? In the process of curriculum reform, China's educational goals have undergone three major turning points: from "double basics" to "three-dimensional goals" and then to "core literacy". The classroom teaching under the guidance of "double basics" has formed a relatively stable teaching structure: reviewing old knowledge, introducing new lessons, explaining and analyzing, practicing examples and summarizing homework. This kind of classroom has obvious efficiency orientation, and the pursuit of learning the most knowledge in the shortest time is entirely for the purpose of exam-oriented education. Classroom teaching under the guidance of "three-dimensional goal" advocates quality education, emphasizes students' dominant position, respects students' self-experience and pays attention to students' potential realization. Quality education and emotional attitude and values are macro concepts, which are not easy to operate and implement. The proposal of "core literacy" requires breaking the traditional order, trying to bring real life into the classroom, and creating infinite new possibilities for reshaping the classroom form. In the classroom from the perspective of students' development of core literacy, we should combine knowledge learning with practice and visit learning to build a new classroom with true features, individuality and deep experience, so that students' learning can become "building the world", "exploring themselves" and "making friends". Core literacy puts forward higher requirements on the basis of three-dimensional goals.
? School is the key place to cultivate students' core literacy. It is the responsibility of teachers and the educational goal of schools to make knowledge become literacy and wisdom. Then, how can core literacy take root and sprout in classroom teaching and seek growth? I think our teachers must master the skills of preparing lessons to adapt to the new era. As the saying goes, "everything is established in advance, and it is abolished without advance." Only by careful pre-setting before class can it be possible to achieve wonderful production in class.
Preparing lessons under the new concept is actually a learner-centered teaching design around the learning problems encountered by learners in the learning process. The purpose is to help students study better, not to serve their studies. Therefore, teaching design should reflect students' autonomy in learning, which is the core issue; Teaching design should reflect emotion and pay attention to educational function; Teaching design should give students a variety of opportunities to apply what they have learned, and extensively explore and utilize various teaching resources.
First, learn curriculum standards, accurately determine teaching objectives, and guide classroom teaching.
The so-called "accurate" determination of teaching objectives means that teaching objectives should meet the requirements of curriculum standards and the actual situation of students, which is neither low standard nor unattainable. Teaching goal is the basis of designing teaching process, the general guiding ideology of classroom teaching, and the starting point and final destination of classroom teaching. Accurate and pragmatic classroom teaching objectives are the key to ensure the quality of classroom teaching.
Curriculum standards are the embodiment of the will of the state, the basic norms in the field of subject curriculum, the basis of textbook compilation, teaching, evaluation and examination proposition, and the basis of national management and evaluation of curriculum. As a teacher, in preparing lessons, we must learn the curriculum standards, gain insight into the objectives of the study period, and grasp the specific teaching objectives of this unit and this lesson by comparing the textbooks. In addition, studying the relevant suggestions of curriculum standards can also help us better understand the intention of textbook writers and what editors want students to learn.
? Like what? In a second-grade text "The Painter and the Shepherd Boy", there is such a passage: "He painted in thick ink for a while, and then he painted in detail, and soon he drew it." ? There is also a sentence in the fourth grade text "Fish Swim to Paper": "He sometimes paints every part of the goldfish meticulously, as meticulous as a girl's embroidery; Sometimes I sketch and quickly draw the dynamics of goldfish, as if goldfish were swimming on paper. " Both the second-grade teacher and the fourth-grade teacher pay great attention to this sentence in the process of preparing lessons. If the teaching strategy is the same, and students are required to read sentences and tell how the painter draws, then a person's teaching goal must be inaccurate. In the curriculum standard, the reading requirements for the first period (Grade One and Grade Two) are: being able to understand the meaning of words in the text in combination with the context and real life, and learning to accumulate words. Then, according to the teaching of the above sentences, let the students tell how the painter paints and accumulate words such as "thick ink smearing" and "light pen details". The reading requirements of the second stage (grade three and grade four) in the curriculum standard are: being able to relate to the context, understanding the meaning of words, and understanding the key words and expressions in the text in expressing ideas. Be able to understand the meaning of new words with the help of dictionaries, dictionaries and life accumulation. When we understand the goal of the study period, we must know that the teaching of the fourth grade must not be so superficial.
Second, study teaching materials and design high-quality teaching links to lay the foundation for classroom teaching.
In preparing lessons, preparing lessons is a basic work and a basic skill. With the development of the times, we should completely change our teaching concept and strive to "teach with textbooks" instead of "teaching textbooks" by the book. Textbooks are compiled by countless experts with painstaking efforts and experience, and are a carrier of classroom teaching. Therefore, a good class is a key factor. As a primary school Chinese teacher, how to thoroughly understand the teaching materials and prepare lessons effectively? I think we should do this.
? Step one: delve into the text. A text is on the desk. What should I do first? Understand the words and expressions in the text first, and draw new words and sentences with profound meaning while reading. With the improvement of understanding, some key words, wonderful writing and key and difficult points of the text will be mastered quickly. If you catch it, mark it.
