How to design and implement effective Chinese teaching
The new curriculum has been implemented for some time. It has brought a spring breeze to our classroom. The classroom has changed and students' lives have changed. But what's more, our teachers are at a loss. Teachers who came from traditional education seem to have known how to teach classes for a long time, but now they don't. After many trainings and listening to many lectures, I seem to have some vague understanding of the new curriculum. But the times are changing so fast. Before teachers can react, some experts have begun to deny this and affirm that. So many forked roads have appeared in front of teachers, and it is unclear which one is the real way to the new curriculum. I myself am an ordinary class teacher working on the front line, and I know this very well. While the new course brings me happiness, it also brings a lot of pain. In teaching, I constantly affirm myself and deny myself. I want to become a thoughtful Chinese teacher, but it feels so difficult and the road is so long, but I can't give up. Since listening to the report of Director Li Xiaomei of the Liaoning Provincial Mathematics Teaching and Research Office, I deeply understand that as front-line teachers, what we need to think more about is our teaching. After some superficial thinking, I tried to discuss with you how to design effective primary school Chinese classroom teaching for your reference. The views therein are a bit ridiculous, and I hope experts can correct me.
1. Establish appropriate teaching goals
Teachers should follow the goals and requirements of the "curriculum standards" and refer to the goals and requirements stipulated in the teaching materials, and contact teachers, students and the teaching environment. Based on the actual situation, formulate centralized, clear, appropriate, targeted and hierarchical classroom teaching objectives. "Concentration" means that the teaching objectives of a class should focus on presenting the main tasks of the class, and consider knowledge, skills, process methods, emotions, attitudes and values as a whole, and the three should be integrated as much as possible when expressing. "Clear" means that the goals set are clearly directed and properly stated. They should state the specific behaviors of students that can be observed, explain the conditions that produce these behaviors, and point out the standards for evaluating behaviors for operation and evaluation, such as word learning. , should be specific to what words can be recognized, read and memorized, which words can be accumulated under what conditions, and to what extent; for example, to understand the content of the text, it should be specific to what content is understood, under what conditions, and to what extent. degree. "Appropriate" means that the teaching objectives set should be in line with the actual situation of students and the characteristics of the teaching materials. They should not arbitrarily raise or lower the teaching requirements, and have a certain pertinence: when formulating the objectives of focusing on intensive reading of texts, pay attention to the knowledge and skills. , process methods, emotions, attitudes, values and other goals are refined on the basis of integration. For skimming texts that require students to read independently, it is not necessary to list all aspects one by one, just choose one or two aspects to focus on; when formulating writing class goals, you can start from the aspects of "observation", "selection of materials", "expression", etc. Give a specific description, such as proposing the specific content of the "observation" and the aspects from which to select materials.
When formulating affective goals, we should pay attention to combining reading content and life experience, guiding students to understand and identify with the relevant traditional Chinese culture in the language practice process of listening, speaking, reading and writing, and gradually be influenced by the national culture. Spiritual edification; guide students to experience independently in the process of Chinese learning and feel the value of life; make it explicit in the teaching objectives, make it invisible in the teaching process, and give full play to the education of "moistening things silently" Function.
The goal of each class is not isolated and static, and students' learning level is also cyclical and spiraling. When preparing lessons, teachers should make a comprehensive analysis from the aspects of students' knowledge accumulation, psychological expectations, cultural preparation, etc., and make overall thinking based on unit goals, semester goals and year goals, so that short-term goals and long-term goals, specific goals and general goals can be organically combined. combine.
2. Carry out instructional design effectively.
(1) Analyze the situation of students.
The new curriculum reform requires teachers to change their teaching methods, establish a student-centered teaching concept, and improve teaching methods and teaching methods based on students' development needs. But how should students be the main body? How to understand students' needs? There are no ready answers to these questions. One of the most effective ways to find the answer is to conduct an academic survey. We all know that scientific academic investigation is a means to optimize teaching under the new curriculum. But the reality is that, on the one hand, in actual teaching, many teachers have not consciously conducted academic surveys and predictions, and it is difficult to truly understand the students' situation. On the other hand, there are currently very few relevant studies on academic status surveys, and there is also a lack of bibliographies and materials available for reference. Therefore, in order to optimize teaching and gradually understand students, we teachers need to continue to practice and explore in teaching practice, and conduct a good study investigation. "Academic sentiment" is the specific situation of students' different ability differences and characteristics displayed in the learning process. Therefore, the academic investigation should not only investigate the students’ starting point of learning, but also investigate the students’ learning style, learning speed, independent behavior ability, aptitude, interest points, learning motivation, emotional attitude and personality expression, emotional personality expression, and willpower. Character expression, etc. Since the new era, we have proposed to change students' learning methods and let students have the autonomy of learning, but this does not mean that teachers should stand by and let things take their own course. On the contrary, it places higher demands on teachers.
