In my opinion, the determination of teaching objectives is the key to effective teaching. The three-dimensional goal put forward by the curriculum standard is an organic whole, which should be coordinated and developed. But as far as each class is concerned, it is necessary to design practical classroom goals according to the characteristics of this class and the actual situation of students, so that students can gain a lesson. Simply put, it requires students to master a kind of knowledge, a kind of method and cultivate an emotion. Our teacher's teaching books, including textbooks, generally vaguely require learning new words in the text, reading the text aloud, reciting the text and so on. Therefore, the specific teaching objectives of each class should be simple and clear, not comprehensive and vague. In my opinion, in every class, teachers should first tell students the teaching content and tasks of this class, so that students can clearly understand the learning objectives that this class should achieve. At the same time, inform the position and function of the learning content in this lesson in the whole knowledge and ability system, and stimulate students' sense of purpose. At the end of a class, it is necessary to test the degree to which teachers and students have achieved the teaching objectives.
As far as the Chinese subject in primary schools is concerned, Chinese teaching should let the language moisten students' hearts and nourish students' spirit. From the specific operational level, it is an important factor to maximize the teaching value of teaching links.
It is also the teaching link of word dictation in senior one. Let's think about the embodiment of its teaching value. Teaching example 1: Ask students to dictate two words. After the dictation, the teacher asked the students to check each other in the same place and correct the mistakes if found. Teaching example 2: After the teacher puts it forward, ask the students, do you know what to do after writing the words? (Student answers: Check. But how to do it is not clear to students. ) The teacher shows the model words and guides the students to correct the typos by referring to the model words. Then it is suggested that when comparing with the model essay, it is necessary to see whether the writing is correct, and students who have mistakes must seriously correct them; Students who write correctly should also carefully compare with the model essay to see which word of their own is not in place and which part is not good-looking. Write another article according to the model essay, which will help you to write the words in a standardized and beautiful way. Finally, the teacher suggested that the students make corrections and compare them with the previous words, and add a "star" to themselves if they feel that they have made progress.
The above two teaching examples have achieved certain results in guiding students to write new words correctly. But after careful taste, we can easily see that for the first-year students, the teaching guidance of teaching example 2 is more detailed, the training process is more solid, and it is also more needed by students. In this teaching process, teachers' teaching behavior is not only to help students master new words, but more importantly, to guide students through the process of comparison, revision and evaluation, so that students can learn writing methods in activities, gain the joy of progress, and establish the understanding of "how to check words after memorizing", which will have a great impact on students' future writing. The teaching value of "adding ink to create words" in the teaching process has been well reflected.
In order to explore the teaching value of teaching links to the maximum extent, teachers are required to do the following four things in the process of preparing lessons: First, study students. Teachers should understand the characteristics of students' cognitive basis, learning needs and learning emotions; Second, we should study the curriculum standards. Teachers should clearly understand what is the overall goal of curriculum standards and the teaching goal of that year, and what is the relationship between them; Third, we should study the text. Text is an effective way for students to learn language and improve their Chinese ability. How to find a scientific and reasonable starting point of Chinese learning between students and texts is a hot issue to be solved urgently in current text research. Fourth, we should discuss teaching methods. Teaching method determines learning method. What kind of "teaching" can promote students' active "learning" and what kind of "teaching" can present efficient classroom teaching life and promote students' development are our activities today and the focus of our teaching research in the future.
In view of the current teaching reform that advocates "reducing the burden and increasing the efficiency" and combining the subject characteristics of primary school Chinese, I think from the following three aspects: (1) What to reduce? -Extra. The core link of curriculum reform is classroom teaching. Since the implementation of the new curriculum, the majority of Chinese teachers have been actively involved in the wave of curriculum reform, trying to interpret the new curriculum concept and deduce the new curriculum culture in the classroom, and the classroom teaching has undergone gratifying changes. However, the phenomenon of high consumption and low efficiency still exists. At present, some Chinese classes are too bloated, with too many teaching links, too much understanding, too many questions, too many resources to expand, and too many courseware to use ... Things from non-China people and Pan-China people still occupy the classroom. Abdominal distension is by no means satiety, and Chinese class needs to lose weight. We should subtract some unnecessary teaching links, tedious content analysis, problems without thinking about value, flashy courseware ... Chinese classes should do what we can, and solve as many problems as one class can, instead of being greedy for perfection.
(2) What is left? -thin. China people are from China. Mr. Wang Xuming believes that Chinese is actually a skill, and Chinese ability is the core of Chinese literacy. What is Chinese? The author believes that Chinese is to correctly understand, accumulate and use the language of the motherland. What is Chinese for? Create an atmosphere in Chinese teaching that allows students to correctly understand, accumulate and use the language and characters of the motherland. In other words, we should learn the "seven-character formula" proposed by Mr. Jasmine Zhang, namely: knowing, writing, reading, remembering, writing, speaking and learning.
In addition, the relationship between humanity and instrumentality in Chinese teaching is an eternal topic, and dealing with the relationship between them is the key to building an efficient classroom. There are fewer restrictions and more freedom in Chinese teaching. As the leader of the classroom, teachers should create a good atmosphere for students' autonomous learning, create an ideal situation of equal dialogue between teachers and students, guide students to find problems independently on the basis of respecting students' differences and diversity, and enhance their perception ability and realize meaningful construction through * * * discussion and communication. In the process of tasting the text language, students should be given humanistic care, so that students can acquire basic Chinese ability and verbal wisdom, and at the same time, they can be nourished by humanistic thought and humanistic spirit, so as to implement humanism in tools, make the two complement each other and promote the all-round formation and development of students' Chinese literacy.
Finally, Chinese teachers need happiness. The German poet Holderlin said, "Man lives poetically on the earth." As a "basic" project for children, Chinese education naturally requires teachers to have a broad and lofty spirit, a full and holy soul, a sincere and warm feeling and a belief in pursuing a poetic life. To build an efficient classroom, we should not only pursue the improvement of "skills", but also the improvement of "Tao".