(Trial)
The Basic Requirements of Primary School English Classroom Teaching in Henan Province (Trial) is guided by the guiding ideology of educating people and developing quality education, and aims at implementing the core literacy of English subjects, and strives to improve the scientificity, modernity and effectiveness of teachers' classroom teaching and help teachers play a better role in English teaching.
By cultivating students' comprehensive qualities such as language ability, cultural awareness, thinking quality and learning ability, the function of subject education can be realized in classroom teaching.
The Basic Requirements of Primary School English Classroom Teaching in Henan Province (for Trial Implementation) is the concrete embodiment of the educational concept of comprehensive English education in primary schools and the goal of English curriculum, and it is the norm of teachers' classroom teaching behavior. Through the learning and development goals of students in the teaching process
And the methods and strategies that teachers should adopt, put forward basic requirements, help teachers understand the nature and basic concepts of English courses, and clarify the objectives, tasks and educational values of English courses; Help students strengthen their ideals and beliefs, improve their English literacy and develop their thinking and innovation ability.
Strengthen the spirit of patriotism and form a good character and a correct outlook on life and values. By using appropriate teaching strategies, we can realize the effective transformation from curriculum objectives to classroom teaching objectives, and promote teachers to optimize teaching methods and carry out cooperative learning and inquiry learning. comment
Promote teaching and improve the level and quality of education and teaching.
First, teaching preparation.
(A) the study of curriculum standards
In-depth study of curriculum standards, deepen the overall understanding and grasp of English curriculum, and form a scientific view of English curriculum, teaching and students.
[If! supportLists] 1。 ? [endif] Systematically understand the specific requirements of curriculum standards for knowledge and skills. Language knowledge package
Including pronunciation, vocabulary, grammar, function, topic and so on. Language skills include listening, speaking, reading and writing. Clarify the evaluation criteria of different levels and the internal relations between different levels, grasp the development of students' knowledge and skills, and strengthen the communicative function of language learning.
Ensure that language learning is systematic and scientific.
2. Clarify the requirements of English learning strategies in the curriculum standards. Pay attention to the guidance of learning methods,
Help students master the basic learning methods that conform to the law of language cognition; Encourage students to actively seek, constantly adjust and effectively use lasting, efficient, appropriate and personalized English learning strategies; Guide students to form good language learning habits and cultivate students' autonomous learning.
Learning ability is the basis of students' lifelong sustainable learning.
3. Understand the objective requirements of curriculum standards for emotional attitudes. The requirements of curriculum standards are small.
In the learning stage, efforts should be made to cultivate "students' strong interest in learning, positive learning attitude, good study habits and creative awareness of using language". Teachers should design real language activities, create language situations, stimulate students' learning enthusiasm and cooperative inquiry, and cultivate students' ability.
Cultivate students' positive emotional attitude and correct value orientation, and develop their humanistic quality.
4. Understand the target requirements of "cultural consciousness". Language is the carrier of culture.
The connotation expressed in different cultures will also be obviously different. Teachers should make use of a variety of teaching resources, broaden learning channels, let students use appropriate, appropriate and authentic English expressions in real situations, and train students to become socialist successors with family feelings and international vision.
(2) content analysis
Teaching content is an important carrier to achieve teaching objectives. In teaching, teachers should take root at the grassroots level.
According to the teaching needs, on the basis of careful analysis, the content of teaching materials should be appropriately selected and adjusted.
[If! supportLists] 1。 ? [endif] Analyze the teaching content from the perspective of curriculum standards. Teachers should learn language from language knowledge.
The teaching contents of language skills, learning strategies, emotional attitudes and cultural awareness carried by the concept and objectives of curriculum standards have found the basis for the determination of teaching objectives and the design of teaching activities.
[If! Support list ]2. ? [endif] Analyze the teaching content from the perspective of knowledge system. Teachers should start from the whole primary school stage.
From the macro perspective of English learning, guided by the knowledge framework of the textbook and relying on the unit content, this paper analyzes the position and function of the content of this course in the textbook system and the relationship between the previous and the following classes, respects the law of language learning, scientifically sets learning tasks, and ensures that.
