How to make students have something to say in Chinese class

Compared with the past, students are listeners and "containers" of knowledge. Compared with the phenomenon of teachers' rote memorization, teachers can appear as tutors, try their best to create a democratic atmosphere and let students actively participate in the classroom. Especially in the areas where the new curriculum standard is tried out, students can often enjoy the full rights as "learners" in the classroom, explore independently in group cooperation and exchange, feel through reading aloud many times, and have an equal dialogue with teachers and other students, teachers and textbooks according to their own understanding. However, in some fields and in some classes, most of the time this kind of equal classroom dialogue is just a formality. The teacher doesn't let the students speak their own words in class, but all they say are arranged "lines" In this way, there will be no collision between passion and thinking in class, and there will be no heart-to-heart communication between teachers and students. So, how to make students have something to say, dare to say and be able to say in class? This is a problem worth studying. 1. Cultivating students' self-confidence in expression is an important factor of success and one of the cornerstones of cultivating their expression ability. I often see some people chatting and laughing with relatives and friends, but in public, many people are incoherent, blushing and heartbeat. The same is true of skilled speech and full preparation. In the final analysis, there is not enough courage and confidence. So I consciously cultivate students' self-confidence as soon as I start school. Let them introduce themselves on stage one by one according to their student numbers, even if they only introduce their names, as long as their voices are loud and clear for everyone to hear, they will give encouraging applause. Once born, twice cooked. I can express myself freely in the future, but for those students who are particularly timid, please ask them to answer simple questions in class and give them affirmation in time to enhance their self-confidence in expression. Second, change "preparing lessons" into "designing" to give students something to say, that is, to give students something to say. The new curriculum standard points out: "Teachers are the guides and organizers of learning activities. Teachers should change their ideas, update their knowledge and constantly improve their comprehensive quality. It is necessary to creatively understand and use teaching materials, actively develop curriculum resources, and flexibly use various teaching strategies to guide students to learn to learn in practice. " In other words, the first thing a teacher should do is to construct a learning theme and give students a learning space with great freedom to fully develop their students. The essential significance of constructing learning theme lies in defining what students can learn through learning and how to learn the most effectively. This requires us to do the following work. 1. The analysis of students' interests requires many teachers to realize gradually in their teaching practice that to construct a learning theme, we must first study the learners themselves, and set teaching objectives on the basis of analyzing their "starting ability", "learning style" and "learning needs", so as to solve the problem that students at different levels really have the right to choose the learning objectives that best meet their own development needs. "Picking peaches in one jump" is the most active among the students. On the contrary, "picking peaches without jumping" or "picking peaches without jumping" will also seriously dampen students' enthusiasm for learning. In addition, the construction of learning theme should also consider "what are the students most interested in?" "What are the students interested in?", "Students are interested in" and "Inquiry" are the two main factors in constructing the learning theme. The construction of learning theme not only depends on the teaching materials and teachers' subjective imagination, but also fully cherishes students' special interest in direct learning content or related content. Under the guidance of interest, students can have a * * sound with the teacher's questions, and there will be a steady stream of reasons to say it. 2. Change "teaching materials" into "teaching with teaching materials", so that students can make sense and teachers should make full use of the teaching materials in our hands. Textbooks are the intermediary to realize curriculum standards and only play the role of reference. On the other hand, textbooks are the media for students to know the world. They are based on certain teaching contents and specially carry some valuable learning materials. If we follow the book completely, it will make teaching rigid and stylized; Completely divorced from textbooks will make teaching disorderly. In teaching, we should adopt the most appropriate method: "Follow the textbook closely and surpass it." Looking for the best combination point, through fully excavating the connotation of the text, creatively expanding the research and effectively integrating the teaching materials, the learning content will be "derived from the teaching materials and higher than the teaching materials", and the transformation from "teaching the teaching materials" to "teaching with the teaching materials" will be realized. For example, under the guidance of