Investigation report on Chinese classroom in primary schools

# Report # Introduction In the era of continuous progress, the report is more and more closely related to us. When writing a report, we should pay attention to the accuracy and conciseness of the language. The following is a survey report on Chinese classes in primary schools. Welcome to read!

Investigation report on Chinese class in a primary school

I. Basic information We conducted teaching research according to the work plan. The research content is divided into two parts, one is to go deep into the classroom, and the other is to check the routine management of teaching. In this survey, I listened to the class 16 designated by the curriculum reform and non-curriculum reform, checked the teachers' lesson preparation notes (teaching plans), brought the lecture notebook, made a sampling inspection of homework correction, and held a discussion meeting and a situation feedback analysis meeting.

Second, what is worthy of recognition?

1. The classroom teaching has undergone obvious changes, which are reflected in the following aspects: ① Whether in the grade of curriculum reform or in the grade of non-curriculum reform, some Chinese teachers' classroom teaching gives people a sense of freshness in terms of teachers' teaching methods and students' learning methods, and all reflect the concept of the new curriculum to a certain extent. ② Start to break the "teacher-centered" and focus on mobilizing students' learning consciousness and initiative.

2. The three-dimensional goal of Chinese has been presented to a certain extent, which is reflected in the following aspects: ① Some teachers have a solid teaching, and the dimension of knowledge and ability has been well implemented; ② Pay attention to guiding students to accumulate. Many teachers attach importance to guiding students to accumulate knowledge of words, phrases and sentences; ③ Pay attention to developmental evaluation, and there are more motivational languages in the classroom.

3. Some Chinese teachers can integrate Chinese subject with information technology and use multimedia in class. Teachers do well in using multimedia in class, and the courseware is beautifully made, which is also used properly in teaching.

4. The school pays more attention to the routine management of teaching, which is embodied in the following aspects: ① Most teachers can prepare lessons and write lesson plans according to the teaching progress, and the lesson plans are standardized and carefully written; Teachers can listen to each other in a planned way, and the content of the lecture book is more detailed. ③ The amount of homework assigned by the teacher is basically moderate, with various forms and careful correction. Composition correction basically includes scores (grades) and writing comments. Middle and senior students are also required to keep a diary or a weekly diary.

Third, there are problems.

1. Some Chinese teachers have three tendencies that can't be ignored in classroom teaching: First, they attach importance to reading the text, ignore the use of language, despise Chinese practice in class, and cultivate a sense of language without effective practice, but just read the text blindly; Second, it pays attention to perception and ignores questioning, which is more prominent in middle and senior grade teaching; Thirdly, there is a tendency to weaken the "double basics" in the teaching of grade in curriculum reform.

2. Students' Chinese homework stays at the knowledge level, and middle and advanced students lack thinking expansion exercises. For example, making sentences, writing words, keeping diaries, keeping weekly records, etc.

3. In reading teaching, students lack effective exercises, and teachers have not designed key paragraph exercises in intensive reading texts for students to carry out reading training. Writing exercises that do not pay attention to developing reading ability.

4. The phenomenon of "wearing new shoes and taking the old road" in the classroom teaching of teachers in the grade of curriculum reform is relatively common, and many teachers only have temperature but no depth.

5. Most teachers ignore the classroom teaching research of exercise teaching, and some teachers put forward the requirements of exercise teaching. For example, when a teacher corrects a third-grade composition, he writes a comment that "the details are inappropriate and the center is not prominent", and there are more compositions with a score of only 30 to 40, which discourages students' confidence in doing their homework.

6. In the grade of curriculum reform, the guiding role of teachers is weakened, which is manifested by teachers blindly letting go, giving students the right to choose their own learning content, learning partners and learning methods, and too many meaningless group cooperative learning and inquiry learning.

7. A few junior middle school Chinese teachers can't organically combine literacy teaching with reading teaching when teaching intensive reading texts.

8. Teaching routine management: Many Chinese teachers don't write teaching reflections, and a few teachers' lesson preparation notes (teaching plans) are too simple, and some lag behind the teaching progress. Some teachers seldom attend classes, and only attend one class a month.

