Chinese classroom teaching methods in primary schools 1. Prepare well before class.
At present, Chinese teachers in some rural primary schools usually have insufficient preparation before class. Their preparation before class is very simple, limited to reading reference materials and writing lesson plans. Most lesson plans are also written to cope with the examination. I bought all kinds of selected lesson plans at the beginning of school and copied them without thinking. Some even copied individual mistakes caused by omissions in the original work. Not only is it completely divorced from its own teaching practice, but it also gives up the necessary in-depth study and pre-class reflection on new curriculum standards, textbooks and units, which leads to the futility and ineffectiveness of Chinese classroom teaching. As the saying goes, don't fight unprepared.
Teachers should make five preparations before class:
First, the preparation of students' preview before class.
Second, the preparation of teaching ideas.
Third, the preparation of teaching content and related knowledge.
Fourth, the preparation of teaching design.
Fifth, prepare teaching and learning tools. Among these five preparations, the other four preparations are the basis of instructional design preparation. Teaching design is the key to preparation before class.
Instructional design should meet the following requirements:
1, has a clear value pursuit, and promotes the development of every student.
2. The design should be centered on the "three-dimensional target".
3. Pay attention to "double basics" and students' ability to collect and process information, acquire knowledge, analyze and solve problems, and communicate and cooperate.
4. Encourage students to take the initiative to participate, be willing to explore, be diligent in hands-on, and obtain methods of independent exploration and cooperative learning. As long as we strictly demand ourselves to achieve the above five points, we can guarantee to improve the quality of Chinese teaching in primary schools.
Second, skillfully use teaching methods in combination with reality.
Although the new curriculum reform has been implemented in our city for four years, teachers' teaching ideas and concepts are constantly changing, but some teachers have not changed much. There are still "teacher-led classroom" as the center, knowledge imparting as the main purpose, analysis and explanation as the main form, and indoctrination as the way, and curriculum reform becomes a mere formality. In this way, it is difficult for students to play the main role and just listen passively. Students are not enthusiastic about learning, and even some students are tired of learning. The efficiency of classroom teaching can be imagined. Facing the deepening of curriculum reform, our rural teachers should completely update their teaching methods, selectively introduce and absorb the dazzling achievements of teaching reform, and constantly innovate in practice.
Chinese teachers in rural primary schools are mostly simple. They love their education very much. They know and are familiar with textbooks and students. When choosing to use new teaching methods, we must proceed from our own characteristics, combine students' specific life reality, make full use of existing teaching resources, proceed from reality, proceed from the essence of learning, proceed from the spirit of learning, and pay attention to the effectiveness of teaching methods and the guidance of learning methods. Simple rural teachers connect with students' real life and make solid achievements with simple methods.
3. Flexible use of various teaching methods.
Chinese is a basic cultural course, the main content of which is to cultivate students' reading, writing, listening and speaking abilities. It is abstract and vague in students' minds and difficult to understand and use. In the classroom of our rural primary school, most teachers can teach all the texts with only one mouth, a piece of chalk and a blackboard. Under such a single teaching method, if every class is faced with the same teaching procedure and the same learning method, it will be even more monotonous and even boring. It is difficult to stimulate learning interest and improve classroom efficiency. Therefore, Chinese teachers in primary schools should actively use various teaching methods. Such as: modern educational technology. With sound, pictures, animation, video, etc. To mobilize students' visual senses to the maximum extent, fully display the diversity of teaching methods, fully mobilize a variety of senses, develop rich imagination and association, stimulate strong interest, gain an overall perception of Chinese knowledge, and cultivate rich language expression, understanding and aesthetic creativity, thus improving classroom teaching efficiency.
Classroom teaching methods of Chinese in primary schools
First of all, teachers should improve their basic quality, update their teaching concepts and combine them with role change.
2 1 century is an era of knowledge and information explosion. Our education will face a severe test. Internet has become the main way for people to obtain information and knowledge. Obviously, the traditional education and teaching methods can no longer meet the requirements of the network era, so if we want to make the curriculum reform go smoothly and achieve the expected goals, we need some basic conditions to ensure it, and the most important one is the high quality of teachers.
