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An essay on teaching reform by facing the classroom directly

Many people like to say that the classroom is very mysterious. It is necessary to create a classroom atmosphere, embody the art of teaching, and do this or that. In the end, I thought of everything but forgot the truth.

I attended a competition class that day, and the person in charge was a young teacher. The last part of the class is asking students to write while the teacher inspects. This is the most common link in classroom teaching. I knew that by this time, the class was over. Although the teacher is still making rounds, it is just a show. I'm so sorry, I've already closed the lecture notes. Suddenly, a very childish and loud voice sounded in the classroom: Teacher, you come to me, why don't you look at me?

The teachers who were listening to the class laughed, and I saw the teacher in class blushing.

Our teachers are used to showing off and are used to formality. But suddenly, we found that today's children are no longer so well-behaved. They dare to tell the teacher no. The biggest change in the curriculum reform is not our teachers but our students. Teachers should feel relieved after blushing.

A teacher taught "Grape Valley" and asked the students after finishing the lesson: "Do you want to go to Grape Valley to play?" The students said they wanted to, and the teacher said, don't forget to call me next time you go there. Originally the teacher was talking casually because she was going back to her school after class, but the student was very serious. A student stood up and asked the teacher: Where do you live?

I believe many teachers teach this text this way. To be honest, if that teacher answered the student directly, I wouldn't be able to say anything, but she didn't dare. I don’t know how the student who asked the question would feel. Anyway, I felt very uncomfortable. The new curriculum emphasizes dialogue and generation. But when the students really talk to you and the class is truly generated, why don’t we teachers dare to do it?

A teacher was reading "The Colors of Spring Rain". After learning that spring rain is green, red, and yellow, he asked the students to close their eyes and imagine, what do you see? What did you hear? As a result, many students closed their eyes and meditated, trying hard to listen and imagine, but the result made the teacher very frustrated. One student said: Teacher, I didn’t see anything! this is true. The teacher was not in a hurry, she said, let’s go take a look together. Give it a listen. Then there is the reading of the text to music. Still the same student, he said, Teacher, I can see now that the fields in spring are colorful.

We often ask questions like this. Our students are generally very well-behaved and know what the teacher wants to hear, so they will not say that they have not seen or heard anything. The students expressed their true feelings. The teacher did not say to think about it again, but immediately reflected on his teaching and adjusted his teaching so that the students could once again feel the beauty of language and words in the melodious music. This time Students feel it. This kind of teaching is real.

From the analysis and explanation in one sentence, to the popularity of language and writing training, to the in full swing of autonomy, cooperation and inquiry. Our Chinese classes lack nothing but truth.

Chinese lessons should be real. Classroom teaching must be life-oriented, adapt to students' stage-by-stage development, respect students' original expressions, understand the true meaning of language, and allow students to express their true feelings. Teachers must impart true knowledge to students in the classroom. Thousands of teachings teach people to seek truth.

Teaching students true knowledge is a teacher’s sacred mission, and it is also an expression of respect and care for students. A qualified Chinese teacher should nourish the hearts of students with sincere rain and dew, and open the door of students' wisdom with the light of truth.

Truth is the cornerstone of our classroom teaching. Only when this cornerstone is solid can our classroom be built well. Look at students with true eyes, and students will be smart and lively; look at yourself with true eyes, and you will have a distinctive personality; look at teaching with true eyes, and teaching will be simple and ordinary.

Language is the foundation of Chinese courses

The new curriculum emphasizes the integration of disciplines. Many teachers cannot grasp the dimensions of fusion, so there are many different classes.

In a recent teaching competition for young teachers, the text we chose was "Painting Style" from the second grade experimental textbook. The content of the textbook is very simple. It talks about how three children painted the style. As a result, all six teachers asked the students to bring watercolor pens when teaching, and asked the students to draw.

Some were drawn in groups, some were added to the drawings, some were drawn individually, and some were drawn on the blackboard. Most of the class was spent on letting the students draw their own style. Later, I even doubted whether I was attending an art class.

This case is quite special, because the title of the text is painting style, so it is easy for teachers to think of asking students to draw. But such a class reflects a question, that is, what is the name of the Chinese class?

The new curriculum advocates the integration of disciplines and emphasizes the expansion of reading, which is consistent with the needs of the times and the development of society. We must get out of the circle of small Chinese and establish the concept of university subjects and large Chinese. The surname of Chinese is Chinese, and whether we can grasp the nature of Chinese well is the key to Chinese teaching. To teach Chinese classes like Chinese classes is to restore the ontological characteristics of Chinese language. The process of Chinese teaching is to guide students to experience, discover, and understand the beauty of language and words, the beauty of the author's emotions, and the beauty of the artistic conception of the article. The core of Chinese courses should be the unity of instrumentality and humanities. The instrumentality focuses on the practical function of Chinese courses in cultivating students' language application abilities and the practical characteristics of the courses; the humanistic nature focuses on the cultural functions of Chinese courses in edifying students' thoughts and feelings and the characteristics of the humanities of the courses. If it is integrated and expanded without the language and text of the text, then the Chinese class will not be a Chinese class.

