How to teach Chinese well? Last week's reflection on 1 was also very meaningful. After listening to several good lessons, such as drinking tea in winter and listening to the rain in spring night, it was quiet and refreshing.
Last Thursday, XX Central School took the initiative to send classes to our school, and President X led a group of five people to be welcomed by all the teachers and students. The multimedia classroom is crowded with teachers who come to attend classes, and many teachers stand to attend classes when there are not enough seats. The teachers not only praised the teaching level of the two teachers, but also expressed their deep gratitude to the brothers' schools for their friendship and mutual assistance. They learned exquisite teaching art without leaving home. On Friday, under the arrangement of the county teaching and research section, the central primary school welcomed two excellent teachers. Although it was a primary school subject, I didn't want to miss the excellent learning opportunity, so I transferred to another class.
Classroom will always be our root! Only by sticking to our classroom can education flourish. These four classes are two Chinese, one math and one theme class meeting. The teachers who sent the teachers came from different schools and didn't communicate with the students before class. They completely rely on their unique charm and excellent quality to control the classroom. There is no pretentious element, no tempering; Only by returning to real learning can there be a free and open classroom. Back to the basics, it is teaching, and it is a real ordinary class, which requires teachers to make ordinary classes into high-quality classes without putting on airs. I saw a group of colleagues who worked hard and kept pace with the times, especially two teachers from Lishan Central School. They dared to open the classroom and volunteered to send classes.
These four teachers have shown their own teaching intentions and originality in the determination of teaching objectives, the optimization of teaching links, the design of teaching problems, the making of courseware, the selection of teaching methods and the organization of teaching languages. All these can reflect teachers' comprehensive quality and excellent basic skills. They speak standard Mandarin, and they speak it very well. In particular, the two primary school teachers have soft voices and slow speech, which are very suitable for the age characteristics of primary school students. In particular, the cordial greetings from Bao Xiaohong, a teacher from Uni-Central Primary School, suddenly narrowed the distance between her and the children. They also have a strong ability to control and organize the classroom. In an unfamiliar teaching environment, facing a group of novel and unfamiliar students, without prior communication and presupposition, teachers can mobilize students' enthusiasm for learning with their ability of 42000 kilograms, which is really not a day's work!
At the beginning of the new semester, a new scheme of "in-class comparative teaching" was put forward, that is, heterogeneous classes and speech competitions were held in five teaching and research groups at the same time. The last round of "heterogeneous teaching" in Chinese teaching and research group came to an end on Monday. Looking back carefully on every class I have listened to, I really don't have many classes that left a deep impression on me, including a different class.
To tell the truth, I like to take part in different activities in my class. Every teacher in class expresses himself by teaching the teaching content in different ways in front of the same teaching content. Although the teaching content and objectives of each class are similar, the teaching form and effect of each class are different, which reflects the teaching level and wisdom of teachers.
Three years ago, the school started the classroom reform, which stirred up a pool of spring water in classroom teaching. Three years later, it coincided with the vigorous development of the "two courses" and became the new engine to promote the classroom reform in our school. Teachers will pay attention to every class and try to make the class return to reality. But in practice, I found that our classroom is far from "ideal" and "efficient". It can really be said that "the ideal is full and the reality is very skinny." With the experience of teaching competition, I find it really difficult to have a good class. Didn't Mr. Yu Yi also say such a sentence? She said: "In every class I attend, I wonder how many classes have reached the students' hearts. "It can be seen that to make your classroom more efficient, this is far from just a career that needs ideals, but a career that needs rationality more.
In view of the last round of teaching, first of all, I think the teacher's personal basic skills and teaching art need to be improved. Not to mention whether you can speak accurate and fluent Mandarin, even the mantra of "hmm" and "ah" will make people feel dull, and if the language is not crisp and neat, it will be even more boring. Teachers' introduction, evaluation, transition and prompting are the keys to create a good Chinese learning environment for students in the whole classroom. There is also the teacher's teaching attitude, which should have affinity and appeal and can reflect the teacher's teaching art.
Then there is the personal teaching quality of the teacher. He is embodied in the understanding and excavation of the text content, in the formation of a "learning community" between teachers and students to explore the text, and in the spiritual communication between teachers and students. In fact, our classroom is still "three more and three less", that is, "holding" more and "introducing" less; More "points" and less "pulls"; Speak more and guide less. So many new classes have become exercise classes. Now our teacher's curriculum reform subconsciously, a good lesson is to see if students have explored, discussed in groups and demonstrated in person. Teachers can change the role of classroom evaluation from teachers to students, which is of course correct. However, from the teaching point of view, a good class depends on the teacher's familiarity with the teaching materials, the degree of innovation in the use of the teaching materials, the degree of clarity of teaching priorities, the degree of breakthrough in teaching difficulties, and the degree of choice in teaching structure and process design, rather than saying that the change from teacher-centered to student-centered means that teachers can stop teaching and let students speak. In other words, a good class, in fact, the final consideration is the teacher.
Of course, the focus of a good class is still on students, but it is also reflected in teachers' teaching philosophy. Whether a teacher teaches for all students and respects individual differences is reflected in the learning state of students. The so-called "good class" standards pursued by our Chinese class: the "dragon head", "phoenix tail" and "bronze waist" in the teaching process are all carefully crafted, and the students have a heated discussion and answer questions. This kind of "good class" seems impeccable, but is there time and space for students to think independently? Without textbooks, can students answer such "standards"? Is group cooperative learning a mere formality? Is it necessary to discuss the value of the problem? Is the discussion fruitful? Do students with learning difficulties really concentrate during the discussion? Does the teacher pay attention to the changes of students' emotions, attitudes and values? How many students in the classroom really participate in and experience the happiness of learning and gain mental development? Did the teacher capture the "spark of wisdom" that students inadvertently sent out in generate?