Fourth, teaching suggestions

1. We should correctly handle the relationship between inheriting tradition and developing innovation, and strengthen the "double-base" teaching. Special attention should be paid to consolidating the "double basics" of the grade of curriculum reform.

2. To strengthen Chinese practice, middle and senior teachers should carefully design diversified, creative and selective written exercises for students. After each intensive reading class, students should set aside 5-8 minutes in class to learn and use the language.

3. Strengthen the classroom teaching research of exercise teaching and hold exercise teaching research activities.

4. Pay attention to case teaching. In subject teaching and research activities, teachers can make clear what they should and should not learn by observing and analyzing cases.

5. Teachers should write teaching reflections. You don't have to write in every class. You should write valuable after-class reflection at least once a semester.

6. We should combine our own distance education mode, strengthen teachers' modern educational technology training, and make full use of modern educational technology resources to carry out Chinese teaching and research activities.

Investigation report on Chinese classroom in the second primary school

I. Survey: 1. Investigation time: June 20xx.

2. Survey method: questionnaire survey.

3. Research object: Some students in the middle and upper grades of xx primary school.

4. Research purpose: In order to understand the general situation of students' writing at present, analyze the reasons for the difficulty in writing, and provide basis for improving composition classroom teaching and improving students' writing level.

Second, the survey results:

1, content of the questionnaire

What do you think you must do to write a good composition?

(2) What difficulties did you encounter in the process of writing?

What methods do you hope to improve your composition?

2. Investigation and statistics:

In 100 questionnaires, 85 people (85%) think it is necessary to use accurate words, 100% (100%) think it is necessary to use fluent and coherent sentences, and 90 people (90%) think it is necessary to use clear words. The main difficulties of composition are: no observation, no words, single thinking, no writing, no revision and so on. The way to improve is to learn Chinese well, read more extracurricular books, participate in more activities to enrich life experience, practice writing diligently, keep a diary often, and teachers should strengthen guidance.

Third, the investigation and analysis:

Looking at the current situation, there are many problems to be solved in the current school composition teaching, mainly in the following aspects:

1, composition training is small.

Writing is a kind of ability, which can only be formed through a lot of practice. Some teachers only let students complete the composition exercises arranged by the teaching materials in class, and the amount of extracurricular composition is almost zero. It is difficult to cultivate students' writing ability because of too little practice and single form. Sometimes the school carries out some activities, even if the teacher arranges to keep a diary, but because of a lot of preparation and homework, he has no time to take care of this "extra" workload. Over time, students get used to it, and teachers don't check and correct it seriously, so they just deal with it.

2, composition training results are not connected.

There is a serious phenomenon of disjointed composition training in all grades. According to the survey, most third-grade teachers write directly to students, which is too demanding, and often ignores the practice of writing fragments and asks for short articles at once. In this way, the "slope" of the connection between grades is large, and a fracture layer appears. In addition, one of the reasons is that the first and second grades only emphasize literacy training, ignoring the cultivation of speaking and writing ability.

3. Reading and writing are not closely combined.

In reading teaching, many teachers do not pay attention to the teaching of expression methods, and guide students to learn the author's methods of observing things, analyzing things and expressing thoughts and feelings, and guide students to learn writing methods such as selecting materials, organizing materials and determining centers, which leads to students having nothing to say, being ruthless or having something to say and feeling difficult to express. Therefore, students are afraid and tired of writing.

4. The teacher's guidance is illegal.

There is a general tendency for Chinese teachers to pay more attention to teaching than learning in composition training. Teachers only focus on how to write, correct, evaluate and so on. However, it seldom studies students' ignorance of observing life, unable to capture people and things in life that can be used as writing subjects, fear of composition and lack of writing methods. When instructing students to write, teachers still follow the old teaching mode of "teachers give questions-students' compositions-teachers correct them-teachers comment". Because of the teacher's ineffective guidance, this limits the development of students' thinking and inhibits the improvement of students' composition level. In addition, some teachers are not good at writing, so students are also afraid of writing, resulting in a vicious circle. As Suhomlinski pointed out, "The simplest reason why students can't write a composition is that teachers can't write their own compositions." Many Chinese teachers follow the script, follow the gourd painting, and regard the model essay as a panacea. Without it, it is difficult to move.

