How to improve the teaching design of primary school language expression ability

Cultivate students' language expression ability

Huang Xiugui 2014-10-12 Classification: Teaching Reflection

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Solution strategy:

1. Establish an equal relationship between teachers and students, create a democratic and relaxed classroom atmosphere, and solve the problem that students are afraid to speak.

2. Create language training situations, replace complicated language understanding with language practice activities, and let students have something to say.

3. Cultivate a sense of language by reading with enlightenment, and solve the problems of students' language shriveled, small vocabulary and incomplete expression.

4. Increase the opportunities for students to speak through group cooperation, so that students at different levels can get exercise.

5. Choose beautiful articles to recommend for students to read, enrich students' language materials, accumulate a certain number of standardized and accurate written languages, and correct the defects in oral expression.

Default target:

Through the teaching of this lesson, students are always ready to answer questions in a positive state, participate in discussions and express their ideas in standardized language. The students' oral rate is 100%, and the individual response rate is over 60%.

Design description:

Zou is an essay expressing sincere feelings among family members, which is closely related to real life and easily arouses students' emotional experience. The teaching of this course mainly puts the training of language expression ability in specific situations by creating language training situations. When reading the text, we should promote enlightenment by reading, so that students can want to speak, dare to speak, and express it in a complete and standardized way in positive thinking and emotional activities.

Teaching objectives:

1. Knowledge goal: accumulate words, understand the meaning of important sentences, and clarify the main idea of the text.

2. Ability goal: be able to read the text correctly, fluently and emotionally, and guide students to gradually improve their language expression ability in reading and discussion.

3. The goal of moral education: to feel affection, to know a high sense of responsibility for life, and to cultivate the traditional virtue of respecting the old and loving the young.

Teaching focus: objective 1, 2

Teaching difficulties: Goals 2 and 3

Teaching methods: the combination of reading teaching method, discussion method and teaching method.

Teaching time: one class hour.

Teaching process:

1. Create a scene and import text.

2. Listen and read the text, and feel as a whole.

3. Cooperative exploration and beautiful pursuit

4. Read aloud with music and feel the affection.

5. Contact the reality and talk about the harvest

6. Summarize the text and assign homework.

China preparation team

Teaching process:

First, create a scenario and introduce the text:

There are many warm and beautiful moments in our life, and people always like to freeze them with cameras, so that they can become beautiful memories forever.

Today, the teacher brought some such pictures, please enjoy them together. What scenes are fixed in these photos?

Please describe your favorite picture in your own language.

(Two students answer)

From these four pictures, we feel a deep affection. Students, is there a similar scene in your life?

(Two students are talking)

There are many such wonderful moments in life. Today, let's walk into Mo Huaiqi and feel the love and affection between their family.

(Forecast: Emerging Issues)

Second, listen to the text, the overall perception

(1) Let's close the book, listen to the tape, read carefully and think about what the article is about.

(Listen to the tape)

(2) After reading aloud, the teacher wants to test whether you really understand. Give me a quick answer. Students, are you ready?

Students answer these four questions quickly.

It seems that everyone is listening.

(3) We asked a classmate to tell us what this article was written in complete sentences.

This article is about _ _ _ _ _ _ _ _.

(blackboard writing)

mother

Me and my wife

son

Third, cooperative exploration, the pursuit of beauty

Walking is a beautiful essay, and we have read many beautiful articles before. What methods do you think should be used to write the article beautifully?

The student replied:

Words and phrases

sentence pattern

rhetoric

figure

mood

Yes, a beautiful article includes many beautiful points, such as beautiful words, beautiful sentences, beautiful scenery, beautiful emotions and beautiful ideas.

The words on the blackboard: beauty

Then, let the students work in groups, read the text in your favorite way, find out what you think is beautiful and well written in the text, and exchange reading experiences with each other. Each group sends a representative to speak, and other students can make supplements.

Make a demonstration: the beauty of the article is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

The article begins beautifully. Beauty goes straight to the point. From the beginning, Mei Pai was a poetic scene of "We are walking in the field". The beauty lies in the use of two "mine", which emphasizes the love between "my mother" and "my wife and son".

(Students discuss in groups, communicate with the whole class, and finish writing on the blackboard in the process of discussion)

Conclusion: This article is really beautiful. The beauty is that ... (projection)

Fourth, read aloud with the music and feel the affection.

Walking is based on a real walk in life. Three generations of a family of four walked in the fields in early spring and wrote a affectionate ode.