There is no doubt that academic status is objective. As long as there are teaching and students, there will be academic status issues. At the same time, academic sentiment is constantly changing. In teaching activities, time has passed, the content has changed, the difficulty has changed, and even the weather has changed, all of which will have an impact on academic performance. Therefore, teachers should be aware of every teaching content, every teaching link, and every learning activity of students. Only by paying attention to the learning situation and mastering the learning situation can teachers have the direction of "guiding" and the focus of "guiding". On the other hand, the diversity and change of academic sentiments does not mean that we cannot understand and grasp academic sentiments. Teachers can go among students to listen, observe, visit, observe their actions, draw inferences from one instance, make insinuations, and examine their learning results. In short, teachers should use various methods to understand students' learning status, and then use various means and methods to change the learning situation and adjust it to the most suitable state for teaching activities.
(2) Organize teaching content.
Classroom teaching should highlight the dominant position of students, and teachers should strive to enable students to maintain lasting and stable consciousness and initiative. First, we must pay attention to setting up problem situations and skillfully transform the knowledge content of textbooks into problems of potential significance; second, we must follow the rules of thinking, grasp the three links of perception, understanding, and practice, and carefully create breakthroughs in difficulties, activate students' psychological quality, and The third is to give full play to the role of modern information technology, using teaching courseware, network resources, etc., to make modern information technology an important part of the Chinese classroom teaching structure; the fourth is to encourage students to question the text , ask questions to teachers, and create problem situations for students to improve their problem awareness. It is necessary to guide students' questioning skills, and train students to ask dredging questions, to ask in-depth and extended questions, and then to ask appreciation and evaluative questions.
Specifically speaking from the aspect of Pinyin: in the teaching process, teachers should regard literacy and learning Chinese Pinyin as an organic whole, and guide students to not only understand Chinese characters with the help of Chinese Pinyin, but also use the pronunciation of Chinese characters. To learn the pinyin of Chinese Pinyin to help students establish the connection between sounds and shapes; to strengthen the spelling training of Chinese Pinyin, in the process of students using the Chinese Pinyin to read and read, and to use the phonetic word search method to consult reference books, Gradually improve the ability of independent spelling; realize that the learning of Chinese Pinyin is a long-term process of gradual learning and maturity, and can be penetrated, strengthened and consolidated in a timely manner according to the characteristics of the teaching materials and the teaching focus at different stages; no Chinese Pinyin training Letter copying training.
(3) Choose teaching methods.
1. Question.
Questioning is the starting point of innovation, questioning is the spark of thinking, questioning is the ladder of progress, and questioning is the key to success. It is crucial to pay attention to students' questioning in Chinese teaching. This is by no means formalistic, nor is it just decoration for the sake of excitement. Doubts in reading come from thinking, which is the crystallization of thinking and the beacon of wisdom. In a primary school Chinese class, students asked the teacher about the illustrations in the lesson "Underwater World": "Don't the octopus have 10 legs? Why are there only 6 in the book?" Isn't this surprising? We all have I have eaten octopus, but I have never noticed how many tentacles it has, let alone the fact that there are still differences in the classification of octopus in the scientific community. Although the student's understanding is biased, it is commendable that he can challenge the teaching materials. Teachers should pay attention to cultivating the ability to question and solve problems, leave enough time, encourage and praise, so that students can go from not daring to ask boldly to asking well and then good at asking; we must truly liberate students, establish a correct view of Chinese teaching, and downplay Chinese teachers’ desire to perform. Starting from the activation of interests and emotions, we cultivate students' desire for expression.