Prove that language learning is progressive, persistent and scientific.
[If! Support list ]3. ? [endif] Analyze the teaching content from the presentation of language knowledge. Teachers should analyze teaching.
Whether the language situation set for learning language knowledge conforms to the teaching practice, whether the activity arrangement is moderate or not, etc. , so as to reasonably increase or decrease the teaching content and improve the teaching effect.
(3) Analysis of learning situation
Based on the requirements of curriculum standards, we should carry out academic situation analysis and analyze the knowledge, ability and experience foundation that students should have to learn new knowledge. Around the specific learning content, based on students' existing knowledge and experience, learning attitude and methods, the learning needs and teaching starting point are clearly defined.
Analyze the problems existing in students' learning, and attach importance to the guidance of students' learning methods and the cultivation of autonomous learning ability.
[If! supportLists] 1。 ? [endif] Understand students' knowledge reserves. The curriculum standard divides the primary school English curriculum objectives into two levels: level one and level two, and each level stipulates that students should have five aspects: language skills, language knowledge, emotional attitude, learning strategies and cultural awareness.
Some are comprehensive behaviors, which are presented step by step. Teachers should deeply analyze students' language accumulation and application ability in these aspects, understand students' existing cognitive basis, accurately locate the connection point between old and new knowledge, and thus determine the focus and difficulty of teaching and teaching.
Find the basis of learning objectives.
[If! Support list ]2. ? [endif] Understand students' life experiences, hobbies, emotional attitudes and strategic awareness, and set up language cognitive situations and cognitive methods that are in line with students' reality from the perspective of students.
[If! Support list ]3. ? [endif] Understand the individual differences of students' language learning, so as to set up some diversified and open language tasks in a targeted manner, and ensure that each student can get the best development on his own basis.
target analysis
Teaching goal is the starting point and destination of classroom teaching. The description of teaching objectives should ensure the operability of core literacy training, adopt the expression of "being able to do things", and emphasize that language learning is always the language practice of students.
The process of constructing meaning and forming correct values. Goal setting should pay attention to the hierarchy and progressiveness between subtitles.
[If! supportLists] 1。 ? [endif] Analyze whether the teaching objectives reflect the concept of curriculum standards. The goal of classroom teaching is
With the decomposition and concretization of English curriculum objectives, teachers should examine whether the results of teaching objectives point to promoting the all-round development of students' language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness from the perspective of curriculum standards, and accomplish the curriculum objectives in classroom teaching.
A change in learning.
[If! Support list ]2. ? [endif] Analyze whether the teaching objectives and students' cognitive level meet the curriculum standards. course
The grading standards in the curriculum standards set specific requirements for the basic level that students at all levels should reach. When making teaching objectives, teachers should ensure that learning objectives and students' cognitive level meet the requirements of curriculum standards and avoid being too high or too low.
[If! Support list ]3. ? [endif] Analyze whether the teaching objectives are clearly operable, realizable and verifiable.
Measure. Teaching goal is the direction of all classroom teaching behaviors, and the main content should be what students can do, which shows that language learning is the process of meaning construction in language practice, and its description should be concrete, clear, operable and achievable.
Gender and detectability.
(v) Utilization of resources
[If! supportLists] 1。 ? [endif] Reasonably excavate and utilize the resources contained in the textbook, and comprehensively consider the overall situation of the textbook unit.
Integrate the content of auxiliary resources in teaching materials into the teaching process, and enrich the teaching content and teaching form.
[If! Support list ]2. ? [endif] Rational development and active use of other teaching resources to promote students' deep learning and understanding of the language. According to students' learning situation, appropriate supplementary extracurricular expansion resources or supplementary links such as songs, poems, nursery rhymes, picture books, games and TPR activities are selected to optimize students' language output with a certain amount of language input.
Second, the implementation of teaching
Classroom teaching is a process of cultivating the core of English subject through specific learning activities, and finally achieving the goal of classroom teaching. To implement effective classroom teaching, teachers should base themselves on the whole process of teaching implementation and form the mutual connection before, during and after class.
