Hard core experience: 22 practical micro-creativity and micro-innovation in primary school Chinese teaching

[Hongshun's viewpoint] Hard core experience: 22 practical micro-creations and micro-innovations in Chinese teaching in primary schools.

Absorbing experts' opinions and our thoughts, this paper summarizes 22 micro-innovations and micro-creations in pinyin, literacy, reading, writing, recitation and training in Chinese teaching in primary schools in our school. These micro-creativity and micro-innovation have been proved to be very grounded and effective by practice, and they are called dry goods and action guides by front-line teachers.

? 1, Pinyin turntable, Pinyin business card, Pinyin typing.

? The Chinese phonetic alphabet has a big vowel and a small vowel with a pointer fixed in the middle. The initials and hands rotate for children to spell. Similar to Chinese Pinyin checkers and Chinese Pinyin headdress, let children play middle school Pinyin.

Class pinyin business card. Print a card with a pinyin name for each child in the class and stick it on one side of the desk. Students can fight by themselves, each other and the whole class, so that children can feel the fun and sense of accomplishment in practice.

Pinyin typing. With the help of pinyin computer typing and mobile phone texting, children can practice pinyin and master some computer and mobile phone functions.

2. "574" reads and writes Pinyin.

The five-step decomposition action of reading pinyin: let students look at the teacher's mouth shape (imitate the mouth shape with a mirror); The teacher demonstrated spelling and the students listened carefully. The teacher spelled loudly and the students spelled quietly; Teachers read aloud, students read aloud; The students practice spelling by themselves.

The seven-step decomposition action of writing pinyin letters: let students observe the position of pinyin letters in four lines and three cells, close their eyes and imagine the position; The teacher demonstrated in four lines and three squares (write pinyin letters with strokes, and then write them as a whole), and the students watched attentively; Simulate teachers picking up books on behalf of students; 4 students paint red; The student's position is written correctly; Pinyin letters look good; The writing is correct and beautiful (Notes 5, 6 and 7). Ask the students to write three times, each time with a different purpose.

Phonetic letter 4-segment memory method: design 332 1 scientific memory method according to the law of hope curve. 5 means to let the children write 3∽5 times in the Pinyin book on the same day and 3 times the next day; Let the children write twice on Sunday; Let the children dictate 1 times in January.

3. Three requirements for writing practice

There are three reasons why children write slowly and can't remember words: first, children have to read and write one stroke, that is, it takes several eyes to finish a word, which leads to slow writing speed and no overall shelf structure, and the words will not look good. Second, some children suffer from rubber dependence. "Every mistake has an eraser", so I won't concentrate when writing. If you make a mistake, erase it before writing, which leads to forgetting it if you write slowly. Third, I write too many times each time. Pupils write new words more than three times at a time, and children's brains only pay attention to them four times? 5, as long as you write one wrong, the rest are wrong, leading to negative reinforcement, frequent typos, and ineffective labor.

Therefore, three requirements are put forward for writing practice. Students observe the structure of new words as a whole and finish writing with one or two eyes; Try not to use an eraser and write new words no more than three times at a time. The first one is right, the second one is good, and the third one is right and good.

4. New definitions of new words, unbalanced use of sound, form and meaning of new words, and good use of blacklist of words.

New words refer not only to words attached to the text, but also to unfamiliar words you don't know.

Every time students are assigned to write new words, the arrangement order of new words must be disturbed to avoid the disadvantage of "not remembering the beginning and the end, not remembering the middle" caused by the beginning and the end effect.

Text blacklist. When consolidating the new words of the week and month, do dictation first, and circle the words that students can't write first. Then, students should sort out the words that can't be written and are easy to make mistakes in the new word list (word blacklist) and carry out intensive training. This reduces a lot of ineffective labor.

Teachers can classify the new words in units and books according to their sounds, lines and meanings according to the perspectives of curriculum standards, exams and mistakes-prone and confusing, so that students can exert uneven strength in the sounds, lines and meanings of a word and implement key breakthroughs and enhancements.