Step 2: Read the text aloud. Read the text four or five times correctly, fluently and emotionally. This is an important part of Chinese learning materials and preparing lessons. Reading aloud is alive, jumping out of the paper and giving life to the works. After reading aloud, learning the textbook is more than half successful. How high the teacher's reading level is, how high the students will be, surpassing the teacher. A wonderful classroom for teachers and students to read must be full of vitality, spirituality and interest.
? Step 3: correctly understand the author's intention of choosing words and making sentences, and plan the layout of the article. The articles selected in the textbook are excellent, not to mention the accurate and vivid use of language. We must carefully polish and understand the author's ingenuity in scrutinizing and tempering words. Each text has a different arrangement method, so we should grasp it well and guide students to feel, learn and use it. Only when teachers have a deep understanding can students have a deep understanding, and even under the guidance of teachers, they can play beyond their normal ability. Otherwise, cultivating students' reading ability will become an empty talk.
? Step 4: Think carefully about the requirements of after-class exercises, some of which should be done first. In particular, the after-class exercises in the textbooks compiled by the Ministry have obvious learning orientation and very prominently show the editor's intention. For example, the title of the third-grade text "Primary School under the Big Green Tree" in the textbook of People's Education Edition is "Our Ethnic Primary School", but some contents have been changed in the textbook compiled by the Ministry. The first exercise after class is: read the text, imagine the pictures, find out the vivid sentences and communicate with your peers. Here is a new term-freshness, not good words and sentences. Because there is no standard for good words and sentences, how to praise them and how to call them bad? "Novelty" refers to things that are different from children's usual language habits, things they have never seen before, or interesting things ... So when preparing lessons, we must pay attention to the requirements of after-school exercises.
? Step 5: Check the information. One is to read the teacher's reference books, and the other is to access a lot of relevant background information online.
? Third, study students, pay attention to students' real learning, and make classroom teaching full of vitality.
? The fundamental driving force of educational reform lies in the development of the country and the nation, and in the all-round, healthy, harmonious and sustainable development of every student. The proposal of core literacy requires us to cultivate all-round development people. Therefore, no matter from the design of the curriculum, or from the implementation and evaluation of the curriculum, everything should be based on the needs and development of students. In today's era of advocating individuality and respecting diversity, we should carefully observe and fully estimate the individual differences of students. It is necessary to break the "one size fits all" of traditional teaching and adopt hierarchical teaching and classified teaching to promote the effective occurrence of students' real learning.
1. Design classroom teaching stratification.
As the ancients said, if you are not interested, you will not be happy to learn. It can be seen that compulsory teaching without interest will inevitably stifle students' desire for knowledge, and students will naturally not be willing to learn. Only by focusing on differences and designing teaching methods suitable for students at different levels can we change "passive acceptance into active exploration". Hierarchical teaching is the most important part of the hierarchical strategy of personalized reading teaching. Therefore, teachers should give specific guidance to the study of A-level (temporary poor students) and complete it step by step; For B-level students (middle school students), teachers should adopt the methods of prompt, group discussion and cooperative learning; For C-level students (top students), inspire them to complete independently. The problem of hierarchical design has aroused the interest of students with poor ability, students with medium ability have mastered the method, and students with strong ability have developed their thinking.
2. Stratification of design work.
If classroom teaching gives students a pair of wings, then carefully designed layered homework gives them a soaring sky. As a part of reading teaching, "homework design" refers directly to the teaching goal, which is a routine practical activity for students to learn knowledge and develop their thinking, and also a window. However, the traditional job design is often too unified, only unified job, no hierarchical job design. In fact, for some students, these assignments are unattainable and "inedible"; For another part of the students, it is easy, that is, "not enough to eat." Therefore, it is necessary to design "homework supermarket" according to students' cognitive level and personality characteristics, so that students can choose freely.
? For example, after learning the text, three levels of homework can be designed according to students' learning needs, so that students can choose independently: basic questions: tell the family the idiom story of "Scared Birds" and read the extra-curricular book "Idiom Story"; Question: After learning the text, what do you want to say to the people and things (Lei Geng, Wang Wei and Dayan) in the text? Please choose any object to talk and write in the form of "╳ ╳, I want to tell you …". Extended topic: Write a paragraph on the topic of "Inspiration from the Scaring Birds". This kind of hierarchical homework can arouse students' enthusiasm for learning, and urge students to take the initiative to cross the barrier in the process of autonomous learning, so as to achieve "guaranteed under, not capped on", thus making students' personality constantly publicized.
Fourth, study teaching strategies, pursue excellent courses and find a foothold for core literacy.