2. Implement inquiry-based learning in which students actively participate.
The "Chinese Curriculum Standards" emphasize that: "Fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative, and inquiry-based learning methods." Since "Chinese learning" is a kind of life, students are The master of learning should give full play to his main role. "It is mainly up to students to design and organize activities by themselves, with special emphasis on the exploration and research process." Inquiry-based learning, in short, guides students to learn to explore, think and solve problems through active exploration, discovery and experience during the learning process, thereby enhancing thinking and creativity. For a long time, Chinese teaching activities have mainly used teachers' "preaching, teaching, and solving doubts" as the main teaching method. The emphasis on memory has become a major feature of Chinese teaching, and there is little in the teaching of students' exploratory and analytical thinking. process. This kind of learning method that emphasizes memory but not understanding, emphasizes indoctrination but not thinking, and is single, passive and accepting often makes students feel boring, boring and heavy burden. This situation is not conducive to the cultivation of students' interest in learning, and it seriously affects the cultivation of students' innovative spirit and practical ability, and affects the development of students' thinking.
(4) Use multimedia.
Educator Comenius once said: "The brilliance of the art of teaching is attention. With attention, learners can keep their minds from racing and understand everything in front of them." It can be seen that attention is an important prerequisite for obtaining good learning results. Modern educational technology has incomparable advantages in attracting students' attention.
When using computer-assisted teaching, the courseware displayed on the display screen not only brings students from the monotonous "black and white world" into the gorgeous color world, but also has pictures, text, audio and video, is intuitive, dynamic and expressive, giving students a visual, Sensory stimulation from multiple angles such as hearing can easily attract children's attention. When I was teaching the text "It's Going to Rain", I used multimedia to play cartoons for the children. The format of the cartoons locked the children's eyes and received good teaching results. Therefore, our teachers must strive to be at the forefront of the times and be powerful "salesmen" of information technology so that students can learn easily.
3. Improve evaluation methods.
Teachers should always pay attention to the progress and development of students, not only the learning results, but also the learning process. The evaluation of students' learning situation should consider the starting point of each student, and combine process evaluation with result evaluation, qualitative evaluation with quantitative evaluation, horizontal evaluation with vertical evaluation, and subjective evaluation with objective evaluation.
Testing should pay attention to reflect routine, selectivity and openness. It focuses on positive evaluations such as encouragement and praise, respects the unique experience of students' individual reading, focuses on motivating students to accumulate language and use language, and evaluates students from the three dimensions of knowledge and skills, process and methods, and emotional attitudes and values. Full review.
The evaluation of Chinese Pinyin ability mainly examines students' ability to recognize and read Chinese characters with the help of Pinyin and consult reference books. It does not examine and evaluate students from the perspectives of dictating syllables and notating Chinese characters. In the second grade, relevant Chinese Pinyin acceptance will be carried out. The evaluation of literacy ability of first and second grade students should combine daily learning with periodic testing. Students who can recognize and read 60% of the Chinese characters they have learned in a language environment are considered qualified, and students who reach 80% are considered excellent. The evaluation of writing ability focuses on writing attitudes and habits, as well as writing standards. The evaluation of reading ability focuses on testing students' basic accumulation, ability to grasp the overall article, the ability to understand word meanings and sentence meanings based on the specific context of the text, and the ability to express relatively fluently based on their own understanding and perception of the article. The evaluation of oral expression ability focuses on encouraging students' self-confidence in speaking, as well as the coherence and clarity of language expression, rather than on expression skills. To evaluate writing ability, students in the second and third grade will gradually progress from being able to write a few sentences clearly based on the picture content and reading content to being able to write a clear paragraph based on the picture content, the provided topics, situations, and related words, so that the sentences are coherent and the meaning is clear. ; In the fourth and fifth grade, students can gradually observe things in life, record life content that they are interested in and moved by, and write down their feelings and thoughts. Vividly describe the content of your life that is touching and touching, and reflect your own unique feelings and thoughts.
In short, the effectiveness of classroom teaching is the common pursuit of most teachers. What I have talked about above are just a few immature views on the pursuit of effectiveness of classroom teaching.
I believe that as long as each of our teachers studies carefully, refines teaching links, and constantly negates and transcends himself, classroom teaching will be effective and will become the most solid position for students' all-round development!