Let's read the text together and then feel the true feeling of perfection and beauty in this world.

Five, contact with reality, talk about the harvest

Walking is actually a trivial matter, but the author used a pair of discerning eyes to write a deep affection and responsibility from this ordinary trivial matter. So, students, what have you gained from studying this article? Please talk about it. This kind of harvest can be found in articles, in life and in life. ...

Sixth, summarize the text and assign homework.

Students, Walking is an essay with mixed scenes. Beautiful field scenery and harmonious affection of relatives make us feel beautiful. I think if you can observe carefully and feel with your heart, you will be able to write such a good article.

I hope everyone will write down the gains of learning this article in their notebooks after class. And tell the article to parents, observe their reaction and record it in the weekly diary.

American recommendation: There are many articles expressing affection. Here, the teacher recommends two more articles for you. I hope you will read carefully after class and make reading cards.

Teaching reflection:

Through the teaching of this course, I feel quite satisfied. Students can stand up and speak boldly, talk about their feelings, and talk about their reading gains. Especially, they can answer questions quickly and have a high enthusiasm for speaking. Many students can express their intentions more completely than before.

However, this class still left a lot of regrets. Although we attach importance to students' speech, we ignore the evaluation of students' expression integrity and weaken the guidance of language norms. In the teaching process, we failed to pay attention to all students' feelings and did not communicate with students deeply enough. Some students with difficulties failed to participate in the discussion and exchange. In the process of tasting language, teachers can't let go, leaving behind burdens, which also fetters students' thinking. Teachers' norms and guidance are still not in place, and the way of evaluation is slightly single.

In the process of implementing school-based teaching and research, we also have a lot of confusion. 1. The polarization of students is becoming more and more obvious. How to truly "let no one fall behind"? 2. Written language is formed and developed on the basis of spoken language, which in turn enriches and improves spoken language. How can oral and written language promote each other? 3. How to combine oral training with family education?

On Teacher Ning Shan's "Walking"

Wang:

Hello, teachers! Today, we learned a lesson from Mr. Ning, which was very rewarding. This class not only reflects her good Chinese literacy and Chinese teachers' professional literacy, but also reflects the teacher's in-depth understanding of the new curriculum concept and the teacher's beneficial exploration and thinking on how to implement the new curriculum. This course not only pays attention to the learning of knowledge and skills, but also highlights the ideological guidance, emotional edification and aesthetic education for students, which touches the hearts of students, better grasps the three-dimensional goals, and makes a good attempt to give full play to students' main role and group cooperative learning. It should be said that this class is a relatively successful one.

Some opinions

First of all, I want to talk about the classroom teaching of this course from the perspective of students around Chinese teaching.

1. China research

The new Chinese curriculum standard emphasizes that modern society requires citizens to have good Chinese literacy, basic abilities including reading comprehension, expression and communication, be able to express themselves in words, learn to listen and express communication, and conduct interpersonal and social communication in a civilized way. Learn to listen, express and communicate, and conduct interpersonal and social interaction in a civilized way.

Just now, Teacher Ning also talked about the research background of our project. Our Chinese group regards "cultivating students' expressive ability" as a sub-topic of the recent Chinese preparation group, focusing on the overall topic of school-based teaching and research. In the collective lesson preparation before class, we discussed the following strategies: first, establish an equal relationship between teachers and students, create a democratic and relaxed classroom atmosphere, and let students dare to express themselves; The second is to create language training situations, replace complicated language understanding with language practice activities, and let students express themselves; Third, cultivate a sense of language by reading with enlightenment, solve the problems of students' dry language, small vocabulary and incomplete expression, and let students express themselves in a standardized way; Fourth, through group cooperation and exploration, students will have more opportunities to speak, so that students at different levels can get exercise and all students have the opportunity to express themselves; Fifth, choose articles with beautiful literary quality to recommend to students to read, enrich their language materials and accumulate a certain amount of standardized and accurate written language, so as to correct the defects of students' oral expression and promote their expression.

2. The implementation of teaching strategies and teaching effect.

After listening to this lesson today, I personally feel that these teaching strategies have been implemented and basically achieved the predetermined teaching goals. Mainly reflected in the following aspects:

First, all students are full of emotion and constant attention. Students show great enthusiasm and interest in the study of text content and knowledge and skills, and most of them can actively express their meaning.