Of course, it is necessary to strengthen the integration with other subjects in Chinese teaching and strengthen the expansion of extracurricular reading. The same painting style was handled very well by a teacher:

After understanding the text, she asked the children to draw on the blackboard by themselves, and then asked the child who drew the picture to say, "What did you draw?" Why draw like this?

There are two important points in this teaching link. One is to draw on the basis of understanding. We ask students to draw pictures to understand their understanding of the language and characters in the text; secondly, after drawing, let students talk about why they draw like this and express the drawing in their own language.

I have also seen another teaching case:

A teacher was reading "Taiwan Butterfly". When it was time to let the students look at butterfly pictures, the teacher suddenly said that he could not find the projection. After the movie is over, let the students read the text carefully and draw the characteristics of several butterflies.

The teacher’s teaching purpose here is very clear. It is not to let students know what those butterflies look like, that is the task of biology class, but to guide students to understand the text. After the students understood the language and text of the text, the teacher finally found the slides and asked the students to watch those beautiful butterflies and appropriately expand the Chinese teaching.

The integration of disciplines emphasizes penetration and is for my use. You can integrate art, music, nature, and mathematics into Chinese teaching. The key is not to forget that you are a Chinese teacher and you are taking a Chinese class.

Humanistic care is the soul of Chinese classes

The "Decision" of the Third Plenary Session of the 16th Central Committee of the Communist Party of China mentioned that we must respect the initiative spirit of the masses, adhere to the people-oriented approach, and establish a comprehensive and A coordinated and sustainable development concept promotes the all-round development of the economy, society and people. Although this is aimed at the reform of the economic system, it also has important guiding significance for our curriculum reform. The "Chinese Curriculum Standards" point out that the rich humanistic connotation of Chinese courses has a profound impact on people's spiritual fields, and students' responses to Chinese materials are often diverse. Therefore, we should attach great importance to the edifying and contagious role of Chinese, pay attention to the value orientation of teaching content, and at the same time respect students' unique experiences in the learning process. People-oriented, reflecting teachers' true humanistic care for students, is the soul of our Chinese class.

However, what is true humanistic care? Let’s look at an example first:

This is a literacy class that requires students to know tigers. In order to reflect the concept of the new curriculum, the teacher arranged a session for students to perform. A chubby girl came up and said, "I am a tiger. If you don't bring a gift, don't respect me, call me greedy, or call me fat, I will eat you!"

Since the curriculum reform, our students have become more active. They have more opportunities to speak, more opportunities to perform, and more opportunities to receive recognition and praise. But when I saw such a performance and heard such words, I couldn't help but laugh. Is this what is called innovation? Is this the change that the curriculum reform has brought to our students? The teacher stayed for a moment, said nothing, and asked the student to go down.

Our Chinese teachers only remember to respect students’ unique understandings and personal experiences. When students need the teacher’s correct guidance and the teacher’s humanistic care, our teachers say nothing and do nothing.

There is a very famous experiment called boiling goldfish. It turned out to be the content of general knowledge classes, but I don’t know when it was introduced into Chinese classes. It seems that many famous teachers have taken this class, and it is considered a classic case of observation composition. Recently, I heard this content from a young teacher.

In order to create suspense, the teacher lied a lot, saying that he was hungry and wanted to cook the goldfish. Then ask students how they can eat. Some students gave suggestions to the teacher, saying that they could eat it roasted, fried or boiled. Some students were very surprised when the teacher told them to cook goldfish, and asked the teacher not to cook the goldfish because that would be too cruel. But in order to carry out the class according to the pre-designed links, the teacher still insisted on cooking. The teacher said: I can't control that much anymore, I'm hungry.

In the end, of course, the goldfish was caught by the teacher and put into the test tube. Seeing those kind and lovely children looking surprised and confused, I felt really sorry for them. Of course the goldfish is not dead, but I am very worried that the children's spark of innocence and innocence will be extinguished under our teaching.

I heard a teacher give a oral communication class, the topic was "My Mom", and the children had a lot to say. But, suddenly, a little girl cried on her seat. The teacher was very surprised and walked over to ask her. She just didn't say anything and kept crying. The teacher touched her head and came over again. After a while, the student finally stopped crying. The teacher gently asked her: Do you miss your mother? The kid nodded. The teacher said, tell me about your mother. Unexpectedly, the child cried again. The teacher said, I'm sorry, can you talk to the teacher alone after class?

Later, I learned that the child’s parents were divorced. I'm really worried about our teacher. If the teacher criticizes her in class, or insists on her speaking, it will be very harmful to this young mind.

Humanity is implicit and reflected in the details of our teaching.