the shape, size, color and taste of things, the clothes and expressions of people, and the static and dynamic characteristics of scenery when observing things. Usually listen to the radio, watch TV programs, or write down the distinctive scenes you see in your life.
Students learn to observe, which not only accumulates a lot of writing materials, but also improves their cognitive level and expressive ability. For example, the composition exercise "A meaningful little experiment" requires you to choose the little experiment that you are most interested in at ordinary times, write the experiment clearly and concretely in a certain order, and pay attention to the mood of the characters during the experiment.
Be good at guiding students to determine the order of observation in combination with reality, and grasp the key points and characteristics for detailed observation. For example, when I was a beginner in character sketch, I asked a classmate to stand in front of the podium and be a model, and guided the students to grasp the characteristics of students' appearance, clothes, expressions and so on from top to bottom and from whole to part for observation. Let students learn the observation method from top to bottom, from the whole to the part, and the writing will be orderly.
I often organize students to carry out various extracurricular activities in a planned and purposeful way, and teach them to pay attention to things around them, which can broaden students' horizons and enrich their lives. For example, I lead students to observe the beautiful campus, watch life is sweet, a cute little animal such as bees and butterflies, and write down the loveliness of these little animals.
In the busy farming season, I lead students to feel the hot labor scenes such as cutting wheat and transplanting rice, so that they can feel the vastness of the labor scene and the hard work of the working people, thus broadening their horizons.
Fourth, pay attention to composition evaluation.
The teacher's evaluation is very important to the students. Appropriate evaluation can motivate students to dare to write and be willing to write. We should give different evaluations to students at different levels, and have higher requirements for students with good foundation, even if we use a good word or a bad foundation, we should praise them in time. Doing so can encourage some poor students to see hope.
Therefore, teachers should actively encourage and motivate students' work and establish new evaluation models and standards. When evaluating and correcting compositions, we should consider both teachers and students.
student
Students are the masters of practice and the subjects of study. There are two ways to evaluate the composition: ① Independent evaluation. The first reader of students' writing should be themselves, and the first draft of the exercise has some obvious shortcomings, especially for beginners. They don't take into account the tempering of words and the use of rhetoric in their exercises, but they can still be revised through scrutiny.
Teachers should teach students how to correct their homework, so that they are happy and good at correcting their homework. ② Interactive evaluation. Students evaluate each other through cooperation in groups, and students are free among peers? O-beam, willing to communicate, dare to express their views. Even if it is a small problem, they will rush. Interactive evaluation can help students inspire each other, learn from each other and learn from others' bright spots.
(2) Teachers
In the past, teachers' evaluation of students' compositions was arbitrary and not objective and fair enough. The teacher's evaluation of students' compositions is too old-fashioned and not original, which will seriously dampen students' enthusiasm for writing. Teachers should adhere to the principles of serious criticism and face-to-face criticism when correcting compositions.
Every student's composition should be carefully corrected, especially those with poor writing ability. We should seriously criticize the problems in words, words, paragraphs, articles and punctuation marks, and at the same time correct the good words, good sentences and beautiful fragments in students' homework, write eyebrow criticism, paragraph criticism and general criticism, so that students can know where they write well, where they write poorly and how to work hard, so that their writing level can be improved.
Be sure to write a good evaluation of the composition in the usual composition correction, and write different comments for students according to different situations. For example, when a student was writing about the scenery in spring, he wrote this sentence, "Spring is the season when everything is fluffy, and nature is full of vitality."
The word "fluffy" is not used properly in this sentence. I wrote the meaning of "fluffy" to him first: describing the looseness of grass, leaves, hair, fluff and so on. , and then wrote a comment, "think about it," Mao Mao "used properly here? What word is more appropriate? " When the student saw the comments, he came to me with a composition book and told me that he knew that the word "Mao Mao" was improperly used and should be changed to "recovery". I was sure.
For poor students, I will find the bright spots in their compositions in time. If I find a word, a word or a paragraph wonderful, I will mark it and make a comment. Every progress in students' composition has been greatly appreciated.
4. Guidance of Chinese teaching method in primary schools
First, cultivate students' reading habits.
