How to carry out the activity plan of reading teaching promoted by five minutes' presentation before class

How to improve students' Chinese literacy, make students study effectively in Chinese class and achieve the goal of Chinese teaching is worth our thinking and exploration. Through years of teaching practice and exploration, I think that the clever use of the first five minutes of class will not only exercise students' oral expression ability, but also broaden students' horizons, increase their knowledge and stimulate their interest in reading, which will have a multiplier effect. Based on teaching practice, this paper expounds the importance, implementation methods and effects of five minutes from five aspects, so that the first five minutes of class can become an effective teaching method integrating knowledge, interest, vision, thinking, expression, innovation, understanding, memory, communication and cooperation, which has played a very positive role in Chinese teaching.

Key words: Grasp the five characteristics in the first five minutes of primary school Chinese class

Foreword

Traditional Chinese teaching focuses on teachers asking questions and checking the preview content before class, in order to lay a foundation for a good Chinese class. This has almost become a stylized practice. Students are also used to it, paying little attention to it, not interested in it, and having little effect. Driven by the tide of curriculum reform, I try to explore the practice of "five minutes before class", that is, make full use of the five minutes before class and organize various forms of Chinese practice activities around the content related to Chinese class. This practice, in which students participate actively and enthusiastically, is not only of great benefit to improving students' Chinese literacy in general, but also lays a solid foundation for students to build new knowledge in class. To this end, we believe that in Chinese teaching, grasping the five principles of five-point activities before class will play a positive role in improving the quality of Chinese teaching and students' Chinese literacy.

Text

Carrying out five-minute activities before class can draw students' attention back to the classroom in a very short time and enter the learning state as soon as possible; It can change the dullness and rigidity of traditional teaching, stimulate enthusiasm, increase knowledge, broaden horizons and cultivate sentiment. It is much more effective than the teacher's invariable "Let's learn a new text together today, please open the X page of the textbook …". So, how can we carry out this activity well? I think the following "five natures" should be highlighted.

First, step by step, highlighting the diversity of content forms

Rich content and diverse forms can not only stimulate and maintain students' enthusiasm for participation, but also be an important way to broaden students' knowledge accumulation and an effective means to encourage students' creativity and imagination. If the content of pre-class activities is monotonous and the form is single, students will soon lose interest in participating, and the effect of the activities will be greatly reduced.

As the saying goes, interest is the best teacher. Only by effectively stimulating students' interest can we achieve the expected results. Therefore, the content of the first five minutes of the class I initially determined was random. Such as telling humorous jokes, guessing riddles, reciting poems, telling news, telling people and things around us, etc., its purpose is to attract students' attention and make them love the small stage five minutes before class. Slowly let go and let the students be the masters of the first three minutes of class. I first guide students to start with their own specialties and choose a news, a joke, a riddle and a good sentence to enjoy according to their hobbies ... whatever they hear, see, think and realize can be the content of the first five minutes of class. The forms of display are also diverse. According to the content you choose, you can show it in various forms, such as textbook drama, singing, storytelling, cross talk, speech and so on. This gives students more space, and their interest is naturally high. In order to further improve their oral expression ability, I also raised the requirement of five minutes before class. From the unnatural expression when I first came to power, the language was hesitant, and the voice was as low as a mosquito, to the basic requirements of generous attitude, correct posture, seeing the audience, loud voice and cadence. As a result, we have strengthened our self-confidence, broadened our horizons, cultivated our sentiments, and formed a good habit of collecting extracurricular materials.

Second, everyone participates, highlighting the comprehensiveness of participation

Chinese teaching should be geared to all students, and the first three minutes of class is not a stage for outstanding students, but for all students to improve their language organization ability and expression ability. In order to give every student a chance to exercise, I ask the students to turn down in the order of their seats, and two students come to the stage to broadcast every day. If time permits, other students are free to supplement the broadcast. In short, the students who broadcast should be carefully prepared, be dignified in manners, accurate in pronunciation, clear in speech, full of emotion in language, and show their eloquence and courage to the fullest. At the same time, through the lively broadcast, the small anchor should quickly transfer the attention and excitement of the whole class to the first three minutes of this class, so that the whole class can travel around the world, see the world, open their eyes and learn more in just five minutes. Of course, for those students who fail to broadcast, they should broadcast again the next day until they are qualified. This requirement not only makes every student participate, but also is a kind of "hard" exercise for some students who are lazy, lucky, fish in troubled waters and have no self-confidence, which "forces" them to stand on this podium bravely.