Second, all the students have been fully developed. On the one hand, for individual students, on the basis of in-depth study, Mr. Lu guided students to perceive, understand and appreciate the contents of the text, created situations, combined the cultivation of Chinese reading ability with the cultivation of language expression ability, stimulated students' emotional experience, and encouraged students to understand and appreciate the text and make their own evaluations. At the same time, in the aspect of Chinese basic skills, Mr. Lu also showed considerable attention, and students' listening, speaking, reading and writing have been well improved. On the other hand, this course properly uses the learning methods of autonomy, cooperation and inquiry, and students have a high degree of participation. Students basically think and participate in the discussion in a positive state, and the oral rate of students has basically reached 100%, with high hands-up rate and answer rate.

In addition, Mr. Ning has a kind and natural tone, pays attention to the establishment of equal teacher-student relationship, strives to create a democratic, relaxed and harmonious classroom atmosphere, and gives full play to students' dominant position. This is consistent with the general topic of school-based teaching and research in our school, "Give full play to students' main role and build an independent, cooperative and exploratory classroom teaching model". Students speak actively, and their reading ability and language expression ability have been greatly developed. Despite the constraints of foundation, age, psychology and other factors, students give wonderful speeches and are less intelligent, but the teacher really made a useful attempt after all, and the students are making continuous progress after all. I believe that as long as we persist, we will gain something and students will get greater development.

3. There is a problem

Finally, let me talk about the shortcomings of this course. As the saying goes, it is easy to see the shortcomings of others, and it is not necessarily so good to really call yourself. But for the sake of the subtitle of our preparation group and the progress of our Chinese teacher, I still want to say a few words:

Most students can actively participate in expression and communication, but a few students dare not speak in public, and their performance in the group is OK. But I never raised my hand, and quite a few students spoke irregularly. Of course, it is a long process to cultivate students' language expression ability, which also reflects the reality of students in No.3 Middle School and explains the necessity of our project.

② Students enter the state late, and their expression quality is not high. Although the teacher has taken many measures to stimulate the students, the students are still a little stiff and have not fully opened their minds. Students take the initiative to ask questions, asking creative questions and rarely giving creative answers. They dare not or have no consciousness of questioning, asking questions and debating. Almost no one in the class dares to stand up and express different opinions with teachers and classmates, lacking the collision and spark of thinking.

The vast majority of students can express themselves completely actively, but they generally lack self-confidence. This can be seen from the action of raising hands, expression and tone of voice of students. In addition, in the process of expression and communication, students are accustomed to or pay too much attention to their own thinking and expression, which is only one-way and single expression. When others speak, most of them are immersed in reading or thinking about their own problems, perhaps listening, but they can't be seen from the outside. This is not enough respect for others, nor can it inspire the confidence of speakers, and it will not help them to grasp the main points of others' speeches. Therefore, we should teach students to listen attentively when others are talking, understand what others are saying, grasp the main points, question and express different opinions.

④ There are not many ways to cultivate students' expressive ability (of course, this course focuses on cultivating students' oral expressive ability), and only the methods of reading aloud and summarizing the main contents are adopted. In fact, there are many ways to cultivate students' oral expression ability, such as retelling, reciting, debating, commenting, asking questions, making small speeches and so on. These are all good methods. If we do this, maybe our class will be more vivid and our students will be more confident and energetic.

Second, two suggestions.

Finally, I want to give two suggestions to teachers, including other comrades:

1. Teachers should attach great importance to and let students understand the importance of cultivating good language expression ability, so that students can express themselves actively, actively and confidently.

Language expression ability is the most important ability in language learning, which plays a very important role in developing students' intelligence and good personality, shaping a sound personality and adapting to the development of modern society. Judging from its social function, language expression ability is the most important and main means for a person to express opinions, express feelings, communicate and establish good interpersonal relationships.

Recently, I was reading a book about the construction of campus culture in Zhangjiagang Senior Middle School. There are two interesting examples in the paragraph about cultivating students' oral ability: Oxford University is a school that trains national leaders. Since its establishment, it has trained 23 presidents, prime ministers or state leaders, such as Margaret Thatcher, Blair and Clinton, all of whom are students of this school. The reason why so many national leaders have been produced has a lot to do with the fact that Oxford University has always paid attention to cultivating students' expressive ability. This school has a very humble house, which is a place for speech practice in this school. Oxford University often holds various lectures and debates. Their speeches and debates are broadcast live by major British television stations, and the contents of their speeches and debates often affect the pattern and process of the world.