1. Make full use of illustrations.
Textbook illustrations can play an irreplaceable role in writing. Illustration is not an accessory of teaching materials, but a visual curriculum resource. Because primary school students are at a good visual age, illustrations play a particularly important role in teaching materials and teaching. With the progress of curriculum reform, great changes have taken place in the content and form of new textbooks compared with traditional textbooks, and illustrations are more widely used. Under the background of new curriculum reform, we should give full play to the educational function of textbook illustrations in the process of preparing lessons.
? For example, when teaching swallows, use illustrations of the text to lead in. First of all, guide the students to look at the illustrations and describe the pictures in their own words: the lake after drizzle, lively and smart swallows, some flying, some stopping ... The students look at such charming spring scenery, such lovely swallows, as if they were there, so
? There are many illustrations in the textbook, which not only reproduce the wonderful fragments of the text, but also contain a lot of information that words can't contain, as well as thinking training and inquiry learning. For example, the illustration in the article "Flying over Luding Bridge" depicts the Red Army crossing Luding Bridge. Teachers can ask such questions with the help of illustrations when teaching: What kind of bridge is this? Why did the Red Fourth Regiment soldiers cross the bridge? How will they cross the bridge? These questions stimulate students' desire to explore and enliven the classroom atmosphere. Let the students read the text and look at the pictures with these questions and the desire to explore. By comparing pictures and texts, students can easily understand the cause, process and result of things and express them in their own organized language. In this way, we not only understand the content of the text, but also cultivate students' logical thinking ability and uniqueness of thinking, give full play to students' ability to think and explore problems, and achieve the purpose of independent learning and cooperative communication.
2. Design a good question.
? Teaching practice tells us that in classroom teaching, carefully designed and skillfully designed questions can not only ignite the sparks of students' thinking, stimulate students' thirst for knowledge, provide a bridge for students to find and solve problems, and guide students to climb the temple of knowledge step by step, but also tap students' creative potential, approach students' lives and hearts, arouse students' resonance, and become "melatonin" and "life one" for their healthy growth. "Learning begins with thinking, and thinking begins with questioning", and students' thinking often begins with questioning. Therefore, when preparing lessons, it is particularly important to design a good question.
For example, when we were preparing the lesson "The Way of Nature", Teacher A designed such a question: What did we do on the beach and what was the result? The question designed by teacher B is this: What will happen if we don't carry the baby turtle into the sea? Obviously, teacher A's students can find the answer immediately in the text, while teacher B's students can only get the answer through inquiry and discussion. Moreover, the learning effect of these two questions is also obvious. A good question will definitely ripple students' thinking and stimulate their desire to explore. In fact, the most painful thing for students in class is that teachers have been circling around what they already know, while teachers turn a blind eye to what they don't know.
3. Implement good training.
The construction and application of language is the basic accomplishment of Chinese subject. In the process of preparing lessons, when we study textbooks, we must pay attention to the cultivation of students' language application ability and strengthen the training of language and characters through scientific teaching strategies.
For example, preparing lessons, kingfisher. How to make students master the method of depicting animal shapes through training? We might as well do this—
? This should be the second class.
? Students, what does "Cui" mean? Through study, do you know why kingfisher is called "kingfisher"? Because it has green feathers. )
? The teacher brought you some kingfishers. Let's say hello to them! Students find that not all the birds in the picture are kingfishers during their study. )
? You said they were not kingfishers, but the birds were unhappy. Didn't you say that the green one is a kingfisher? But they are all dressed in green!
? Students, open your's book and convince these birds with the sentences in it! Students find out the sentences describing the shape of kingfisher and compare them with the pictures. )
? Indeed, these birds are not all kingfishers, so what are they and how can people remember them? Students, come and help these birds and introduce them in the way that kingfishers are described in the article! Guide students to master feature description. )
? The ultimate goal of our classroom is to create situations, to persuade students, to exercise unconsciously, and to truly turn knowledge into ability and wisdom.
? 4. Keep your homework.
? In addition to the hierarchical design mentioned above, the design of homework should also meet the students' ability and cognitive level. Take extracurricular reading assignments as an example. After learning Yanzi Chu Ci, students can read Yanzi Chunqiu and Jiang Xianghe, and they can also read Historical Records. This kind of homework is beyond the students' reading ability, and the homework has become a form. In addition, how does the teacher check the implementation? Can the teacher read these books? So when preparing lessons, don't design homework for the sake of designing homework. We must consider that it can be put in place, can effectively feedback students' learning situation through homework, can consolidate students' basic knowledge through homework, and can improve students' learning ability through homework.
? In short, the purpose of preparing lessons is to let us have a gap in our chest, students in our eyes and methods in our hands in class. After all, preparing lessons is a practical activity. Only by closely combining with one's own teaching practice, reflecting one's own teaching characteristics, concentrating on trying to figure out and summing up carefully can one effectively improve one's level of preparing lessons. As we all know, classroom teaching is the main channel of education and teaching, and teachers are the first responsible person of classroom teaching. High-quality education depends largely on high-quality classroom teaching, and preparing lessons is the premise and foundation for teachers to obtain high-quality classroom teaching.
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