the teacher, students read the text "Three Leaves" by themselves, and understood that the three leaves have their own uses, and they have become the ferry of the little grasshopper, the umbrella of the little fish and the bench of the little dragonfly. Seeing that the students were so absorbed in reading, the teacher took advantage of the situation and shifted everyone's "interest point" from one class to another. Teacher: Students, while you were studying, the teacher saw another fallen leaf falling. It drifted with the wind and entered our campus. The teacher will give you twenty minutes now. Go to the campus to see where the fourth fallen leaf went. Into what? What is it doing now? ..... Health: When I went out, this fallen leaf just fell, as if waiting for me to pick it up as a bookmark! Health: I found this fallen leaf, but I didn't bother it, because it was teaching a group of small fallen leaves, and it looked so serious in class! Health: I found this fallen leaf under a big tree. It was almost breathless under a lot of mud, so I saved it and took it back to the classroom. Teacher: You are really caring and a kind child. In fact, it doesn't matter if the fallen leaves are crushed by soil. After a while, they will rot and become fertilizer for trees. Health: This fallen leaf in my hand has become a warm little bed for little ants. Look, teacher, the little ants are sleeping soundly on it ... teacher: the students have worked hard, but you have gained a lot! Who can write down your search for fallen leaves? How about the title "The Fourth Fallen Leaf" or "Looking for Fallen Leaves"? Is it difficult? Third, close to life, create situations so that students can see and have something to say. As individuals, they will eventually become social people and integrate into a colorful society. One of the main tasks of school education is to make students gradually socialized. When constructing the learning theme, we should take students' life experience and needs inside and outside the school as an important source and basis. When classroom scenes are connected with students' daily life scenes, classroom learning will become more like real life scenes. In real life, students have the most sincere words to say. For example, two boys in a class in the third grade almost got into a fight, and it was useless for the class cadres to persuade them. Neither boy wanted to stop until the bell rang. The head teacher and Chinese teacher of this class is going to class. Seeing this scene is a bit embarrassing. If you are in a hurry to deal with this matter, it will definitely delay everyone's study time. Don't handle it! The whole class is waiting for the result of this matter and will not be in the mood for class. What shall we do? It suddenly occurred to me that a text to be distributed next week is called Quarrel, which is about the contradiction between classmates. Why can't we bring this text to class in advance? I made up my mind, simply appeased the two boys and sent them back to class. The teacher immediately adjusted the course plan and decided to take the lesson "Quarrel" in advance. After class, it proved to be successful, not only solved the quarrel between two male students through discussion and communication, but also, in the process of learning, because a living event happened right in front of me, it was particularly close to life, and learning became a happy and simple thing. Therefore, if students' learning process is placed in rich daily life situations and situational reasoning in daily life enters the thinking path of problem discovery and solution, it will not only help to stimulate students' interest and enthusiasm for thinking. It can also help students improve their ability to understand, find and solve problems. Fourth, change "authority" into "friends" and let students have something to say. In the classroom, if teachers can provide students with a safe and free psychological environment, students' learning will be more effective, and in the classroom, they can form such characteristics: admit themselves and not be afraid of jokes or sarcasm; Tell the truth and express your thoughts freely; Use his thinking and imagination in an unusual way. These characteristics are also the basic conditions for our Chinese classroom to be full of students' true feelings. So, how can we create a safe and free psychological environment? We can work hard in the following aspects. 1. Allow and even encourage students to make mistakes. Teachers must have the understanding that "making mistakes is the right of students". For learners, making mistakes is normal, but not making mistakes is abnormal. Primary school students' thinking lacks integrity, and their subject knowledge has not reached a certain reserve. If there is no mistake, it must be untrue. Therefore, in our classroom, teachers should first implement the "five permits" open policy and encourage students to speak boldly. First, mistakes are allowed. When answering questions in class and talking to the teacher, the teacher will not blame or be sarcastic. The second is to allow adding. If you suddenly think of some problems that you didn't realize before, or feel something after listening to others' speeches, you can raise your hand and ask for supplementary speeches; The third is to allow modification. If the speech is vague, the teacher can ask him to add more clearly. If you say something wrong to yourself, if you find loopholes or mistakes, you can publicly correct your remarks. The fourth is to allow