Multi-tone words can be grouped by sound, and the words in the first group can be combined into a sentence (paragraph). The shorter the sentence, the better.

Consolidate the new words learned in the new context.

5. Write a typo description, one word and three sentences, and give it to the method of explaining the text.

Write a typo. Students often make mistakes in writing? Don't write any more, and repeat it after signing the certificate. Try to make students write typos. For example, what is written, what is the difference between the two, the meaning of radicals and radicals, what words can be combined with this word, what words can be combined with other words, and where to use them. Practice has proved that the effect is good.

One word and three sentences, sentences with artistic conception, try to group words into paragraphs. When teaching primary school students to read, they often use words first and then make sentences. It is found that most of the sentences made by students are declarative sentences, which only pursue correctness and do not pursue individuality, creativity and beautiful artistic conception. Ask the students to make a statement, a question and an exclamation sentence with the specified words, that is, three sentences in one word. At the same time, if you are creative when correcting, you will get a star reward. In addition, you can give three or five words and try to ask students to write a paragraph with these words. This is called making a paragraph. Make sentences, make good sentences, make three sentences and make paragraphs.

Give students ten common ways to explain words.

Morpheme grouping method, such as wide, spacious and vast; A fragrant scent-a quiet scent. Interpretation of synonyms and synonyms, such as rest one after another, completion one after another (construction) is the complete interpretation of antonyms, such as: nervous but not calm; Cowardly-not brave. The explanation of species, such as machine gun-a modern weapon. Metaphorical explanation is like a bloodbath-like a bloodbath, it describes the cruel slaughter of people. Functional explanations, such as carelessness, describe not doing things seriously. The definition method is as follows: scholar-a person with certain achievements in theory; Describe the method, such as: coy-embarrassed or not generous. Interpretation of key words, such as indifference-indifference, indifference, indifference; Put it aside, put it aside. Refers to indifference to people and things. Context-related methods, such as Rorty-those who failed in the imperial examination era were called Rorty. This refers to failing the exam.

6, memorizing training paragraphs to reverse training words, classical Chinese, ancient poetry.

From the fill-in-the-blank part of the text, the main problem for students is whether they can recite, but there are always typos, which leads to no score and deduction. First of all, make clear the scope, fill in the blanks according to the text, mainly test the paragraphs of the book and recite the whole article; Secondly, the teacher should outline the key words (including related words) of each paragraph; Third, monitor each other's reading and writing, and pay special attention to each other's mistakes. For suggestive dictation in ancient Chinese, reverse training is needed. One is to write sentences for hints, which is positive training, and the other is to give sentences for students to draw up hints.

7. Seven Methods of Creative Reading of Ancient Poetry

Seven methods of creative reading of ancient poems to stimulate students' interest: flat reading; Sentences (words) are read aloud in pairs; Echo reading; Thimble reading; Singing and reading; Read with gestures; Situational performance reading, etc.

8. Four innovative reading methods in the classroom.

1) Change books. Form a reading cooperation group with two people at the same table; Before reading aloud, peers exchange textbooks with each other and use each other's textbooks in the next study; When reading aloud, the students marked each other's books with mistakes. When student A reads aloud, student B marks student A's mistakes in his textbook. After reading aloud, the two sides count each other's mistakes, tell the place and return the book to each other. Read it again and pay attention to the mistakes marked by peers in the textbook.

Reading aloud is an important basic skill, but small problems such as missing words, adding words and misspelling are very troublesome. If this strategy is used when students check each other before class, unexpected results will be obtained.

2) Continue reading without stopping. In the past, when the teacher asked the students to read, the instructions were mostly: whoever finished reading, who sat down! Because top students and students with learning difficulties read it once, there is a time difference. After the top students finish reading, the students with learning difficulties have to attend a general meeting, so the top students have nothing to do and the top students' time is wasted. This reform can be carried out. The teacher issued the following new instructions: when the teacher didn't shout for a pause, he could finish reading and continue reading, and he could read it several times, thus solving the problem of "accompanying students".

