How to teach Chinese in primary schools?

The main body of Chinese textbooks is the text, which is the carrier of teaching content, and the teaching content is hidden in the text. It is difficult for Chinese teachers to teach. The first difficulty is that teachers should study textbooks and determine what to read and teach through the secondary development of textbooks, that is, to solve the problem of teaching content.

Specifically, teachers should first read the textbook as a general reader, "throw themselves into it", "concentrate on this article" and "put on the article to get in touch with feelings", so as to have an emotional sound with the author. This is the first time to read.

Next, we should "jump out" from personal reading, read the article from the students' point of view, and draw out the training points that can develop students' language, such as words and phrases that need to be understood, languages that need to be accumulated, learning methods that need to be acquired, and writing methods that need to be pondered.

In the third step, we will return to the role of teachers, determine what the teaching goal of this paper is according to the curriculum standards, and further screen out the words that need to be understood, the languages that need to be accumulated, the learning methods that need to be acquired, and the writing methods that need to be pondered, that is, find the focus of language training.

1, reading method (1 Read sentences, articles, 2 circle questions, 3 feelings, etc. )

2. Generalization and segmentation of paragraph meaning (mastering the segmentation and generalization methods of paragraph meaning)

3. Language training (comparing sentences and experiencing the accuracy of words, etc.). )

4, master the structure of the article (writing scenery, how to write, the method of writing characters, etc. After learning the text, summarize and let the children learn the methods to pave the way for the composition.

Chinese teaching in primary schools

How to teach a good lesson? We discussed two aspects: one is what a class is, and the other is how to speak a class well.

First, what is a lecture?

(A) related concepts

Talking about lessons means that teachers express their teaching ideas and theoretical basis orally for a certain point of view, problem or specific topic. Simply put, lecturing is actually about how you teach and why you teach like this.

Types of lectures

Lectures can be divided into two categories: one is practical lectures, and the other is theoretical lectures. Practical lectures are lectures on specific topics. A theoretical lecture is a lecture on a certain theoretical viewpoint. Practical lectures should mainly include the following aspects:

1, said the textbook-

Mainly talk about teaching material analysis, teaching objectives, key and difficult points, class schedule, preparation of teaching AIDS, etc. These can be simply said, the purpose is to let the listener know the content of the class you want to talk about.

2 Oral teaching method

That is to say, what kind of teaching methods should you adopt according to the teaching materials and students' reality. This should be the general idea.

3, said the process-

This is the focus of the lecture. Just tell me how you plan to arrange the teaching process and why. Generally speaking, we should be clear about several key links in our teaching. Such as subject teaching, routine training, key training, classroom practice, homework arrangement, blackboard writing design, etc. In several processes, we should pay special attention to clarifying the basis of our own teaching design. This is also the difference between lectures and the exchange of teaching plans. There is a difference between theory class and practice class. Practical lectures focus on the process and foundation of teaching, while theoretical lectures focus on their own views. Generally speaking, theoretical lectures should include the following aspects:

1, say something-

A theoretical lecture is a lecture aimed at a certain theoretical point of view. First, the point of view should be made clear. Be clear about what you are doing and what you are against.

2. Give an example-

Theoretical viewpoints should be verified by practical examples. It is the key point to cite appropriate and vivid examples to illustrate your point of view during the lecture.

3, said the role-

Lecture is not a pure theoretical exchange, it focuses on the combination of theory and practice. Therefore, we should combine our own teaching practice and make clear the role of this theory in teaching. Generally speaking, our teachers should use practical lectures.

Second, how to speak a lesson well

(A) Speaking skills

Lecture is a teaching research method that teachers use language as the main tool to explain their understanding of a certain teaching content, the design of teaching plan and the prediction and reflection of teaching effect to their peers. This teaching research method can effectively promote teachers to study curriculum standards and teaching materials, flexibly use teaching concepts for teaching design, and consciously reflect on teaching.

(B) grasp the teaching materials

Whether the expression of "the position and function of teaching materials" is appropriate directly reflects the understanding of teaching materials by the lecturers and affects the formulation of teaching objectives. The deeper you understand the textbook, the more substantial and comprehensive the lecture content will be. On the contrary, you can only touch the surface.

"The position of teaching materials" not only refers to the geographical position of the content in the teaching materials (in which unit and lesson), but also includes the significance of the content in the teaching material system, as well as the cognitive value, migration value and emotional value of the content. Therefore, it is necessary to grasp the position and role of teaching materials from the overall perspective and make a comprehensive analysis from the following three aspects:

1, the "geographical location" and arrangement intention of the content. This requires teachers not only to describe where textbooks are arranged, but also to analyze how textbook editors are arranged here. Specifically, it should include:

(1) What knowledge has been sorted out before as the basis of this content;

(2) What is the content of this course and what is the internal relationship between them;

(3) What is the relationship between the content and the following learning content or how the content will be deepened in the following learning.

2. When learning this content, what knowledge should students master, what skills or scientific methods should be trained, what abilities should be cultivated, what emotions should be established, what attitudes should be formed, and what values should be formed.

3. What important role does this section play in students' follow-up study and lifelong development? Only by analyzing these contents thoroughly can the formulation of teaching objectives be based, otherwise the teaching objectives will become passive water and trees without roots.

(3) Teaching objectives

Only after analyzing the teaching materials can we determine the teaching objectives. Teaching goal is the starting point and destination of teaching design, which has a good guiding and monitoring effect on teaching activities. The teaching goal is to promote students' physical and mental development level through teaching activities. Therefore, the expression of teaching objectives must have the following two characteristics:

(1) The object must be clearly stated-that is, what to learn and what to master;

(2) Target attributes must be defined by words that can be detected or evaluated.