Curriculum reform is mainly the reform of ideas and teaching materials and methods. With good teaching materials, we should carefully study the teaching materials, adopt advanced teaching methods, especially update teaching ideas, establish new educational and teaching concepts, and improve our educational quality as much as possible. Entering the new curriculum, the role of teachers will change from imparting to promoting, from manager to guide, from soloist to accompanist, from condescending to "equal chief". Teachers should guide students to carry out research and inquiry learning, create rich teaching situations and pay attention to students' personal experience. Teaching strategies will also change from emphasizing knowledge transfer to emphasizing students' development, and from unified specification education to differentiated education. As a Chinese teacher, he should have the following basic qualities.
First of all, we should be full of expectations and enthusiasm for the curriculum reform. At present, teachers should seize opportunities, meet challenges, study and practice persistently, and strive to forge themselves into excellent Chinese teachers in the new century and make contributions to curriculum reform.
Secondly, we should update our ideas, accurately understand the ideas advocated by Chinese curriculum standards, and fully embody them in education and teaching practice. First, teachers are required to re-understand Chinese teaching resources, have the awareness of developing Chinese educational resources, and have the ability to integrate Chinese educational resources including textbooks. Teachers are not teachers who follow the book, but should be developers of Chinese curriculum resources and builders of Chinese courses. For example, when teaching the text "Four Suns", it is not enough to tell students with your golden words that the four seasons of the sun are good for the earth. Why not guide children to feel the author's wishes and the beautiful scenery of the four seasons in their own perceptual world? The vast nature is the best classroom. Second, teachers are required to re-understand the Chinese teaching model. Teachers should definitely be students' study partners, and should be in close contact with students and even integrate into their study. In this way, you are qualified to be a tutor, guide and tutor in the learning process. For example, when teaching reading, textbooks are examples of reading. Do you teach students to read one by one, or do you teach them ways and means to read freely in class: reading aloud, silently, tastefully, beautifully and loudly? The author believes that the former has entered a dead end of "high input and low output", which has cultivated students' learning inertia, annihilated creative thinking and bound their development. The latter embodies the educational thoughts of "people-oriented" and "student development-oriented".
Thirdly, we should constantly improve our own quality and truly live and learn. As the saying goes, "Give a student a glass of water and have a bucket of water yourself". Today, it is no longer an era of chalk with one mouth. The fast pace of the information age puts forward higher requirements for us. Chinese teachers should constantly improve their political and professional theoretical literacy, not only keep pace with the times, but also have the unremitting pursuit of keeping pace with the times and creating the first class, so that educators can remain young forever. We should constantly improve the professional level: extensively dabble in "learning", learn business with "specialization", strengthen teaching and research with "precision" and explore new ways of scientific research. We should also learn from our educational objects so that teachers and students can make progress together and learn from each other.
Second, in classroom teaching, we should abandon the old model of complicated analysis, cross talk and cross-questioning, and realize the combination of learning and innovation.
Trivial analysis dismembers vivid, touching and interesting texts, which makes Chinese teaching lose its emotion, interest and charm, and violates the characteristics of Chinese teaching and the laws of children's learning. When reading a language material, the teacher asked, "What did you know after reading this article?" After such a question, let students read reference books, consult relevant materials, read and think carefully, and sort out what they have read; Then ask, "What else do you not understand?" Such a question, let students sketch and record the difficult questions through careful reading and thinking, and prepare for communication with classmates. Didn't someone say that "a thousand readers have a thousand Hamlets"? Isn't it gratifying for a Chinese teacher to hear students' different understanding and feelings about reading materials after independent thinking in the classroom of reading teaching?
Third, establish students' dominant position, implement inquiry learning with students' active participation, and combine students' age and psychological characteristics for teaching.