3) Read with students with learning difficulties. When reading in the classroom, most students have finished reading, and there are still several students with learning difficulties in the class. At this time, the following situations will occur, either because reading is slow and laborious, other students will sneer, and students with learning difficulties will stop reading the book; Or read slowly and laboriously, afraid of others' jokes, and the voice of reading is getting smaller and smaller until it stops. In this case, the teacher can handle it this way: when the teacher sees that there are still a few students in the class who have not finished reading, the whole class will wait for a few more students to read. New instructions can be issued: students, the teacher sees that there are still students in the class who haven't read the last two paragraphs. Now I propose that the students who have finished reading read the last two paragraphs together with the students who have not finished reading, so that the self-esteem of the students with learning difficulties will not be hurt and the students with learning difficulties will finish reading the book.

4) Pause at random to attract students to read. When a teacher instructs a student to get up and read, he always reads one or more complete natural paragraphs first, and then asks another student to read the next one or more natural paragraphs. When listening to students' lectures, there is a phenomenon of inattention and distraction. This problem can be solved in a book like this: tell the students that the teacher says stop and the students selected below must continue reading. There are two differences: first, the students who are selected have no existing laws and choose at will; Second, whether to pause after reading a complete paragraph, you can pause after reading three or five sentences, or you can pause after reading a natural paragraph, that is, the length of reading is irregular and random. In this way, students don't dare to be distracted at all, otherwise they don't know where to pick up the reading.

9. Recite the text quickly.

? 1) Choose the best way to combine recitation. Pay attention to the differences of students' memory styles and let students choose the best combination of memory styles that suits them. You can read aloud, quietly or even silently; You can sit and read, you can stand and even choose a position; Can be read indoors or outdoors; You can read alone, or in pairs or groups; You can read first and then write, or you can write while reading; We can look for regular reading with the help of keywords and logical relations. We can also read with the help of mind maps.

2) Active recall and memory. Active recall is better than passive repetition. Take reciting as an example. It's best to put it aside when you are almost finished reading, and then remember what you have just read with your heart. In other words, reading plus reciting is better than simply reading. Experts found through experiments that the best ratio of reading and reciting is 3: 7.

3) Use mind mapping tools to help recite. Let the remembered words become pictures with logical structure, and let the left and right brains participate in memory at the same time.

10, two micro-ideas of effective error correction in exercise books.

Strengthen by means of double writing, double quality inspection and one examination.

Double pen: blue pen for not turning pages and taking notes independently, and red pen for turning pages, asking others and watching others' homework. Specifically: first of all, you should finish your homework independently and calculate as much as you can. If not, just leave it empty. It is allowed to fill in the questions by turning over books, reading notes and referring to other people's homework, but you must put a symbol in front of the numbers with a red pen to remind yourself that this problem needs to be treated differently, and the questions marked with a red pen should be reviewed more.

Double quality inspection: each team has a work quality inspector. The next day, everyone checks the questions written by team members in red pen to ensure that everyone passes the test. This is called the first quality inspection for people. Every Friday, the quality inspector will randomly check five assignments this week, and the sampling results will be posted on the wall and included in the assessment. This is called the second quality inspection of people.

The first exam means that the students will be tested with the original questions in the homework and exercise book in the second week.

Requirements for word authentication in Chinese and English workbooks: one revision, two enlargement and three consolidation. Order voucher refers to the standard order voucher marked with a red pen next to the typo. It is necessary to keep traces of typos, especially in the lower grades of primary schools, and it is not allowed to erase typos with an eraser. Two enlargements refer to writing three wrong words in the workbook on this page to attract attention. Three consolidations means that if there are wrong words in the workbook, three more words should be written in the revised edition.

1 1, three feelings about learning textbooks, think twice about problem design.