5. Lack of timely and useful feedback.

Criticize dozens of compositions in the class in detail, and the teacher will have a long backlog even if he goes all out. It takes a week or two for students to get the teacher's opinion as a "reader": a score, a word "reading" or some empty comments. Some teachers don't correct in time, and students don't pay attention to the results of teachers' correction, so it is difficult to communicate between teachers and students.

Fourthly, the research suggests that:

In view of the present situation of school composition teaching, the following suggestions are put forward.

1. Strengthen study and training to improve teachers' cultural quality.

First of all, teachers are required to strengthen their own cultural learning, make self-study plans every semester, encourage teachers to participate in correspondence training at different levels, and constantly improve their cultural professional level. For teachers with low teaching level, organize them to often participate in teaching and research activities and hold composition teaching observation classes to improve their teaching professional level.

2. Strengthen the study of new curriculum ideas and change ideas.

Further clarify the purpose of composition teaching from the height of quality education. Teachers should guide students to correctly use the language of the motherland, so that students can have the initial writing ability, learn to be a man, develop their intelligence and cultivate good language habits.

3. Implement the requirements of composition teaching in all grades.

"Chinese Curriculum Standard" points out that the lower grades mainly practice writing, with content and complete and coherent sentences; Middle school students should focus on practicing writing fragments, the content should be true and concrete, and the sentences should be smooth and coherent; Senior three students focus on practicing writing. In teaching, we should consciously implement the requirements of Curriculum Standards, especially strengthen the awareness of composition training in lower grades, implement the requirements of speaking and writing in lower grades, and make sentences coherent and complete. In the middle school stage, we should pay attention to fragment practice, so that students can gradually achieve specific content and fluent sentences. With the goal of "laying a solid foundation, cultivating ability, improving quality and developing personality", students are taught to express what they have seen, heard, thought or personal experience in appropriate language and writing according to requirements.

4. Follow the principle of "from talking to writing" and start early.

It is necessary to break the habit from the third grade, seize the opportunity of children's language development, and start writing training from the first grade. Write the article as you say. Primary school students have mastered a considerable number of vocabulary and sentence patterns before entering school, and have a certain oral ability. Teachers should continue to develop students' oral English after entering school, develop students' written language ability on the basis of strengthening oral English training, and adhere to the principle of "from speaking to writing". In the initial composition teaching, teachers should make full use of classroom teaching time, strengthen students' oral practice purposefully, planned and step by step, guide students to observe things in an orderly and focused manner, cultivate students' observation ability, and require students to speak out what they usually see, hear, think, impress, and be fresh and interesting in fluent language. On this basis, guide students to combine reading and oral English to cultivate students' ability, and adopt various ways to cultivate students' interest and ability in writing, from shallow to deep, from helping to letting go.

5. Increase the awareness of reading and practice.

Reading and writing permeate each other, reading is the basis of writing, and writing is the continuation, consolidation and development of reading. Therefore, it is necessary to expand students' reading scope, increase reading volume and strengthen students' practical consciousness. In the teaching of reading class, teachers should strengthen the writing guidance for students in a planned way, guide students to learn writing from texts and increase writing practice. The training method is mainly imitation writing. In addition, teachers should pay attention to the guidance and practice of extracurricular reading and draw nutrition from a large number of extracurricular reading. And regularly hold reading meetings, story meetings, extracurricular reading knowledge competitions, run wall newspapers and blackboard newspapers well, and improve students' reading interest in many ways. Students will accumulate more materials, have more opportunities to practice writing and broaden their writing ideas.