Therefore, I think every class should be "wonderful" and "shining", and every class can benefit students and even be deeply remembered. Teachers should practice basic skills, oral skills, chalk skills and performance skills. Second, we should strengthen our study. Teachers who don't study are closed-minded, and they won't go far unless they go far. Read more new teaching theory books and classroom cases, and study more new curriculum standards. Only by reading more, reading more, can we accumulate more, explain things in simple terms, be comfortable, get used to it, and be comfortable. Because I participated in the Chinese teaching competition in the city, I had the opportunity to communicate with one of the judges from Fuhe. He said that the books he had read about Chinese teaching were full. Teacher Li Zuofang, a primary school Chinese researcher in Hubei Teaching and Research Section, also said that it is impossible for a Chinese teacher to stand confidently in class without a few books in his stomach. In addition to theoretical study, we should observe other people's classrooms more, take the classroom as a mirror and know less. We don't have to go out to visit famous teachers, but take the initiative to walk into the teacher's classroom around us every day, "choose the good ones and follow them." Third, we should dare to challenge. If a teacher is afraid to open his own classroom, put down his textbooks and let his students go, it shows that his textbooks are skilled enough and his heart is not confident enough. As the saying goes, only when the classroom is open can other people's observations and suggestions have practical significance, and we can get "flowing water from the source" and unexpected "flowers in the dark"!
Without in-depth study, there is no sense of familiarity; Without repeated deliberation, there will be no epiphany; Without in-depth development, there is no handy; Without careful design, there will be no sound of class jointing ... It seems that it is a long way to go to "refine" a good class, and we need to keep learning and practicing, constantly improve our professional quality, and then enjoy the unique excitement and charm of Chinese teaching!
Reflections on how to teach Chinese lesson 2 well American educator Dewey once said, "What kind of education you give your children means what kind of life you give them!" Indeed, children spent most of their childhood at school. The first question we face is: What kind of Chinese lessons should we give our children? What kind of life do you give your children? I think a good Chinese class can be reflected in the following two aspects:
First, learning Chinese in emotional resonance
Suhomlinski said: "Learning in school is not the lack of enthusiasm to put knowledge from one mind to another, but the constant spiritual contact between teachers and students." Emotion in teaching plays a catalytic role in the bilateral activities between teaching and learning. With it, students will enter wonderful texts under the guidance of teachers. For example, in the lesson of "Remembering Mother", the author fully expressed his eternal regret for his biological mother and his unchanging love for the motherland by introducing himself as "having the same high respect and sincere love for his biological mother and the motherland".
In teaching, in order to make students resonate with the author emotionally, I designed a passionate lead: "Do you like your mother? Who can cite a little thing to talk about the deep feelings between himself and his mother? " A short sentence opened the floodgate of students' feelings, and students spoke in succession. Just as "climbing a mountain is affectionate, watching the sea is affectionate", students' love for their mother is like a trickle in simple communication.
Like a trickle, it keeps flowing out. It is precisely because of their love for their mother that the students gradually entered the author's mind, and had a strong emotional resonance with the author, which played a powerful role in promoting the understanding of the text.
Second, pay attention to creating situations to stimulate interest in learning.
The New Curriculum Standard clearly points out that teachers should create teaching situations, drive learning by tasks, activate students' existing experience, and guide students to experience and feel the learning content. Less than a year's Chinese teaching has given me a profound understanding of this sentence. Yes, Chinese teaching is inseparable from the situation. How to effectively bring students into a situational world of sound, color, emotion and reality in class? I think we might as well start from the following aspects:
1, let children "show themselves".
In class, we should boldly let students experience, explore, feel and fully show themselves! Every time I learn a new text, I encourage students to collect as much knowledge as possible related to the content of the text. In class, everyone wants to show their achievements to everyone, so that they are active both in class and after class, which greatly enriches their knowledge reserves.
2. Lead children to learn.
Mr. Ye Shengtao once said: Teaching materials are nothing more than examples. Then, after teaching students learning methods with good examples, there should be a lot of practice next. Only in practice can students' ability be continuously consolidated and improved. Based on this idea, I often collect extracurricular reading materials and recommend them to students. In addition, combined with the contents involved in the textbook, I purposefully organize students to read after class, so that students can try their best to understand the writing skills of different types of articles; At the same time, encourage students to read Chinese and foreign children's masterpieces and experience the subtleties in the books! Our class also set up a book corner, which enriched students' extracurricular reading. In short, I want to be a shepherd and lead lovely children to the most fertile grassland to have fun!
3. Learn Chinese in life.
"Let Chinese come into life and learn Chinese in life." Looking back on the Chinese classroom teaching I have heard and my short Chinese teaching experience, especially after reading the students' first composition as a whole, I really realize that Chinese learning in primary schools cannot be separated from life. Only when students apply what they have learned in textbooks to the observation, taste and description of life around them can they really learn Chinese well and use it well. Therefore, I constantly encourage students to observe everything around them and form a good habit of drawing nutrients from life. I consciously guide students to learn Chinese in life, so that children can deeply feel that Chinese is close to them. I believe that with the passage of time, everything in life will evolve into a rich resource for students to learn and use Chinese well.
In short, I am looking forward to it: my Chinese class will become an ideal stage for children to learn knowledge and fly their dreams.