Three kinds of consciousness in learning textbooks. Consciousness of literary level, consciousness of unit and curriculum standard requirements, students' learning situation and consciousness of recent reading area.

Think twice about the problem design. Thinking about what to write, how to write, why to write, and metacognition improve the proportion of four kinds of problems. Si Er's design has major exploratory problems, which require deep vocabulary learning and high-order thinking. Think twice: the expression of questions should be standardized, rigorous and popular, and students should not be confused or ambiguous; Attach importance to the chain and system construction between problems; Pay attention to the corresponding relationship among thinking method, problem-solving system and problem system.

12, large units prepare lessons and study textbooks and test papers.

? Invite experienced teachers to instruct teachers to prepare the second half of the book this school year.

After the mid-term exam, I immediately began to prepare lessons for the second half of the book under the guidance of school experts. All grades and disciplines must invite the most experienced teachers who taught the subject last year and taught senior students this semester, that is, experts in the school, to lead all teachers who have taught the subject this year to design unit textbooks and assignments. Because these teachers just taught last year, they are very familiar with the textbooks and know the difficulties, confusions, mistakes and common test sites of the last few units like the back of their hands. At the same time, they also have reference significance for previous students to learn the narrative of this unit. In this way, the new teacher can stand on the shoulders of colleagues, prepare lessons better and not make repetitive mistakes.

Study the direction of the examination questions, and put the questions first on the examination (teaching, learning and practice). Immediately after the mid-term exam, the cities, counties (districts) were adjusted at the end of the last three years? Come out and discuss in the unit of grade subject group: involved? To what extent and how to present some knowledge points, especially to the teachers who have taught this grade and used this test paper, talk about the * * * sexual problems and typical problems encountered by the previous students in the exam, and give teaching suggestions to the current teachers. Imagine that this kind of problem should be prevented in advance, and at the same time, the teaching evaluation will match and the teaching effect will be greatly improved around what to say, learn and practice.

13, teachers try their best to set questions and answer questions.

Select a non-extracurricular reading from previous years, and let the teachers in this grade think: If you were a questioner, how would you write the question and what skills did you choose to write it? What's your reference answer and what kind of solution did you use? Share in groups, select excellent proposers, and let them share the basis of the proposition and the main points of investigation. Present the questions and reference answers given by the researchers, and try to figure out how the proposers set traps. What content proposition to choose, etc. Compare the gap between the two propositions and think about the crux.

14, Chinese preview six.

Learn new words by yourself; Read the text aloud, contact the context, look it up in the dictionary, talk about what the text is written, think about the exercises after class, comment on the book and ask questions.

? Small idea: the third reading in Chinese preview can be slightly changed. After reading the first time, let the students ask questions that they are interested in or don't understand;

After reading the second time, ask students to try to solve the first question and ask questions for the second time; After reading the third time, let the students try to solve the questions raised in the second time and ask questions in the third time.

Sort out the problems that you can't solve in the end and ensure that the most valuable problems are communicated in the group.

15. Arrange the turnover migration operation.

For some key problems, you can design a rollover transfer job. The way to do this is to print and distribute 3-5 answers to a question, so that students can sort out, refine, summarize and summarize the ideas, formats and methods of answering such questions (abbreviated as answer templates), and at the same time, let students try to use their own summary templates in new situations. I call it designing Chinese homework with Cisco.

16, five new forms of extracurricular reading guidance course.

1) mixed-age reading: let children of different grades read the same book in the same classroom, and then share the reading gains with each other.

2) Browsing: Let the students watch the film adaptation of a famous book first, and then ask the students: Do you think the screenwriter respects the original? Did this cast play these roles? Find the basis from the original work.

3) Mutual interpretation and reading: For the same theme, such as frugality, children can consciously sort out sentences in ancient poems, sentences in Chinese classics, idioms and famous sayings. Don't explain the meaning of this sentence or paragraph in the reading guide, but say other expressions that are the same as the theme, and the children will understand the meaning, that is, interpret each other. At the same time, students also learned to express themselves in many ways.