6. Comply with students' psychology and carry out composition activities.

For some poor students, the method of composition revision should be adopted appropriately. Then, select some students to focus on comments. After making a general evaluation of some successes and shortcomings in their exercises, they will point out the problems in their exercises one by one, such as unclear center, incorrect sentences and punctuation errors. , or personally point out, mark, or make suggestions for revision, inspire students to write and revise themselves. In the face-to-face review, the students feel that this is their trust and encouragement, which makes them more confident and energetic and eager to try. After the revision, students will read their own "excellent works" and immerse themselves in the joy of creation. Coupled with the comparison before and after, they will soon realize the truth of good composition, which is very beneficial to tap the potential of students. Writing, the winning works of students in composition competitions, and the compositions that students usually choose to post, especially those that have been revised intensively, can all be classified as "excellent compositions". When this kind of practice has accumulated to a certain amount, I will organize these young writers to copy it with standard manuscript paper. After the teacher writes the eyebrow criticism and comments, he will add a "preface" and design the cover to be bound into a book as an excellent composition selection in his class. I also recommend some excellent newspapers and periodicals. Once published, the author will introduce the experience of the exercise in order to set an example.

Mr. Lu Xun once said: "You must observe everything thoroughly before you can start writing." Therefore, we should attach great importance to the cultivation of students' observation ability, let students form the habit of observing nature, society and people and things around them, and catch waves bit by bit from the ocean of life to absorb materials, so that students will no longer worry about cooking without rice, and the content written will naturally have substance in words, and their writing level will certainly be improved accordingly.

Investigation report on Chinese classroom in the third primary school

First, the existing problems (a) pay attention to the guidance of expression methods, ignoring the educational function of composition.

Chinese is the unity of instrumentality and humanism, and its fundamental purpose is to cultivate students' noble moral sentiment and ideological quality. Writing is the external language expression of people's thoughts and feelings. From the four aspects of listening, speaking, reading and writing, we think that writing is the ideological form of students, so there is no doubt about Ye Lao's view that "writing is to be a man".

However, by analyzing the above survey data and looking at the present situation of composition teaching in primary schools in our school, there are widespread phenomena of weakening humanistic values and missing humanistic details. In composition teaching, teachers attach great importance to the speed, structure, skills and expression methods of students' writing, but rarely ask whether the content of the composition is true or not and whether the feelings come from the heart. Therefore, lies, false stories and false feelings are common in students' compositions; What's more, some imaginative compositions are basically made up of stories from various cartoons. In today's composition teaching in primary schools, in order to get good grades, students arbitrarily set their own thoughts high and talk in general terms, losing their true feelings, leaving us with only the hypocritical souls of thousands of people in Qian Qian. This kind of composition teaching method, which emphasizes expression over education, abandons the idea of "seeking truth and being a man", which is really chilling.

(2) Pay attention to the writing mode and ignore the writing ability.

In composition teaching, some teachers take pains to tell students some composition knowledge and expressions, and some even ask students to memorize the so-called "model essays". This rigid writing formula training ignores students' personalized experience and their keen insight into society and life to some extent. In this way, it will inevitably stifle students' independent thinking ability, suppress students' original thinking, and lead students to lose the key to opening their hearts and lose their own thoughts and opinions. The final article must be unclear, disorganized, illogical and grammatical.

Nowadays, college students can't write articles, which is also very common abroad, which is also due to improper composition teaching in primary schools. Writing is a comprehensive thinking training process. From observation, conception to writing, students should be integrated into their own positive thinking activities, rather than simply applying models like mathematics. Recently, in addition to a large number of writing guidance books, comprehensive compositions and excellent compositions, so-called "composition software" and other treasures have jumped out of the bookstore, which is very popular with students. But we are cautious about the function of "composition software". Students can get a masterpiece in four minutes by typing themes and keywords into the computer. I think this is a typical "light ability" phenomenon. Even if students know the content of materials and the requirements of composition, this "four-minute computer composition" is not conducive to the development of students' ability to think and organize materials. Imagine that the students' interpretation of the composition topic, the collection and arrangement of the article materials, the integration of the article content and the layout of the article are completed in four minutes.

(C) emphasis on written expression, light oral training

Composition teaching should include two parts: written expression and oral training. Writing and speaking are both expressions, which promote and complement each other. However, many teachers now overemphasize written composition and are not interested in oral training. Although there are oral communication contents in our textbooks and oral communication classes in our courses, how many teachers can really guarantee the quality and quantity? This teaching tendency of "emphasizing text over language" leads to the general decline of students' oral expression ability and even affects students' language communication.

There are also data showing that the oral expression ability of primary school students decreases with the increase of grade. Some students' written expressions are brilliant and easy to master. However, when it comes to oral expressions, such as speeches or classroom speeches, they are tongue-tied, disorganized and unsmooth in sentences.