"Chinese Curriculum Standard" emphasizes: "fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. "Since' Chinese learning' is a kind of life, students are the masters of learning and should give full play to their main role." Students mainly design and organize their own activities, paying special attention to the process of exploration and research. " Inquiry learning, in short, is to guide students to learn to explore, think and solve problems through active exploration, discovery and experience in the learning process, thus improving their thinking and creativity. For a long time, Chinese teaching activities have focused on teachers' "preaching, teaching and solving doubts", emphasizing memory has become a major feature of Chinese teaching, and there are few exploratory and analytical thinking processes of students in teaching. This kind of learning style, which is single and passive, emphasizes memory over understanding, and emphasizes indoctrination over thinking, often makes students feel boring and burdened. This situation is not conducive to the cultivation of students' interest in learning, but also seriously affects the cultivation of students' innovative spirit and practical ability and the development of students' thinking. For example, when a teacher was teaching Sima Guang's "Broken Tank" class, he guided the students to explore what other ways Sima Guang could save the child when the child fell into the tank and couldn't climb out. As a result, the students came up with many methods, and compared and selected them with Sima Guang's method. After discussion and exploration, students will naturally understand that under the specific circumstances at that time, only Sima Guang's method was the best. This kind of teaching helps to cultivate students' ability to find realistic solutions to problems by concentrating many assumptions.
Fourth, take fun as the path, develop some vivid, lively and open teaching modes, guide students to learn to question, and cultivate students' imagination and cooperation spirit.
Questioning is the starting point of innovation, the spark of thinking, the ladder of progress and the key to success. In Chinese teaching, it is very important to pay attention to students' questions. This is by no means formalism, nor is it to decorate a vase for fun. Doubts in reading come from thinking, which is the crystallization of thinking and the beacon of wisdom. In primary school Chinese class, students asked the teacher about the illustration of underwater world: "Isn't octopus 10 leg?" Why are there only six pictures in the book? Another student said, "The book says octopus is a software animal, but there are still differences in the scientific field of advanced shellfish. "Aren't these surprising? We have all eaten octopus, but we have never noticed how many tentacles it has, let alone the 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 textbook. In recent years, Chinese teaching in China has been criticized, especially for its serious formalism, insufficient reading time, unrealistic training, unrealistic goals and weak foundation. Therefore, teaching has gone into a misunderstanding and fallen into a trough. Inducing learning motivation, cultivating learning interest, injecting learning emotion and using learning will will be an important guarantee for the success of our education and teaching. Pay attention to the cultivation of questioning and solving doubts, leave enough time and encourage praise, so that students can change from being afraid to ask questions boldly to being good at asking questions; For a long time, Chinese classroom is only a "forum" for teachers, and students are used to being loyal listeners. In the course of listening to lectures and complicated questions and answers, students gradually lose their desire to speak, their ability to learn and their spirit of cooperation, resulting in the tragic situation of "dead reading and dead reading" and "wholeheartedly reading sage books without listening to things outside the window". Students' practical ability is almost zero. However, in today's 2 1 century, where "survival of the fittest" is full of opportunities and challenges, it is impossible to move forward only by theoretical knowledge. What we need is "compound talents". Therefore, to cultivate students' abilities in all aspects from an early age, let's start with mother tongue classroom teaching! " The child you are holding is not big! "To truly liberate students, establish a correct concept of Chinese teaching, dilute the performance desire of Chinese teachers, and start with the activation of interest and emotion to cultivate students' performance desire.
5. The rational use of modern educational technology is conducive to attracting students' attention and combining Chinese teaching with the network age.
Educator Comenius said: "The light of teaching art is attention. With attention, learners can stop their hearts from pounding and learn everything that is liberated in front of them. " It can be seen that attention is an important prerequisite for obtaining good learning results. Modern educational technology has unparalleled advantages in attracting students' attention. When using computer-aided teaching, the courseware displayed on the display screen not only brings students from the monotonous "black and white world" (that is, blackboard and chalk) into the colorful world, but also is vivid, intuitive and expressive, giving students sensory stimulation from visual and auditory perspectives, which is easy to attract children's attention. When teaching the text "The Sun", the author used multimedia to play the interesting legend of Houyi Shooting Day for children. The form of cartoons has locked the children's eyes and received good teaching results.
First, change the old teaching mode under the guidance of the new curriculum standards.
The new teaching concept is embodied by specific educational methods. To put advanced teaching concepts into teaching practice, we must first strengthen the theoretical study of new curriculum standards.
In the past, the "teacher-centered, education-centered" teaching and learning model seriously restricted students' thinking autonomy in the classroom. In the past, the understanding, reading, questioning and composition of the text were designed by the teacher in advance before class, which was basically closed. Primary school teachers actually become aunts in kindergartens-leading students forward, which obviously does not conform to the law of students' physical and mental development. On the other hand, both new and old teachers think that the old teaching mode is easy to operate and master. Objectively speaking, there is an unconscious resistance to the new educational concept, which will have a certain negative impact on the promotion of new curriculum standards. However, the situation does not allow you to stick to old ideas. This requires us to study the new curriculum standard seriously and understand it.