Comprehensive practice chain. Teachers should attach importance to the practical process of students' language knowledge input and the experience process of language ability formation, and integrate the cultivation of language ability into language application, cultural character cultivation into activity experience and learning ability cultivation into life situation.
Cultivate thinking quality in comprehensive activities.
( 1)? Classroom introduction
Classroom lead-in is a kind of teaching link set by teachers through certain language situations or activities, on the basis of activating background knowledge, to guide students to quickly enter the best state of classroom learning.
[If! supportLists] 1。 ? [endif] The imported content should be logical. The selection and design of import activities should be sufficient.
The connection between teaching materials, mining useful information such as poems, children's songs and games in the teaching content, selecting or creating appropriate and meaningful contexts, making the lead-in closely related to the teaching theme in content and method, logically linking up, and inspiring students to be familiar with it.
Recall old knowledge, introduce new knowledge and devote yourself to language learning in a vivid context.
[If! Support list ]2. ? [endif] The import method should be driven. The way of introduction should be conducive to stimulating students' interest and internal motivation to continue learning. Teachers can stimulate students to think and explore actively by designing some enlightening and open tasks. At the same time, there are too many imports.
The process should be concise and effective, which is helpful for students to quickly perceive the topic, focus on the topic and explore new knowledge.
(2)? Classroom learning
In the design of classroom learning activities, teachers should guide students to explore meaning and solve problems based on the concept of English learning activities, and realize effective teaching through three interrelated progressive language and thinking activities: learning understanding, application practice and innovation.
[If! supportLists] 1。 ? [endif] learn to understand. Teachers should make full use of students' knowledge accumulation in the stage of learning and understanding.
And related experience, from the perspective of language use, task-based activities as the main form, around the topic of primary and secondary school curriculum standards, set up language situations and language activities in line with students' real life, so that students can use them in "use"
In the process of doing things in English, we should combine learning and acquisition to understand and internalize new knowledge.
[If! Support list ]2. ? [endif] application practice. The purpose of language learning is language application, and teachers should learn theory.
On the basis of the solution, around the new language knowledge formed, language tasks based on students' real life are set to help students actively activate what they have learned, internalize the language, and realize the purpose of language output in real language needs. Avoid mechanical imitation and simple repetitive work.
Dynamic language tasks with minimal differences in language output.
[If! Support list ]3. ? [endif] Migration innovation. The transfer and innovation activities in Chinese learning in primary schools should be student-centered.
Based on life experience, strengthen the sense of * * * between students and context, stimulate students' multiple thinking, and make students have a strong desire to have something to say, something to say, something to say, something to say, something to say, and something to say in the new language situation, and dare to try to solve problems and
Share opinions.
Classroom evaluation
The main purpose of English classroom evaluation in primary schools is to stimulate students' interest and initiative in learning, detect students' learning process and results, feed back teaching information, and provide basis for improving classroom teaching. Classroom evaluation should be based on the core literacy of English subjects.
Through the evaluation methods of teachers' evaluation, students' self-evaluation and group mutual evaluation, this paper evaluates students' participation in classroom activities and the realization of classroom teaching objectives from the aspects of language skills, language knowledge, emotional attitude, learning strategies and cultural awareness.
Multi-dimensional, encouraging and targeted evaluation of the learning process and learning results. Promote the formation and development of students' autonomous learning ability, thinking ability, cross-cultural awareness and healthy personality through evaluation.
(4)? work design
Homework is an extension and deepening of classroom teaching, an important way for students to consolidate and internalize teaching content, and an important basis for teachers to test teaching effect and adjust teaching plan. The design of homework should first be based on the grading standard of curriculum standards and the difficulty of homework.
It should meet the cognitive requirements of students in the curriculum standards and ensure that the homework design is scientific and reasonable. At the same time, homework should be based on the content of classroom teaching, with teaching objectives as the direction, multi-level, multi-form and multi-dimensional. It should not only meet the development requirements of most students, but also have a foundation
Foundation, but also consider personalized and comprehensive homework design based on individual differences of students.
(5)? Teaching reflection
Teaching reflection means that teachers think and analyze their own teaching behavior, teaching basis, teaching generation and teaching results, so as to improve and optimize their own teaching.