(D) emphasis on classroom teaching, light life accumulation.

Ye Shengtao once said: "Writing is inseparable from life. To what extent can life be enriched, what kind of words will be made, otherwise it will fall into unrealistic technicalism. " The process of students' writing is the process of drawing necessary materials from real life, processing them by thinking, and then expressing them in language. Without the most basic material source of "life", all compositions are just castles in the air and a mirage. However, in primary school composition teaching, it is common to lock students in the classroom and think hard, behind closed doors. This kind of isolated and closed composition training leads to pupils' composition being speechless, full of lies and patchwork. The original childlike innocence with rich imagination and active thinking is often pale and childlike because of the lack of irrigation from the water of life.

No life, lack of feelings and experience, so that students are unfamiliar with many writing materials in life, and some have a little knowledge. I once read a report about a student's composition, and it was shocking to think about it. In a primary school in a city, the teacher asked students to write with rice as the material. Because the children in the city lack life experience and understanding, they don't know how the "rice" they eat every day comes from, so they make a joke about "the rice that the farmer's uncle picked from the tree". Don't our children know what wild vegetables such as shepherd's purse, bitter herb and Artemisia annua are now? While laughing heartily, we have to ponder deeply. In short, how can you say "miserable"?

(5) Pay more attention to composition guidance than composition comments.

Composition evaluation is a comprehensive analysis and summary of students' homework, which is of great significance to students' writing guidance. The data shows that most primary school students, especially, like to comment on classes, which is not only the exchange of ideas and understanding between teachers and students, but also the exchange of emotions, which is the important writing information feedback that students expect. Reflecting on our composition teaching, many teachers pay attention to the careful guidance before writing, but not enough attention to the comments after reading the composition. Often, after correcting the composition and writing a few stylized comments, the students are given the notebook without fully prepared comments.

(6) Pay attention to the oral and reading of model essays, rather than writing in water.

Our school once held the first essay competition between teachers and students. As a result, many teachers failed to write their papers. What does this phenomenon mean? As a Chinese teacher whose lifelong career is to comment on students' articles and guide students' writing, can't you guide students' writing without rich writing practice?

Nowadays, this tendency of "emphasizing model writing over water" still exists in our Chinese teaching. In writing instruction, many teachers are fascinated by model essays, giving students a topic and a few simple hints. The following work is just reading a few model essays. Teachers only read and don't write, but talk and don't do, which leads to students' narrow thinking and falling into the model essay mode. When writing an article, it turns around either the model essay or the guidance, which leads to an empty article and no spirituality.

Second, the improvement measures

(A) change ideas, establish the concept of composition teaching

Chinese is the unity of humanity and instrumentality, and writing is the true expression of self-life. At present, the present situation of composition teaching in primary schools in our school pays too much attention to the teaching of composition knowledge and ignores the education of students' moral quality. Even if the ideological connotation is emphasized, it is only a formality in the actual composition teaching. In addition, lies, cliches, empty talk and big talk lead to the lack of humanistic value in students' compositions. In view of this situation, we believe that Chinese teachers should first change old ideas and establish a big composition teaching concept when guiding students' writing. Clarify the nature and purpose of composition teaching in primary schools, and pay attention to the cultivation and shaping of students' knowledge, feelings, intentions and actions. Ye Shengtao once put forward that "if you want to write honest words, don't say meaningless words, and don't write without true feelings". The composition first requires truth, and all "outdated concepts" or "fashionable concepts" that are incompatible with this principle should be changed.

Therefore, in composition teaching, Chinese teachers must attach importance to the cultivation of students' moral quality and teach them to tell the truth and tell the truth. Only in this way can students write what they want, pursue and appreciate from the heart, and at the same time promote the development of their knowledge, feelings, intentions and actions.

(B) students as the main body, give play to initiative and creativity.

Students are the masters of the composition, and the composition must take students as the main body, teachers as the leading factor, and training as the main line, and give full play to students' initiative and creativity.

First of all, we should cultivate students' interest and enthusiasm. Interested teachers can take the following measures to cultivate their interest in writing:

(1) Let students know the purpose of writing and cultivate their writing consciousness.

