What is the theme of Chinese teaching and research activities in primary schools

Combined with the process of theme-based school-based teaching and research, it is summarized as follows.

Five links of theme-based school-based teaching and research: establishing theme, collective learning, collective lesson preparation, classroom teaching and after-class discussion.

It is necessary to carry out school-based teaching and research on themes in a down-to-earth manner, and resolutely put an end to finding a theme temporarily, preparing lessons temporarily and coping with inspections. It is obviously different from the real inspection according to the five links, and it is simply impossible to cope.

First, establish the theme.

The theme, as required, should come from practice. What problems we have found in practical work and what problems need to be solved urgently in the near future should be established as the theme of this round of teaching and research activities. However, the practical difficulty this operation may encounter is that it is difficult to find the corresponding learning materials after some topics are established. Inappropriate and imprecise learning materials will lead to low quality of follow-up links. What shall we do? We can determine the theme from the study materials. From the learning materials that can be collected at hand, select materials that are level, meet the revised curriculum standards and can guide teaching, and select a theme from this learning material. Only in this way can the theoretical problems be solved.

The theme should be specific and targeted, and should not be big and empty. The themes of the nine modules are:

1, "Promoting understanding and improving Chinese literacy through reading" (Zhang Shi Primary School). The concept of "Chinese literacy" is too big and its connotation is too rich. It includes Chinese knowledge, skills, abilities, methods, habits, accumulation and attitudes ... This cannot be solved by a course, a method or an activity. It can be changed to "reading promotes understanding, understanding feelings (feelings) and understanding figures"-suitable for reading literary works.

2. Reading Guide for Lower Grades (Da Nantou Primary School). This topic is very specific and practical. It would be better to change it to "reading guidance strategy for lower grades"

3. "Combining reading and writing to build an efficient classroom" (Rongcheng Primary School). It is very practical and easy to produce some effects.

4. "Relying on the text to expand the imagination" (Sizhuang Primary School). Practical and concrete.

5. "Grasp the paragraph and realize the whole article" (Qiu Primary School). "Segment" mainly affects the structure rather than the content. It can be changed to "catch the key words and feel the characters".

6. "Chew the language, sing the emotion" (Wangcun Primary School). Very good.

7. "Combining reading and writing to improve the effectiveness of teaching" (Duanzhuang Primary School). It's good.

8. "Taking the training point as the starting point to promote the improvement of students' autonomous learning ability" (Boao Primary School). "Training point"? What training point? The direction is unknown It can be changed to "language training point".

9. A company has no theme.

Second, collective learning.

In reality, the problem of "collective learning" is very big, some have not learned, and some have become a mere formality. Find a time to get together and really study. Read it by the team leader, and the team members will write it down and discuss it. Don't copy down the study materials and send them to the teacher for free, as it will be difficult to gain anything.

The learning content consists of two parts: the relevant expressions in the revised curriculum standards; Learning materials collected. Study materials must be carefully selected. The quality of learning materials determines the quality of the whole round of teaching and research activities. If you don't study, no matter how you teach scientific research, you can only stand still; Only study can improve.

Third, prepare lessons collectively.

It may be because of the heavy tasks, or it may be other reasons. Many collective lesson preparation has become a one-man show. Doing so will reduce the participation and practicality of the activity, and it is also not conducive to the speech when the peers help each other. Everyone should participate and exert their collective wisdom.

Fourth, classroom teaching.

Observing our classroom, there are two outstanding problems.

1, skimming and intensive reading are indistinguishable.

There are two classes about skimming the text, four about "burning clouds" and six about "China teenagers". "Huoshaoyun" became a condensed version of intensive reading; "China Teenager" needs two class hours and thorough intensive reading teaching. Although we can use textbooks creatively, we should respect the intention of textbook editors as much as possible. Intensive reading is intensive reading, skimming is skimming. The real reason for skimming into intensive reading, I think, still don't understand the difference between the two.

Mr. Ye Shengtao pointed out a long time ago: "Students gain various experiences from intensive reading and apply these experiences to their own reading of long masterpieces and other short articles without the detailed guidance of teachers. This is "skimming". As far as teaching is concerned, intensive reading is the main body, and skimming is only a supplement; But as far as the effect is concerned, intensive reading is preview and skimming is application. ..... If we only pay attention to intensive reading and neglect skimming, the kung fu is only half done. Its disadvantages can be imagined. Students may be at a loss when they encounter books and articles that need to be read, because there is no teacher's detailed guidance on intensive reading. At present, it seems that many schools have neglected skimming, which must be corrected. ..... But skimming teaching is different from intensive reading teaching. Intensive reading instruction must be full of bread crumbs; Skimming instructions need to be outlined and expected to be complacent. Why do you need an outline? I'm afraid that students can't find the way to the present books and articles, and they can't tell the way. If they read carelessly, they will get nothing. Why don't you leave the crumbs? Because this set of kung fu has been practiced in intensive reading, it should be applied to reading at any time; Now is a good opportunity for students to apply it when skimming. Students skim from intensive reading. For example, children learn to walk At first, they were held by adults. Gradually, the adult let go of his hand and only blocked it, setting the direction for him to prevent him from accidentally falling down. Adults hiding beside them need to be as careful as holding them; Its purpose is only to let children walk skillfully and freely. When reading intensively, the teacher gives students detailed guidance, and when skimming, he gives students outline guidance. The purpose is only to cultivate students' habits and be able to read freely. "