A kind of self-cognitive behavior in the process of learning is a process in which teachers internalize teaching practice into teaching consciousness and an important way for teachers to grow up.
In self-reflection, teachers should first re-examine their teaching behavior, attribute the existing problems, question improper teaching behavior and think behind the appearance.
Seek theoretical support, find out solutions and improvement strategies; At the same time, in the teaching process, we should deal with the instantaneous spirit of accidental events by obtaining good teaching results.
Sense, students' generation and innovation, theoretical proof from teaching practice and other teaching highlights are summarized to provide practical cases and experiences for improving classroom teaching efficiency in the future.
Teachers should adopt scientific methods to improve the effectiveness of classroom reflection and promote professional growth. According to the actual situation, I can reflect and study my teaching behavior through reflection cards, reflection diaries and case analysis. And constantly self-correcting and updating, in the process of improvement.
At the same time, classroom reflection is effective, which promotes the transformation of "experienced" teachers into "reflective" and "research" teachers and accelerates professional growth.
Third, the teaching effect
(-) the realization of the goal
Teaching goal is the result of all classroom teaching behaviors. Judging the achievement of the teaching goal of a class depends on the fit between the classroom teaching effect and the preset teaching goal, and at the same time, we should pay attention to the following aspects:
[If! supportLists] 1。 ? [endif] The feedback of achieving the goal should pay attention to the formation of students' learning ability and good habits. In teaching activities, teachers should not only pay attention to the realization of explicit goals such as language knowledge and language skills, but also pay attention to students finding and solving problems in the process of participating in activities.
Ability, tap students' learning potential, and develop students' lifelong learning ability through the process of realizing classroom teaching objectives.
[If! Support list ]2. ? [endif] To achieve the goal, we should pay attention to the development of each student and the individual differences of students. The differences in students' original language accumulation and pragmatic competence will have an impact on the realization of classroom teaching objectives. Teachers should pay attention to students' own learning starting point.
It develops on the original basis and respects the differences of students' growth and progress.
[If! Support list ]3. ? [endif] The evaluation of the results of achieving the goal should be dynamic. The generative nature of classroom teaching will produce many unknown and dynamic teaching resources and opportunities. Teachers should conform to the trend and take the new teaching generation and results as the consideration content to realize the goal. For the purpose of classroom teaching
The dynamic adjustment and control of the goal and the dynamic evaluation of its achievement results are conducive to maximizing the classroom teaching effect.
Literacy development
[If! supportLists] 1。 ? [endif] Teachers' Literacy Development
The classroom teaching mode characterized by interactivity, openness and creativity under the new curriculum concept provides a huge space for the development of teachers' literacy. First of all, teachers should enter the classroom from the perspective of learners and constantly update their knowledge in the process of guiding and participating in classroom activities.
Broaden your horizons, deepen your thinking, adjust your behavior, realize teaching and learning, and improve your professional quality. Secondly, teachers should keep pace with the times, change the traditional teaching methods characterized by knowledge transmission in the past, and learn to use modern teaching methods such as multimedia, Internet and electronic newspapers.
Means and teaching resources, build a three-dimensional language learning platform for students, and improve classroom teaching skills and teaching effects. Finally, teachers should change their working methods, give full play to the role of teaching and research teams, and carry out cooperation and research among teachers in the form of peer assistance to realize teaching.
Learn to enjoy business and resources and promote personal professional growth through cooperation.
[If! Support list ]2. ? [endif] The development of students' reading and writing ability
The goal of English classroom teaching ultimately points to the formation of students' English core literacy. In the primary school stage, a series of language activities, such as learning and understanding, application practice, transfer and innovation, are gradually integrated with language, thinking and culture to help students gain a preliminary grasp.
Master language knowledge and form language skills; Understand cultural connotation and perceive cultural similarities and differences; Cultivate learning motivation, form basic learning strategies and develop learning ability; Improve the quality of thinking, form a positive outlook on life and values, and promote language internalization and deep learning.
Promote the formation and development of students' language ability, cultural awareness, thinking quality and learning ability.