(2) Pay attention to the usual accumulation, so as to accumulate over time.

③ Create various training forms to improve writing ability.

Secondly, we should pay attention to the cultivation of students' creativity and divergent thinking.

Teachers should have a sense of innovation, set up a composition teaching concept that focuses on cultivating students' creativity, and create an innovative environment for students.

(2) Boldly open students' compositions, affirm their innovative intentions, and give students a broad space for innovation.

③ Do a good job in cultivating students' ideological quality and Chinese accomplishment.

④ Pay attention to cultivate students' imagination and good study habits, create opportunities for their success and stimulate their creative consciousness.

(C) using a variety of methods to improve students' writing ability

1, strengthen reading guidance

Liang Qichao once said: "Reading is the premise and foundation of writing. To guide students' composition, we must first teach them how to read. "Indeed, reading and writing are inseparable. Ye Shengtao once compared reading and writing to the relationship between "absorption" and "pouring". You can't write a good article without absorbing rich nutrition. Therefore, it is the key to guide students to "read more" in composition teaching in primary schools.

2. Guide students to experience life.

Composition teaching is social, and classroom teaching is only a way to teach and learn composition, and the wider place is the whole society. Therefore, at present, composition teaching in primary schools must link classroom with life, open composition teaching and establish a multi-channel composition teaching network combining school, family and society. Chinese teachers in primary schools can lead students out of the classroom, go deep into the society, participate in more practical activities, get in touch with social life, and get writing inspiration in real life.

3. Strengthen extracurricular writing exercises.

In order to better improve the writing ability of primary school students, it is very important to practice writing after class. For example, we can encourage students to keep diaries, take reading notes and so on after class. Through these diverse, flexible and free writing methods, students can better learn to observe life, understand life, accumulate materials and improve their organizational expression ability.

4. Have a good oral communication class.

The practice of composition teaching proves that "speaking" is helpful to "writing", and regular oral training can exercise students' ability of selecting materials, conceiving and expressing language. Therefore, we must change the previous concept of "rewriting over speaking", strengthen primary school students' oral training and effectively teach oral communication classes. For example, you can organize speech contests, poetry contests, oral stories and so on.

(D) improve the evaluation methods, teachers write in the water.

Composition teaching is generally simplified as "guidance-practice-evaluation", in which evaluation plays an important role in the whole composition teaching as a finishing work. But as far as we know, at present, the attitude of teachers in our school is mostly perfunctory, either commenting or scoring. The correction of composition is either scribbling students' compositions or choosing words carefully. Both of these practices are harmful to students.

In order to overcome these disadvantages, teachers construct and operate an "interactive" mode in the process of composition evaluation, forming a multi-directional promotion relationship between teachers and students, and making composition evaluation develop towards the mode of students' autonomy and self-operation. "Interactive" mode is beneficial to the effect of composition teaching. Therefore, in today's composition teaching in primary schools, it is imperative to implement the "interactive" evaluation model. Teachers should give full play to students' main role, let students take the initiative to participate, advocate mutual criticism, self-criticism and collective criticism, create a good composition atmosphere, and let all students care about their own and others' compositions.

Suhomlinski pointed out: "The simplest reason why students can't write a composition is that teachers can't write a composition." Therefore, we believe that Chinese teachers should appropriately reduce the number of model essays in composition teaching and advocate teachers to write hydrology themselves. Ye Shengtao said in Wen Wei Po-Teachers in Water, "Chinese teachers can guide and help students more effectively if they often write their own compositions." Therefore, only when we try to write in person can we guide students to experience the ups and downs in writing and find out the crux that hinders the long-term development of students' writing ability.

Writing is being a man. As an important part of Chinese teaching, it not only has a great influence on students' Chinese level, but also relates to students' ideological and moral character, personality quality and many other issues. Especially for primary school students, their outlook on life and world has not really been established, and the influence of composition on them should not be underestimated. Therefore, Chinese teachers' composition teaching has a long way to go. They must recognize the present situation of composition teaching, look to the future, base themselves on reform, and strive to make composition teaching get out of the predicament as soon as possible.