Professor Wang Chao also has a vivid metaphor: "Intensive reading of the text is equivalent to a mathematical example, and skimming the text is equivalent to a mathematical exercise."

On many occasions, Mr. Cui Luan also said the teaching method of skimming the text: skimming the text and skimming the main idea. Students should read independently, not be complacent, and grasp it as a whole. You can read it several times: first, decipher words and communicate with each other; Understand the general content and summarize it accurately during the second reading; The third kind of reading focuses on reading, grasping the parts of interest, exchanging experiences, or content or writing.

2. Some reading teaching still focuses on content analysis.

For example, in the earthquake, father and son mainly did three things:

1, read aloud with emotion. Reading instructions will not help until you have a deep understanding of the content and experience the emotion.

2. Where does it say that the father is great? Find out and have a look.

3, where did you write a eldest son, find out and have a look.

This is a typical "content analysis reading teaching".

How to respond to Mr. Cui Luan's call of "Farewell to Content-based Reading Teaching"? Or achieve a beautiful turn from "teaching texts" to "teaching Chinese"? We might as well look at the proposition of Director Li Xuehong of Hebei Institute of Education:

1, the teaching focus should be prominent, and a lesson can be harvested. According to different teaching objectives, Chinese classes can be read aloud and appreciated.

Language analysis and appreciation class, comparative reading class, discussion and communication class (the ideological content of the article, the discussion of the characters in the work and the values of the work), reading and writing method instruction class (how to question and understand the main content of the article; How to write an article), reading method instruction class (how to read a book), reading and writing practice class, etc.

2. Take "founding ceremony" as an example, explain the topic, lead to "Grand Ceremony"-overall perception, first understanding of "Grand Ceremony"-focus on learning, feel "Grand Ceremony"-lesson summary, remember "Grand Ceremony"-teach the text; Writing assignment: school autumn sports meeting-learn from founding ceremony, summarize the main content of the article-comparative study: the method of perceiving scene description-expand reading and further understand "historical facts"-Chinese teaching and writing method guidance course.

In addition, in our classroom, to reflect the concept of revised curriculum standards, we should pay attention to two points:

1, "Chinese course is a comprehensive and practical course for learning the use of language and characters". We should make more fuss about "language and writing".

2. "In the first, second and third periods, Chinese classes should be arranged for 10 minutes every day, and classroom exercises should be conducted under the guidance of teachers, so as to practice every day. It is necessary to enhance the awareness of practicing calligraphy in daily writing and pay attention to the effect of practicing calligraphy. "

V. Thematic discussion after class

The most serious problem in this link is that the theme is useless, and most of the speeches are not around the theme.

(a), the host opening remarks

We need four points: polite language, the theme in what background, what is the theme, and briefly introduce the flow of this activity.

(B), classroom reflection

Two pieces of content, the first piece (introduction): introducing the teaching materials, according to the theme of ... The second block (detailed explanation): according to the theme, successes and shortcomings, reasons and measures.

(3) Peer assistance

To talk about the theme, first affirm the success, then point out the shortcomings and suggestions for improvement. Say less or even nothing irrelevant to the subject. You can combine the classroom you just observed or your own classroom experience. Give a few examples:

1. Combine reading and writing to build an efficient classroom. You can make a speech like this: where is the combination point, whether it is appropriate, what method is used, what kind of ability is cultivated, and what is the effect ...

2, chewing language, * * * singing mood. Yes: What language did you chew and what methods did you use (reference substitution, comparison, deletion, etc.). ), what emotions have you experienced? ...

3. Junior high school students' reading teaching strategies. Yes: when to guide, what methods and forms to guide and evaluate, and what is the effect? ...

(4) Professional guidance

Principals or other school-level business leaders should have a clear theoretical height. It can be prepared in advance or adjusted in time according to the teachers' speeches.

(5), the host summary

What understandings have been reached and what are the objections?

Requirements and suggestions: From now until June 28th 10, all teaching and research groups will really engage in two rounds of activities according to the requirements of school-based teaching and research on the theme of our county.