4) Rereading: Although with the growth of age, maturity of mind, accumulation of aesthetic experience and rich life experience, students will find new scenery and gain different new insights by rereading the fairy tales and masterpieces they have read!

5) Screen reading: Electronic reading and writing in the information age is a brand-new concept, which is obviously different from the traditional paper-and-pencil era in reading and writing form, style and content. Including new media such as WeChat, micro-broadcast, short message, including new styles such as micro-video, micro-movie, micro-advertisement, including multiple mixed screen reading and writing composed of voice, text, pictures, animation and background. I call it electronic reading and writing.

Screen reading and writing have become the new normal of people's communication. Electronic reading and writing should be included in the category of Chinese reading and writing learning. We should establish the concept of "reading big and writing big", so that children can experience and share electronic reading and writing in the era of screen reading.

17, the lower segment is written in advance, and the higher segment changes the traditional pen diary into a voice diary.

Ask the first grade to insist on writing a four-element sentence every day for the next period of time; In the second grade, I insisted on writing a paragraph every day, and the words that I can't write were replaced by pinyin; In the third grade, I insisted on writing a diary with a theme and words every day. Starting from a few hundred words, add 50 words; Divided into life diary, observation diary and casual diary; Reading and writing combined with small practice pens and diaries; Teachers' writing diary, free proposition diary, subject application diary, etc.

Let students tell interesting stories in their study life with the help of the speech-to-text software on their mobile phones or the speech-to-text function on WeChat, and turn them into voice diaries, which can be completed in three to five minutes, greatly shortening the time for writing diaries. Choose excellent diaries and make beautiful articles to broadcast and share.

18. Establish a database of composition materials to exchange social current affairs and political information.

Record the joys and sorrows you hear, see, observe and discover every day in one sentence, and establish a composition material library.

There is a social and political information exchange class every week, which is broadcast with news abstracts and personal opinions, and then exchanged with new ideas.

19, Language Day April 1 day project.

Carry out calligraphy practice projects. There is a requirement for writing speed, and the sixth grade of primary school can reach 10 words per minute, which is fast and good.

Carry out reading project: advocate reading whole books and classics; Overfulfilled the extracurricular reading and reciting tasks stipulated in the curriculum standards for primary and junior high schools; Overall planning reading interests, habits, methods and goals.

Carry out the plan of writing the second composition. Teachers who dare to teach must attend composition evaluation classes, and students must write a second composition to absorb the strengths of others, so as to improve their original skills.

Carry out the accumulation (application) project: put 100 thousand proverbs in your chest, and your knowledge and skills will be full. Carry out the100000-word recitation and accumulation project of Chinese classics, ancient poems, famous sayings and aphorisms, idioms, etc.

20. Construct the post-composition teaching era of life-thinking-writing skills.

Looking at the open classes, papers and monographs of composition teaching at present, most of them point to the writing skills such as the layout, structure, clues and techniques of the articles, and look through the students' works. Although the words are gorgeous, they are short of disease-free reciting or empty. If the composition can't express one's thoughts, viewpoints and opinions, this is the sorrow of composition teaching. Our proposition is that ideas are more important than writing skills. Let students pay attention to the vivid reality of life and refine and summarize their knowledge, opinions, opinions, ideas and thoughts. I write my thoughts by hand, I write my heart by hand, and I express my opinions. In other words, first, create a vivid life for children, so that children have a strong desire list and the impulse to express. This is the premise of writing a good composition. Therefore, composition teaching guidance should be advanced and post-composition teaching era should be constructed.

2 1、? Three ways to turn reading accumulation into writing advantage.

Many students have learned a lot of writing skills, accumulated a lot of reading notes, and recited many famous articles and passages during reading in and out of class. But reading students' compositions is not good enough, and it tastes like wax.

How to turn students' reading accumulation into writing advantage?