A foreign expert once said: "The art of teaching lies not in the ability to teach, but in inspiration, awakening and encouragement." It is ingenious to use it to interpret new educational concepts. Classroom is not a stage for teachers to perform, but a place for teachers and students to communicate and interact, and a place to guide students to develop themselves. The new curriculum standard positions teachers as organizers and guides of learning, and they are participants in Chinese teaching in primary schools, so that students can have affinity with teachers without fear and depression. The effect of teaching is naturally reflected. Of course, it is very necessary for teachers to carefully design a class before class and use a class to guide students' self-development.
Secondly, optimizing the teaching process is the key to new Chinese teaching.
The teaching process is mainly completed in the classroom, so is Chinese teaching. I believe many teachers are confused about how to embody the new educational concept and whether the old teaching model is really useless. In my opinion, as long as it truly reflects the discussion, discovery and harvest of students, it embodies the new educational concept.
In fact, at any time, the teacher will not speak in class and the students will not listen. The key is how you speak, how students listen, the quality of speaking and the effect of listening. Nowadays, the question-and-answer teaching mode is very popular. A class involves many problems. The teacher asked and the students answered. After answering, the bell rang immediately. Is this really that successful? I don't think so. Different styles of texts have different teaching methods. Explain when you explain and ask questions when you ask questions. For example, classical literature, no matter how good the topic you design, the students' answers are irrelevant. There is also a form of "group discussion", in which the teacher asks questions and several students discuss them. The whole class is very enthusiastic. In fact, do the students really discuss, can the teacher monitor each group separately? I'm afraid most of them are mere formality. In my opinion, some successful teaching methods may not be applicable to specific problems, and some old teaching methods may not be desirable.
Thirdly, emotional education is an important method in Chinese teaching.
Emotional education in Chinese teaching is conducive to students' profound understanding of knowledge. In the process of teaching, we should pay attention to the emotional factors in the teaching materials, and use the emotional participation and adjustment of teachers to form emotional communication between teachers and students or between students and teaching materials in various ways, so as to promote students to learn Chinese well and stimulate their interest in learning Chinese.
First of all, in Chinese teaching, we should pay attention to discovering the inherent beauty of language and emotion in the text. Pupils' understanding of language often stays in the meaning, and rarely understands its deeper meaning. Teachers should consciously help them to discover and experience these things, which will help improve their language expression and composition skills. For example, in the lesson "The Poor", there is a saying: "All you eat is fish." Combined with this sentence, I put "I only eat fish" and "I eat fish" on the blackboard at the same time, so that students can carefully understand the difference between the two sentences. After reading and thinking, the students quickly realized the difference in meaning of these two sentences, thus deeply realizing the life dilemma of Sana's family. The simple word "only" deeply embodies the connotation expressed by the author, and students have a deep understanding of the author's ability to use language and improve their writing ability.
Secondly, we should use a variety of means and methods to try to feel and grasp the emotional tone of the author and try to find emotional factors. Guide students to run along the author's emotional trajectory and inspire students to think in images. Only by putting students in the text and being detached from the text can Chinese teaching have vitality and vigor. It can be seen that in the new century, opportunities and challenges coexist, in order to win challenges and seize opportunities, we must renew our concepts, replace one-sided and conservative teaching concepts with correct and advanced teaching concepts, guide teachers' teaching practice with creative ideas, and make students adapt to the developing society, which is the core of deepening teaching reform.
The purpose of curriculum reform is to improve teaching efficiency and quality. When we see that the "curriculum reform" in some places and students only pays attention to the form and ignores the content, only pays attention to the surface and ignores the core, only pays attention to the excitement and ignores the benefits, we miss the traditional education criticized by some people and the teaching under the traditional education model. When new ideas, new methods and new means are surging, we should actively respond and devote ourselves to them. However, for those who have followed the "old" for many years, we should not simply dismiss them, but should calmly reflect and choose carefully. In fact, some things accumulated in history are always energetic and attractive, and we can't deny the old teaching methods with a simple sentence.