questions, allow students to question and ask questions about any problems taught by teachers, and also welcome to question and debate other students' views, and allow others to defend their doubts. The fifth is to allow reservations. If you don't agree with the teacher or classmates, the teacher allows him to keep it until he makes it clear. Secondly, teachers should try their best to give students who have made mistakes a chance to try again, even many times, because when students find themselves making mistakes, they often feel uneasy and expect to have a chance to correct them. If our teacher ignores the students' mentality, it will hurt the students' hearts and make the anxiety caused by mistakes continue. In the long run, it will make him feel unsafe in the psychological environment, which will easily lead to the breeding of bad emotions such as inferiority, weariness of learning, reluctance to say more, and dare not say more. Moreover, mistakes are not always a problem, sometimes they are just a valuable teaching resource. 2. Respect and affirm different opinions. Adults and children are two different worlds, and sometimes their views on something and a problem are quite different. In classroom teaching, students may often put forward some questions or opinions that are different from teachers' conventional understanding of the contents of textbooks. These questions or opinions are unexpected by teachers, that is, the so-called "truth". Teachers should actively support and encourage this. Even if the original teaching plan is disrupted, it should be as Suhomlinski said: "The real teaching art and skill is that teachers can change the classroom plan at any time if necessary." Cherish students' speeches, which is embodied in listening carefully to students' speeches, giving them respect and actively guiding them in a consultative tone. In the new Chinese curriculum, we should be completely immersed in students' activities and become one of them. When students have different opinions, teachers should pay attention to listening to students' real inner experience and unique feelings. Even if the expression is defective or not understood by other students, don't interrupt at will, don't make an authoritative evaluation and choice in a hurry, and guide students to sort out their ideas and improve themselves through consultation. You can also tell students frankly what you think, and put forward some enlightening suggestions in a timely manner as a collaborator to help students discover and improve constantly in experience and communication. Teachers, especially our Chinese teachers, don't respect students' speeches, which has a great negative impact. First of all, what students want to say or want to say can't get the teacher's attention, so they can only hide the answers in their hearts. Secondly, students' speeches are not taken seriously by teachers. In the long run, students will get tired of teachers and even develop to the point where they don't want to use their brains. Third, if students' speeches are not taken seriously by teachers, students will feel inferior and think that teachers look down on him, even affecting his oral expression ability. Of course, while patiently listening to students' speeches, we should also give active guidance. The students spoke reasonably and well, and spoke brilliantly. They can nod, smile and say, "You are great!" ""you are really good! " "Well, that's great! "and so on; Students' answers are inaccurate and incomplete, so you can further summarize them, or communicate with other students and ask them to supplement them; If the student's answer runs counter to the teacher's idea or even digress from Wan Li, the teacher should not be angry or reprimanded, but should say, "Interesting, why do you think so?" "Let's listen to the opinions of other students" and so on. 3. Encourage students to speak their own words, so that they can speak attentively, that is, teachers do not require students with a unified will, so that students are in an independent rather than compulsory learning state. Whether students can speak attentively depends on whether teachers can deeply understand the inner world of students and put themselves in their shoes. We should not only understand students' superficial behaviors and attitudes, but also understand deeper and essential emotions. As a consultant, we should experience the emotions that students feel at the first moment and communicate with them lovingly, so that they can fully feel respect, trust and care. Let students speak attentively, and teachers should treat students' viewpoints different from conventional understanding or text analysis with tolerance, seize the emotional and ideological sparks with generating significance, guide them to start from this and carry out extended and sustained thinking, so that they can gain new understanding and development in the process of incisively and vividly impacting their inner world. For a long time, because of teachers' strong sense of authority, even students in the lower grades of primary school have learned and developed the habit of trying to figure out teachers' psychology and catering to teachers' intentions. Many times, children think one thing in their hearts and say another. In this case, students dare not tell the truth, and it is difficult to reach the realm of "speaking from the heart". This requires teachers to dare to decentralize and create a democratic and equal teaching atmosphere, so that students can not blindly cater to teachers in class, show their true thoughts and speak their minds. 