People say that all Americans are talkative. This is related to their emphasis on cultivating language expression ability. "Speech is the father of freedom" and "It is the responsibility of the state to cultivate citizens' speech ability" are well-known American famous sayings. Every middle school and university in America has a lecture hall. During World War II, Americans regarded "eloquence, money and technology" as the three major means to survive and compete in the world. Carnegie also said: Only 65,438+05% of a person's professional success is due to his professional knowledge and technical level, and the other 85% depends on interpersonal relationships and interpersonal skills, of which the most important is language ability. Relevant data show that in people's daily speech activities, listening accounts for 45%, speaking accounts for 30%, reading accounts for 16% and writing accounts for 9%. It can be seen that language expression ability is an extremely important ability.

China people are not good at words, let alone people who have the ability to speak. China has always advocated that "a word spoken by a gentleman is a promise recalled". People often don't want you to be glib, but to do things. People have a natural aversion to boasters. However, with the progress of society, the expansion of people's horizons and activities, and the increase of opportunities for cooperation and exchange, the importance of language expression ability has become increasingly prominent. As teachers, we should attach great importance to and let students understand the importance of expression ability, and cultivate students' expression ability throughout all our education and teaching activities.

2. Let students know the requirements of language expression ability and teaching methods.

Many students are not poor in expression, but don't know the requirements of language expression. They just rely on feelings and can't express them. I think there are two requirements for language expression ability in grades 7-9 of Chinese comprehensive curriculum standard:

One is true, novel and fluent. We should be sincere in our feelings and strive to express our unique feelings and real experiences of nature, society and life; We should observe life from many angles, discover the richness of life, capture the characteristics of things, and strive to express creatively; According to the center of expression, choose the appropriate expression, arrange the order and details of the content reasonably, and express your meaning clearly.

The second is to be positive, active, confident, focused, civilized and decent. Be able to pay attention to objects and occasions and learn to communicate in a civilized and decent way; Listen patiently and intently, understand each other's views and intentions according to their words, expressions and gestures, and express your views confidently and responsibly, so as to be clear, coherent and not stray from the topic. Be able to listen to the focus of discussion and express opinions in a targeted manner. Tell stories with concrete content and vivid language. Repeat, complete and accurate, highlight the main points; Can actively express their views, centered, organized and well-founded.

It is necessary to let students know the specific requirements of language expression, adopt the method of combining classroom teaching with extracurricular practice, create situations and language practice activities as the carrier, and teach methods to effectively improve students' language expression ability.

Imagine that if our students enter high school or go out to the society, on the basis of having certain subject knowledge, if everyone can express their views positively, confidently and happily, and conduct interpersonal and social communication in a civilized and smooth way, then the development space of our students will be greatly increased, the reputation of our No.3 Middle School will be by going up one flight of stairs, and our education in Yancheng will be even more remarkable.

The above are my immature views and ideas, and there are many inappropriate and incomplete places. Please criticize and correct me. Thank you!

Gaoyu:

Today, Teacher Lu of our second-grade Chinese group showed us a school-based teaching and research observation class. Before class, Mr. Lu carefully prepared lessons around the research topic, and several drafts were changed. This seriousness of teaching and research is worth learning first.

Just now, Director Wang made a systematic and objective evaluation of Teacher Lu's class. Below, I would like to add my own ideas. Please point out and discuss the shortcomings.

The school-based teaching and research project of our second grade is to cultivate students' language expression ability. Generally speaking, the teaching strategies and steps designed by Mr. Lu in this class can be carried out around this point. In this class, we not only pay attention to the instrumentality of Chinese teaching, but also pay attention to the humanity of Chinese textbooks. It not only makes students feel the human affection contained in the text, but also guides students to learn how to appreciate American literature. The whole teaching process is truly teacher-oriented and student-centered. Wait, I think Mr. Lu did a good job.

In this class, some teaching strategies we discussed before class have really achieved certain results. The students gave a wide range of speeches, and the number of speeches reached 42. Students' activity time is absolutely sufficient, which basically solves the problem that students dare not talk or don't want to talk. These are the results of teacher Lu's usual efforts. But what I want you to think about is, how many of these speeches are low-level speeches of acceptance and copying, and how many are high-level speeches of discovery and exploration? Cultivating students' language expression ability is not only to improve students' enthusiasm for speaking, but also to stimulate students' desire for expression. What is more important is to stimulate students' thinking, improve the quality and depth of students' language expression, and have their own unique opinions instead of shallow answers.