1) Reform of extracurricular reading notes. Reading notes can be divided into extracts: good words, good sentences, good paragraphs, good articles and good structures; Appreciation: from the perspectives of rhetoric, description, structure, center and conception, what are the good points of appreciating the extracted content; Imitation, imitation: imitation is to point out what kind of articles the extracted sentences can be used in; Imitation is to imitate excerpts, copy a paragraph by yourself, or apply a paragraph, or write an imitation outline.

2) Combination of reading and writing in class. It is suggested to find out the training point system of textbook exercises in this grade according to the curriculum standards, and implement the combination of reading and writing in the form of micro-composition class exercises. Let the students learn the text first and train according to the micro-point composition training system.

Let students read their exercises correctly, fluently and sensibly, and choose the perspective from the aspects of language, rhetoric, description, structure, center and conception to appreciate what is good about their exercises.

Establish a complete reading-appreciation (text)-writing-appreciation-reading (practice) chain, and read, accumulate and write in and out of class.

22、? A new framework of listening, speaking, reading and writing ability-story chain of listening, speaking, speaking, creating and acting.

In view of the general weakening of the separation of listening, speaking, reading and writing in Chinese teaching in primary schools, in order to cultivate the core literacy of primary school students' imagination and innovation ability, our school is trying to build a new structure for the creation and performance of listening, speaking, reading and writing stories.

) Listen to the teacher telling a story. There are three requirements for teachers to tell stories: teachers should know which of the following ten story patterns is summarized by British teacher Pierre Cabot? Problem-solving stories, adventure stories, warning stories, attack stories, wishing stories, imitation stories? , deformation story, Cinderella story, character story, challenge story. With the help of body movements, facial expressions and certain props, stories can be told vividly. Can draw a mind map of people, clues and stories.

The basic process of project learning: the teacher vividly demonstrates the story (listening); Students retell the story initially according to the mind map, and supplement and improve the retelling story (second retelling) (oral English); Record the retelling story in the composition book after class; Print and distribute the story text so that students can modify, supplement and improve the story recorded in the composition book.

2) Students tell stories by themselves. Students choose stories they are interested in (reading) and try not to repeat them; Let two or three students tell stories on stage at a time, and (listen and say); Students in the audience tried to record stories (listening and recording) with three sets of templates or mind maps. Students in the audience choose a story they are most interested in to repeat (say) on stage. After class, record the stories you hear, repeat them, and revise (write) them according to the original story.

3) Instruct students to create stories and tell stories. This link is the learning difficulty of this project. Pierre Kebert, a British teacher, summed up ten story patterns in her years of teaching, which can provide a writing framework for students. Writing allows students to refer to the model provided by this expert: storytelling = (desire+difficulty = creating conflict)+(taking a series of actions)+(happy or unexpected) ending+(expressing feelings with empathy)+(expressing with body movements) display.

The basic learning process of this project: choose a template teacher to explain it in detail every week; Students use their imagination to create (write) freely; Peer-to-peer and group learning to modify and improve (change); Tell the story as vividly as possible.

Act out the story in groups. Select groups to create the best stories every two months and put them on the stage like stories.

The basic learning process of the project: recommend and select the best stories created by the team; Adapting the story into a performance script; Competing for roles such as director, artist, stage design and costume production according to interests; The director assigns roles to rehearse; Officially report the performance.

The first three stages focus on cultivating students' Chinese literacy, and the last stage has risen to focus on cultivating interdisciplinary comprehensive literacy.

It should be noted that there is a Chinese class every week, and some links can be arranged on Sundays or combined with elective courses and comprehensive practical activities. Students are required to learn to tell at least one story every week and make up at least one story every month. Write, tell and perform stories regularly in classes, grades and schools. You can select storytelling, storytelling, storytelling and storytelling experts every week. Print and edit the school 100 1 story created by children. Monthly stories, reading stories, happy stories, and more stories!

? Learning from other people's experience can shorten your own exploration process, avoid many detours and effectively improve classroom efficiency. Therefore, it is suggested that the above strategies might as well try.