Reflections on listening to high-quality Chinese language courses in primary schools

I was fortunate enough to listen to 31 classroom demonstration classes selected as high-quality Chinese courses for primary schools in Shandong Province. They were almost wonderful and made me learn and think about so many things. The task for these four days is to listen to classes. There are nine classes a day. It should be said that I am tired and happy at the same time!

The teachings of thirty-one teachers have their own characteristics and highlights, which fully reflect the advanced teaching level of each region. The design is exquisite and the language is concise. These high-quality courses are both in terms of knowledge structure and teaching methods. All reflect the concept of quality education advocated by the new curriculum and fully reflect the new student-oriented education concept.

Based on the teaching methods of all participating teachers, I think the following points are worth learning from:

1. Be good at creating a harmonious classroom atmosphere

Classes are not only The dissemination process of knowledge and information is also a psychological field where souls meet. If there is no emotional communication between teachers and students, the effect of a class will not be very good. At the beginning of the thirty-one classes I attended, there was an activity for emotional communication between teachers and students. These activities not only bring teachers and students closer to each other, but some also provide guidance on Chinese learning methods, and some stimulate students' emotions in learning new lessons. For example, I heard teacher Wang Wenni from Linyi Experimental Primary School ask the children during a pre-class communication, which song do you like to listen to the most? Most of the students talked about their favorite songs, such as "Blue and White Porcelain" and "The Sun Never Sets". But the teacher changed the topic and said sincerely, "Teacher also has his own favorite songs, but the song he likes is different from everyone else's favorite style. Whenever I hear this song, that pleasant picture always appears in front of my eyes." At the same time, the song "Country Road" is directly introduced into the study of "Country People". I think that after listening to this song, the students will definitely speak freely and actively communicate in the following classes. Teacher Liu from Zoucheng No. 1 Experimental Primary School. The students' exchanges were even more amazing: What do you call me? The students all called "Teacher Liu". Then Teacher Liu asked the students to call "Teacher Liu" happily, "Teacher Liu" affectionately, and "Teacher Liu" with concern. "Teacher Liu", simply called "Teacher Liu"... It is in these shouts that the students feel that Teacher Liu is becoming more and more friendly, and they fall more and more in love with Teacher Liu, who they have only known for a day, and this different tone The shouting also laid the foundation for the dialogue that will guide students to read the characters later. It can be said to kill two birds with one stone. Teacher Tian Na from Hedong District Experimental Primary School in Linyi City said to the class before class: "Teacher feels that all the students in our class are very smart, especially such a classmate who left a deep impression on me." Then the teacher was very emotional. Describing the characteristics of this classmate, other students guessed who it was based on the teacher's description. Next, Teacher Tian introduced the topic of today's study "A Group of Character Descriptions", so that students' interest in learning can be improved. Teacher Li Li from Xingchang Road Primary School in Qingdao naturally introduced the study of "Prometheus" by organizing students to play a "guess the celebrity" game; a teacher from Yongning Road Primary School in Qingdao introduced "Prometheus" by organizing students to talk about celebrities they know. The study of the text "The Camphor Tree in Soong Ching Ling's Former Residence" can be said to be natural and appropriate. It is this "warm-up" activity before each class that allows the students to become familiar with the teacher who was still very unfamiliar to them before, making the teacher-student activities in the following classrooms more smooth and harmonious.

2. Evaluate for the effectiveness of evaluation

In the process of classroom learning, we cannot expect that every answer of the students will be accurate, comprehensive, or even innovative, but we can also It is necessary to protect their enthusiasm and point out to them where they made mistakes and the direction for their future efforts. In previous lectures, teachers asked questions and allowed students to give their best, but our answers were often the same, all "very good". We could not point out the shortcomings of students' answers, or indicate to students which aspects they should work on, or even not at all. Ignore the students' answers and just tell them your own answers. If we can start with "You are a little boy who loves to think", or "You are good at previewing", or "You are too careful", or "You are very accurate and comprehensive", or "Although your answer is concise, but Not too comprehensive" and so on to evaluate, the effect will be better.

Just imagine, after hearing "You are too careful", can students not be careful in subsequent studies? After hearing "You are a little boy who loves to think," will he be able to stop thinking in the future? After hearing "but not comprehensively", can he not consider looking at the problem from multiple angles when answering the question? If at the end of a class, the evaluation we give students is just "you are great" for the students' wonderful summary, I think this is not a real encouragement. It can only show the poverty and inferiority of our teachers' language. It cannot Serve as an example, so the evaluation here should be to a higher level, such as "Your answer is refreshing to the teacher!" "You are far beyond the teacher's imagination!" "In your summary, the teacher sees you "The side of literary talent", "Compared with your summary, the teacher feels a little inferior!" I think in such comments, how can students not be inspired by it? For example, I heard teacher Zhang Qin from Linyi No. 4 Experimental Primary School answer students. The teacher’s comments should be both appropriate and in-depth. When the students recalled that they had parties and played games with their teachers, Teacher Zhang said The review said "a warm past". When the student said that his classmates helped him when he was at his most vulnerable, so that he could truly understand the meaning of the saying "A friend in need is a friend indeed," Teacher Zhang commented: "How happy it is to have such friends!" When the student said that he had never When the teacher encouraged him to work hard when he was sad to pass the test, Teacher Zhang said meaningfully: "The standard of success is not the level of grades. As long as we work hard, we will not regret it." Hearing such comments, students must be so happy Thank you. Another example is Teacher Tian Na from the Experimental Primary School in Hedong District, Linyi City. After listening carefully to the students' answers to the question "What kind of Wang Xifeng do you seem to have seen?", Teacher Tian commented, "You have read Wang Xifeng to life." Teacher Li Cui of the Primary School Affiliated to Zaozhuang Normal University is kind to the second-grade children: "I like to see children holding books and studying hard, I like to hear your loud reading, and I even like children who ask others for advice when they encounter problems." The teacher said The age characteristics of the students encourage him, which greatly improves the students' learning enthusiasm. I think that in future classrooms, every teacher should make the language of evaluation creative, let our evaluation become the key to motivating students, enable students who are shy to speak out to speak out boldly, and send their extreme ideas to the public without any trace. The right way is to give full play to the role of "four or two moves a thousand pounds", and at the same time pay attention to the artistry of language, so as to make the classroom full of vitality and students feel like spring breeze.

3. Guide students to comprehend while reading, and focus on cultivating students’ sense of language

“Reading is a student’s personalized behavior, and teachers’ analysis should not replace students’ reading practice.” Teachers should Give students the initiative in reading, give them enough time to concentrate on reading, think deeply, and allow students to truly dialogue and communicate with the text. Every class I've ever heard has done this. Of course, their methods are different. For example, in "Country Household" taught by Linyi teacher Du Yuhua, when guiding students to emotionally read Xiaoya's happiness, she asked students to imagine themselves as Xiaoya, first bury their heads in the soil made by their hands, and then Slowly poke your head out and integrate what you see into your own reading, so that the students read very well; and Teacher Li Li from Qingdao teaches