Why do students sometimes have a full stomach to say, but they can't write and don't know how to write? The main reasons for this situation are: there are few image materials in the minds of primary school students, insufficient vocabulary accumulation, unclear written expression and lack of life experience. What should we do? The best way is to read more books and make use of various materials in the books to supplement students' shortcomings.
Reading can enrich students' knowledge, raise awareness, enrich students' vocabulary and learn writing methods. Not only that, reading materials can also be an example of students' homework. As the saying goes, "Reading thousands of books is like writing a running script" and "Poetry can be recited even if it can't be written", which tells a profound truth: reading is absorption and writing is application.
Reading is the basis of writing, and articles come from rich language accumulation. The realm of "writing like a god" is based on the breadth of "reading thousands of books". This shows the importance of reading to writing.
For example, students describe the snow scene, from the beginning, "the eyes are all white and beautiful", to "ice and snow, covered with silver", to "the willow trees covered with frost and snow outside the room are hanging like silver bars hanging on trees, which is particularly spectacular", and then to "The snow finally came in people's long-awaited footsteps, so light and slow, quietly falling from the distant sky.
It weaves a thick white down jacket for the earth. " The progress of these exercises is inseparable from reading. The language in the book, the writing order in the book and the writing method in the book are all blueprints for children to imitate.
Children should be inspired to explore the author's writing order, the author's emotional route and the author's language characteristics. As for extracting good words and sentences and writing reading notes, we should do what we can. After a long time, writing will naturally come. Therefore, we should cultivate children's reading habits from an early age.
Second, broaden students' observation horizons.
Why do students feel speechless when writing a composition? As the saying goes, a clever woman can't cook without rice. Students' living environment is relatively closed and there is not much material, but they turn a blind eye to the rich life and are not good at discovering people or things around them. Because they are not interested, they are not interested in what the teacher asks them to write.
To cultivate students' interest in writing, it is necessary to give children a stage for creation and writing. Teachers should give students a broad living space and guide them to the society. Guide students to observe the environment and experience life purposefully with questions, cultivate their keen observation and gradually learn to absorb nutrients from life. Therefore, the establishment of a literary society, a press corps, a student's own school newspaper and an anthology of his own compositions is very encouraging and students are also very interested.
Teachers should guide students to observe strange natural phenomena, participate in life, consciously create situations, render the atmosphere, create a "have something to say" language environment for students, guide students to seize the writing opportunity and stimulate writing inspiration. Teachers can introduce students to a movie, a good book and a good article, and talk to them about their experiences and feelings after reading it; Play games and competitions with students, you can discuss with students how to do activities, and then reflect on your mistakes and experiences in the game ... first participate, then observe, and then write a composition to let students know, "Oh, just write it!"
The purpose of teachers' conscious creation of situations is to make students know things and society more concretely. The more students know, the greater their interest in observing things, and the more materials they accumulate. Don't open a dye shop with three-point pigments, but cultivate students' reporter eyes, enrich their horizons and enrich their minds. Only when students have rich materials in their minds can they talk about selecting materials and write good compositions.
Third, improve students' ability to modify.
Spring Breeze and Green Jiang Nanan is a famous poem by Wang Anshi, a great writer in the Song Dynasty. Because of its originality and refinement in wording and sentence making, this sentence has become a swan song throughout the ages. It can be seen that a successful article cannot be separated from revision. We used to be teachers correcting compositions and doing piles of homework, from punctuation to text structure, and correcting them day and night.
What about the effect? Students put their scores on the bookshelf after reading them. We are primary school students. The teacher made great efforts to correct the composition carefully, and the students didn't read it seriously, because it was the teacher's idea, but what the teacher said was very profound, not the students' idea.
Students themselves know what they are thinking and expressing, where they are not attentive and where they are not fully expressed. As long as the teacher gives advice, we should first consider letting the students correct themselves, and the teacher can check.
To guide students to review, we must pay attention to methods. Let them look at the big questions and comment on the small ones, and let them change a word, sentence or event that is debatable. Never let students feel that their composition is worthless. Teachers should make children understand that a good article is made out, just as a good jade is made out of a stone. Therefore, let children do "jade work" and ponder their own compositions.