Third, highlight students' differences according to individuals

The Chinese Curriculum Standard points out: "Chinese curriculum must pay attention to students' individual differences and different learning needs according to their physical and mental development and the characteristics of Chinese learning." The first three minutes of class are in a productive open space, so that most students' oral expression ability can be fully demonstrated, showing the charm of language and culture. Every class has underachievers, which are often ignored by teachers. I remember that there is such a little girl among the students. She is very timid in class. I have never seen her speak once. On the stage five minutes before class, when she first stood on the podium, she dared not say a word. No matter how encouraged by the teachers and classmates, she just kept her mouth shut and stood for five minutes. She probably hates this moment. If I criticize her severely at this time, I think she will never have the courage to stand on the podium again. It may be a kind of destruction for her, and it will lose its role five minutes before class. In order to encourage the child and cultivate her self-confidence, I said to the whole class, "Look, I'm a little nervous, but it's also an improvement that she can stand here bravely today! Let's give her applause of encouragement and look forward to her next progress! " As soon as the voice fell, the students gave warm applause. When it was her turn to speak for the second time, she prepared a sentence of news, but she didn't read it. I still encouraged her: "I have made great progress and have dared to speak on the podium!" " The third time, she didn't leave the manuscript. Although she stumbled, she finished the news and I still encouraged her. By the end of the semester, she had been able to give a simple speech without writing. I think if there is no platform for five minutes before class, if her first speech is stifled, then the child will be buried in shyness and timidity forever. A successful broadcast has cultivated a student's self-confidence, and also eliminated other timid students' fear of bold communication in their hearts, silently looking forward to the next five minutes before class. Let "self-confidence" ripple among all students, stimulate their desire to compete for "performance", and everyone will strive to be the master of the classroom.

Fourth, auxiliary teaching, highlighting the purpose of the content

How can I make the content in the first five minutes of class serve my class? I carefully design the content according to the characteristics of Chinese textbooks and carry out classroom teaching in different forms. For example, when I was in the poor class, I laid the foundation for learning the text through a math problem.

Teaching clips-Book 12 "The Poor" by People's Education Press

Teacher: Before class, the teacher gave us a question to test everyone. Who dares to raise your hand?

teacher: if you raise your hand first, please! Look at the big screen 5+2=？

teacher: how brave of you to raise your hand bravely without knowing the topic?

teacher: give him applause! This applause is a little for you to solve this problem, but what does it mean more in this applause? It's for your confidence and courage just now. Today, the teacher gave you this question, just to give the students a sentence. There will be many opportunities in a person's life, some people will seize them tightly, while others will pass them by. Why is this? Remember, opportunities often belong to those who are brave, confident and prepared.

teacher: ok! Just now we said, (5+2=7). This is a math problem. Mathematics has mathematical algorithms, but our Chinese has a way of understanding Chinese. How much will 5 plus 2 equal? Then we will seek the answer to this question by studying the text of the poor today.

in the first five minutes of this class, by carefully designing the content, setting suspense and conducting conversation introduction, students' interest in learning is stimulated, self-confidence is established, and the subsequent learning is paved, which has a multiplier effect. According to the characteristics of the teaching material unit, one of the two students is organized to give a speech on the content related to the theme of the unit every day. This practice not only improves their oral expression ability and broadens their thinking, but also makes students' attention quickly shift to my class, which makes the efficiency of class get twice the result with half the effort.

Fifth, learn to listen and highlight the interactive evaluation

The requirement of oral communication for senior primary school students in Chinese Curriculum Standards is "to respect and understand each other when communicating with others." "Listen to others carefully and patiently, be able to grasp the main points and briefly report them." From the first five minutes before class, I told my classmates that if they want to gain respect from others, they must first learn to respect others. Five minutes before class is a stage for acquiring knowledge. Only by listening carefully can you keep the knowledge for yourself. At the same time, I pay more attention to their evaluation ability. First of all, I evaluate myself and give students a hint on how to evaluate; Then, I guide the students to make a simple evaluation, starting with the content, tone and speed, and then slowly making a comprehensive evaluation of the content and the whole process of the speech; Thirdly, I throw the evaluation hydrangea to the whole class, so that everyone can participate in the evaluation. I will give special praise to those students who dare to participate in the evaluation, are willing to evaluate and express their opinions. But the evaluation can't just talk empty words, and can't just say "It's so good!" "It's wonderful!" To say what is good, the suggestions given should be helpful to the students who are speaking. This requires students to listen attentively and with their brains; Finally, it also guides students to evaluate hierarchically, and students with different abilities should evaluate differently. Comenius, a great educator in the world, taught us in "On Great Teaching": We should "seek and find a teaching method so that teachers can teach less, but students can learn more." In my opinion, making full use of the first five minutes of Chinese class is just one of the effective ways to reduce teachers' burden and improve students' learning efficiency.

Conclusion

A beautiful piece of music is always accompanied by a beautiful and moving prelude. Five minutes before Chinese class, full development and utilization, ingenious creativity and effective training are like playing the prelude to the theme song of Chinese classroom teaching. It is an effective way to learn, and it is a stage integrating knowledge, interest, expression, vision, thinking, innovation, understanding, memory, communication and cooperation. "Small stage, big energy!" Teaching practice also proves that as long as we skillfully use and grasp the "five characteristics" of activities, it will effectively improve students' oral expression ability, stimulate and cultivate students' interest in learning Chinese, and create a good classroom environment and atmosphere, thus making Chinese teaching more abundant, wonderful and vivid.