4. Give students the right to speak and allow students to "interrupt". In traditional teaching, students must raise their hands and get permission from the teacher. "Don't raise your hand and don't talk" is a necessary measure to maintain teaching order. I don't know that this is a disrespect for learning ontology and a restriction on the development of life. It is also a deprivation of students' right to speak. Losing the right to speak in learning means that learning is no longer a process full of life development significance, and students no longer have the freedom to think and develop. They can only become "standard parts" cast according to the specified specifications, rather than living souls full of freedom and spirituality with strong creative spirit. The first step is to change "teaching" into "training", let students say that teachers and students are close, and also create a democratic and equal classroom atmosphere to encourage students to speak out. Then, through our teacher's artistic treatment of the teaching materials, we selected the highlights to stimulate students' speaking, which made students feel that they had Qian Qian's boundless passion and a lot of reasons to say or have to say, but sometimes there was a sense of loss that they wanted to say but couldn't say it or didn't know where to start. This requires our teachers to train students in the usual classroom teaching. In order to make students have something to say, they should have the ability to convey sound information, organize and express words, and use expressions and gestures to enhance the expressive power of words. The cultivation of oral English ability should start from many aspects. 1. Establish a correct understanding, broaden students' horizons and make them clear. Being eloquent does not mean being glib. It is one of the necessary abilities of interpersonal communication in modern society and the embodiment of modern people's comprehensive quality. Let the students build up self-confidence and believe in themselves, and help them to eliminate the tension when speaking. It is necessary to develop students' favorite "talking about daily resources" and "compiling a textbook drama" so that every student has the opportunity to practice and experience or reproduce the exquisiteness of language through demonstration of actions, positioning of language and creation of scenes in speech performances. 2. Question-and-answer training at any time in the teaching process is the starter to ignite students' wisdom and stimulate classroom teaching interest. The training content should be closely related to the textbook, and the questions should be designed on the key and difficult points. You can ask questions from the doubting points, the known points, the contradictory points and the blocked points. Then, we will revise and guide the students who are irrelevant or lack of organization when answering questions. The steps of training are generally to ask questions to teachers, to inspire students' thinking, to give students enough time to think about the questions, and then to answer difficult questions, so that students at the same table or in the same study group can discuss them in the form of group competitions. 3. Thinking training language and thinking are inseparable, and a person with disordered thinking must not speak well. Only when the thinking is clear and the levels are clear can the language be clear and organized. Therefore, thinking training and oral training should be carried out simultaneously. 4. Train pronunciation, intonation and speaking speed. The change of pronunciation and intonation will bring about semantic changes. Different intonation, different phonetic positions and different meanings. The speed and urgency of speaking are closely related to the meaning expressed. Happiness, anger, sadness and joy are different, and the speaker, content and speech speed are different. These have to go through special training. 5. Cultivating students' questioning level in combination with specific courses should not be the patent of teachers, but also one of the indispensable basic rights of students. "A bad teacher reveals the truth, and a good teacher teaches people to discover the truth" (dripping water). The new curriculum standard also advocates giving students the initiative to ask questions, and also gives teaching its true colors. However, in the specific teaching process, students ask questions, but they can't grasp the theme, but they are fragmented, irrelevant, or just entangled in some details, digressing and even running counter to the theme. At this time, teachers should never discourage students, but should guide them from the angles and ways of asking questions, the ideas and contents of asking questions. To inspire students to express their problems, we should ask well-founded, well-founded and orderly questions, turn thinking into language and strengthen them through repeated training. In addition, due to the different purposes, objects and occasions when speaking, what kind of wording changes should be adopted, how to speak generously, appropriately, methodically and in line with the context, and how to make full use of "body language" and "paralanguage" when speaking, all these need to be emphasized in the training process. In this way, when students master these basic speaking skills, they can speak in front of different people at different times, places and reach the highest level of "ingenuity".