I think that letting students dare to speak and want to speak only solves the psychological problem of students' language expression, and letting students speak and speak well is the problem of students' language expression ability. We should devote ourselves to the latter, because the purpose of cultivating students' language expression ability is to cultivate students' thinking ability. We found that only a few students like to express themselves with strict logic and unique thinking in the language expression questionnaire of junior two students, only 10%, which shows how weak students are in this respect.

In addition, I personally think that a good class should be not only novel in form and beautiful in language, but also thoughtful. A classroom without thought is a body without soul, without the depth of thought, there is no depth of expression, otherwise the cultivation of students' language expression ability will become a mere formality and superficial. Therefore, a class depends on what new ideas and viewpoints students have.

In this class, a student's speech caught my attention. He said "You go your way, I go my way" to respond to what my father would think if you were the "I" in the text. I think this answer is wonderful, because it is very consistent with a child's psychology, and it is also a creative answer that many adult teachers did not expect. But there are not many such answers in this class. In addition, many students stay on the surface when answering questions, without going deep. The teacher asked questions step by step before answering all the contents. When answering questions, language also lacks emotion, is not vivid enough, and rhetoric is used less.

In my opinion, to cultivate students' expressive ability, we should let students pay attention to the use of words and sentence structure, use some rhetoric, be more emotional and express more deeply. Do we need to do some research and work in these areas?

Kong Lingqi:

After listening to Mr. Ning's class today, I feel very rewarding. The main feeling is the student activities in this class. Let me talk about my views on this point.

In this class, Teacher Ning first created a situation for students to observe several pictures and ask about the contents in the pictures. This question is very simple, so many students raised their hands to answer it, and they answered it well, which greatly cultivated their interest in thinking and enhanced their courage to answer it.

Secondly, the new curriculum standard clearly requires "paying attention to the influence of Chinese, paying attention to the value orientation of teaching content, and respecting students' unique experience in the learning process." "Teacher Lu typed out the score of this text and read it out loud. The music was soft and melodious, and the students listened carefully. I have observed that many students are listening to the sentences in the painting with pens, which shows their devotion. Later, they were asked to read in their favorite way. The little boy next to me, his tone is imitating the recording and reading aloud, reading out the affection in the text as much as possible.

The new curriculum also requires "caring about students' curiosity and unknown desires, fully stimulating students' initiative and enterprising spirit, and advocating independent, cooperative and inquiry learning methods." In this class, Mr. Lu designed a "free answer to questions" session, and designed some very simple contents according to the content of the text, so that students could answer quickly and the classroom atmosphere was warm.

In the "discussion" session, Mr. Lu first asked the students to talk about the merits of a good article. The students' answers could be words, sentences, rhetoric and so on. The students summed it up well, and then read the text in their own way, which received good results.

In a word, this class has many advantages.

But there are also some points worth reflecting on:

(1) The teacher's question can be clearer. If a classmate says that the word "forbearance" is used well, Teacher Lu asks what is good. The student replied that his mother had a hard winter. Teacher Lu asked, "Why is it not easy?" It is difficult for students to answer. Therefore, the teacher's language should be clean and tidy.

(2) Student participation needs to be improved. Several students didn't participate in the class from beginning to end. Our classroom is for all students, so it is not easy to attract every student to participate in the classroom, but I personally think this is what every teacher must do.

Ping Li: Today, I listened to a class given by Mr. Ning, which talked about the requirements of "the beauty of literature and education". Mo Huaiqi's Walking is a beautiful pastoral prose. Generally speaking, this class is full of emotion and fluency. Today I will talk about my feelings about the interaction between teachers and students in this class.

1 new teacher-student relationship under the new curriculum concept

The traditional teacher-student relationship is that teachers talk and students listen. Teachers' function is mainly to impart knowledge, while students' task is to receive knowledge. Teachers are a profession of "inspiring spirit with spirit, influencing temperament with temperament, and shaping personality with personality". Therefore, paying attention to the integration of teacher-student interaction is the most important basis for infecting and influencing students. Teachers' own aesthetic taste, ideas and behaviors are unnaturally displayed in the classroom, and the integration of teacher-student interaction is more likely to spark in the collision with students' thoughts, thus achieving the effect of physical and mental pleasure for both teachers and students. In this class, Mr. Lu pays special attention to the interaction with students, which is fully reflected from the introduction of the four paintings before class and the students' learning of this article.