The goal statement reflects the change of teachers' teaching philosophy-it reverses the passive learning situation of "teachers talk and students listen", shifts the foothold of teaching to learning, and pays attention to giving play to students' initiative in learning. In addition, according to the requirements of curriculum standards, teaching objectives should strive to reflect the three-dimensional curriculum objectives of knowledge and skills, processes and methods, emotions, attitudes and values. However, is it necessary to artificially divide the teaching objectives into three aspects during the lecture? This is also worth discussing. Because three-dimensional goals are often integrated in the same learning process.

(D) the focus and difficulty of teaching

In a sense, the teaching process is a process of emphasizing key points and breaking through difficulties. Therefore, the establishment of teaching emphasis and difficulty has become a key to teaching design, and it is also the content that must be expounded in class-telling activities. To determine the key points and difficulties, it is necessary to find out which knowledge is the key point and analyze how the learning difficulties are formed. What is the focus of teaching? Teaching emphasis refers to the content with * * * and important value (including cognitive value, migration value and emotional value). The so-called difficulty is what students find difficult to understand and master. How are learning difficulties formed? Generally speaking, there are mainly the following aspects:

(1) Students have no or weak knowledge base;

(2) The students' original experience is wrong;

(3) Content learning needs to change the perspective of thinking (such as from macro to micro)

(4) The content is abstract and the process is complex and comprehensive. Content with one or more of the above characteristics may

Will become a difficult point in teaching. Some characteristic lectures analyze the key points of teaching while analyzing the key points of teaching materials. The so-called focus refers to the knowledge that plays a decisive role in the smooth learning of other contents (including key points and difficulties) in the textbook. It is meaningful to analyze this content, because the focus is often the hub of learning and studying other knowledge points, and it is the main contradiction among many learning contradictions. Accurately grasping the key points of teaching can often play the role of making the finishing point in teaching.

(5) Analysis of learning situation

In-depth analysis of curriculum standards and textbooks lies in grasping the teaching objectives and contents. However, it is not enough to master the teaching objectives and contents, because students are the main body of learning, and their situation restricts the development of learning and affects the realization of the goals. Therefore, the analysis of learning situation is also an aspect that must be highlighted in oral English class.

How to analyze the academic situation?

Because learning is not only restricted by students' original knowledge base and skill level, but also influenced by students' cognitive style, ability and interest in learning. Therefore, a good teaching plan should comprehensively analyze students' situation from five aspects: known, unknown, knowable, wanting to know and how to know, which is the basis of teaching students in accordance with their aptitude.

1. Students' "known". The "known" here refers to the knowledge that students have mastered and related to the content of this section.

Experience and ability level, etc. It is very important to make it clear, which determines the starting point of teaching and learning.

2. The "unknown" of students. "Unknown" is relative to "known", which includes both the unknown knowledge and skills that should be achieved through learning and the knowledge and skills that students do not have in the process of achieving the ultimate goal.

3. Students can know. "Knowledge" refers to what students can achieve through this course. It determines the orientation of the learning end point (that is, the learning goal).

4. Students want to know. The so-called "want to know" refers to what students want to know besides the requirements stipulated in the teaching objectives (note: students often express "want to know" by asking questions in their studies. Of course, students' "want to know" may exceed the teaching objectives or students' cognitive level. If this is the case, classroom teaching may not be expanded, but it is suggested to give students a suggestive explanation or give individual answers in extracurricular time.

5. How do students know? "How to know" reflects how students learn chemistry and embodies their cognitive style, learning methods and learning habits.

(vi) Teaching process

Teaching process refers to the systematic development of teaching process, which is manifested in the time series of teaching activities. In other words, how to introduce, carry out and end teaching activities. According to the general process of students' learning activities, the order of teaching process is generally to introduce new lessons, learn new lessons, summarize lessons and consolidate training. Of course, the new curriculum contains many links, and the class hours should be further refined according to different types of learning content.

Explaining the teaching process is the focus of the lecture, because the treatment of teaching content, the choice of teaching methods and the achievement of teaching goals are all achieved through this link, and teachers' teaching ideas must also be reflected through it. So, how to explain the teaching process in the lecture activities?

1, according to the requirements of the learning process to elaborate the content of the teaching process. The learning process has gone through orientation stage, activity stage, feedback stage and adjustment stage. In the orientation stage, learners should be clear about the learning content and learning objectives; In the activity stage, learners carry out corresponding learning activities according to the learning objectives and contents; In the feedback and adjustment stage, it is necessary to obtain (measure) students' learning effect and adjust students' learning activities. Therefore, when expounding the teaching process, the following main contents must be explained:

(1) Under what circumstances should teaching activities be carried out and how to reflect the echo of the introduction and end of new courses;

(2) How to present relevant materials, how to guide students to process information, how to guide students to integrate learning content, how to guide students to realize knowledge transfer and further integrate learning content, etc.

(3) How to measure or evaluate students' learning effect, how to collect students' feedback information and how to standardize students' learning activities according to students' feedback information.

2. Under the guidance of three-dimensional goals, the design of bilateral activities between teaching and learning is expounded from two aspects: teacher teaching and student learning. In the design of teachers' activities, including how to design the scene of introducing new lessons, how to organize and present teaching contents, what experimental activities to design and guide, what teaching AIDS to choose, how to explain, what questions or exercises to design for students to use, how to summarize, how to write on the blackboard and so on. In terms of student activities, what effective learning should be carried out around the guidance and guidance of teachers?