Teacher Ning's class has not only achieved the interaction between teachers and students, but also achieved vivid images, rather than making superficial false articles. If the classroom is to be full of vigor and vitality, teachers need to pay attention to the "personalization" of students' answers and the display of students' creativity. For example, there is a plot: let students read the text aloud, experience the beauty in the text, and talk about where the beauty lies. In this link, students cooperate to explore, and then let students fully speak and discuss, which reflects the two-way and fluency of teacher-student interaction and improves the effectiveness of teacher-student interaction. Students discuss enthusiastically and experience all kinds of beauty in the text together in a harmonious and relaxed classroom atmosphere: rhetoric beauty, sentence beauty, scenery beauty, emotional beauty and so on. It also embodies the characteristics of "aesthetic education" in Chinese teaching.

3. Students are the masters of learning. Chinese teaching should be carried out in the process of equal dialogue between teachers and students, that is, interactive teaching, which interacts with both teachers and students. Only in this way can we create a good atmosphere for students, stimulate students' interest, and truly embody the new teaching concept of "teachers as the main body, students as the main body, questions as the main axis, activities as the main line, and innovation as the main theme". Especially in the classroom, there has been a vivid situation of teacher-student interaction and equal participation, which has added a lively picture to this class.

I'd like to put forward some ideas about this course that are worth discussing: 1. There is no link for students to ask questions in this class, which is also an important interactive way, but this class ignores this point.

2. The excavation of the word "world" needs to be deepened. Few people talk about the families around us. Teacher Lu didn't give students a chance to communicate, and family ties permeated our lives bit by bit.

I learned a lot from Mr. Lu's class today. In the future classroom teaching, we should establish new teaching concepts.

Ma bing:

Today, I learned a lot after listening to a class given by Teacher Ning. In the whole class, Teacher Lu designed a series of effective teaching links around "cultivating students' language expression ability". The interaction between teachers and students is fully reflected, including the teaching of reading methods and the language accumulation of reading materials. Just now, Teacher Wu Yuandong talked in detail about the teaching link of teacher-student interaction. Make some supplements here, and please criticize and correct any improper points.

In classroom teaching, teacher-student interaction is an important teaching form. In this class, Mr. Lu instructs students to interpret the text and pays attention to students' pursuit of beautiful language, beautiful emotion and beautiful thought in the text. There are many forms of interaction in the classroom, such as student-student interaction in student discussion, teacher-student interaction with camera guidance, teacher-student interaction with students actively participating in problem discussion and expression, teacher's guidance and evaluation, and the language is in place, but there are not many highlights. I want to talk about some views on the teaching link of teacher-student interaction.

1. How to grasp the degree of students' full reading in interactive reading between teachers and students?

Reading texts is the basis of students' learning and teachers' teaching. Students find understanding because of reading; Teachers know and grasp because of reading. If students are not allowed to read fully in class, their Chinese learning in class can only be blind and unrestrained. However, as teachers, we have to pay attention to the extent to which students fully read. Teacher Lu has a good grasp of the reading time of the students in this class, which can be seen from the quality of students' answers to questions. However, our usual performance in class is always unsatisfactory. Regarding the grasp of this "degree", I think the following points are worth noting: First, the reading time should be sufficient, and "if a worker wants to do a good job, he must first sharpen his tools". Secondly, reading comprehension can tap students' life accumulation and experience, and read from books. Third, reading should make students break through in anger, especially looking forward to the guidance of teachers.

2. In the interactive reading between teachers and students, how to respect the right to speak of every student who raises his hand without affecting the teaching process?

Teachers should respect every student's right to speak and put people first. In the classroom, it is often the outstanding students who make public their personality and cultivate their language ability to ask questions, while the introverted or poor students are basically deprived of the right to speak and even have no time and space to think. Over time, these students' interest in learning and self-esteem will inevitably be damaged. In order to complete the teaching task, teachers often have no time to take care of these students. For example, in this class, students are required to tell family stories around them. As soon as some students raised their hands, the teacher entered the next stage of teaching.

3. In the interactive reading between teachers and students, what should teachers do besides "problem teaching"?

In addition to "problem teaching", teachers should also teach their own creative reading experience. Teacher Lu has a deep understanding of words such as "forbearance" and "world" in class. However, there is no question-asking session in the classroom, which I think is a big defect in the interactive teaching between teachers and students. In fact, as the teacher put forward in the sixth section, "Why do I feel responsible, just like a national leader at a critical juncture?" Question, as long as students are given a certain space to think, students will also raise this question and have more original opinions through seminars.