Remote training lesson observation report for primary school Chinese teachers

Listening and evaluating classes is the most direct, concrete, common and effective method and means to improve the quality of classroom teaching. The following is the 2017 remote training lesson observation report for primary school Chinese teachers that I compiled for you. You are welcome to read it! 2017 primary school Chinese teacher remote training lesson observation report 1

1. The spring breeze is blowing - (introduction part)

This is an argumentative essay, which is relatively unfamiliar to primary school students. Therefore, the introductory part of the new lesson is crucial. How to get students into the text quickly so that they can get closer to the text and go deeper. Understanding the text thoroughly is worthy of our teachers' thinking. The teacher's introduction is like a spring breeze, refreshing the students. The use of multimedia courseware to display many celebrities familiar to the students immediately enhanced the atmosphere of the classroom and mobilized students' enthusiasm. The students' emotional experience was immediately awakened by this spring breeze. Just like Mr. Cui Luan, chairman of the National Little Language Association, once said, "The prerequisite for changing students' learning methods is to change teachers' teaching methods. We must change the teacher-dominated style of leading students everywhere, and "guide" along with students' learning. "The inspirational guidance style." Teacher Cao's class is the embodiment of this sentence. The teacher starts the class with the unremitting efforts of scientists, allowing students to question "how is the truth born?" and have a simple understanding of the topic. In fact, It means that you have a preliminary understanding of the main points of the article and pave the way for learning the following.

2. Spring Rain Like Silk - (word teaching, method penetration)

Looking at the current primary school Chinese classroom, humanistic perception greatly exceeds the perception of language and literature. Some teachers even forget about the most basic language training in Chinese teaching, or make light of it and brush it off in one stroke. Vocabulary teaching is the highlight of language training. If there is no solid vocabulary training, how can we start with wonderful humanistic insights? I believe that to highlight the humanistic color of Chinese teaching, we must start with solid and effective vocabulary teaching. . Teacher Cao's vocabulary teaching is like spring rain, so delicate and meticulous, which is refreshing. In the word teaching in this class, Teacher Cao asked students to choose a word and talk about their understanding in context, instead of asking the children to explain the meaning of the word in isolation.

As for the three examples cited in the text, students can understand them as soon as they read them. However, without in-depth comparative research, it will be difficult to discover the differences between the examples cited in argumentative essays and the events written in narratives, and it will also be difficult to discover the key points of selecting different examples due to different viewpoints. The characteristics of these discussion materials and expressions require special guidance and narration from the teacher as the leader, so that students will pay attention to them. Of course, teachers should not explain too much about textual knowledge, and should use less terms such as "argument, argument, and argument". Just like "Sneaking into the night with the wind, moistening things silently", during teaching, Teacher Cao grasped the unique characteristics of the three cases, made bold choices, read the first case intensively, and asked a series of questions during the study: such as "1. What to write about this case first, what to write next, and what to write last? 2. Which part is the easiest to write? Why did the author want to write about "finding the problem" and "drawing the conclusion"? 3. Is it easy to find the truth when you find the problem? What's the process? 4. The text also contains two examples. Compare the first example to see if there are any similarities in the writing and content of these paragraphs?" Wait, these questions The proposal seems to complete the classroom goal, but in fact it also quietly penetrates the learning method into the students. Teacher Cao uses the most common questions to prompt students to shift the focus of reading to the content and expression of the three examples, and then pay attention to the expressions of the three examples. in effect and intent. From this, students naturally discovered the differences between different styles of narrative and the details of different viewpoints in quoting three examples.

What impressed me the most was Teacher Cao’s art of “questioning”. The famous Chinese expert Lu Shuxiang said that “the main purpose of Chinese classes is to cultivate students’ Chinese abilities rather than impart Chinese knowledge.”

Teacher Cao did not simply summarize the three examples of the text, but set up questions based on the summary, and formed a certain difficulty gradient at the level, which well supplemented and explored the depth of the text, and cultivated Students' thinking ability reflects the teacher's skills, which is rare.

3. Springing after a rain - (promoting learning through questioning, application of methods)

Reading is an individual behavior of students. As a teacher, we must respect students' reading feelings, experience and understanding. Some people think that this is a boring argumentative essay, what is there to read? But Teacher Cao fully allows students to analyze and comprehend the truth while reading. Just like peeling bamboo shoots layer by layer, work with the children to overcome each problem and complete each small goal. When focusing on studying the first case, Teacher Cao asked students to read the key sentences in a hierarchical and purposeful manner. Through multiple silent readings, free reading, and individual reading, they can find out the patterns in the case. The last two examples are used as Briefly, Teacher Cao used a comparative reading method to establish the connection between the three scientific examples and guide students to initially feel the universality of the expressions of the three scientific examples. What is even more exciting is that Teacher Zhang cleverly designed the second natural paragraph. The study broke through the key and difficult points of the text. The second paragraph appeared twice in class. The first time is at the beginning of the class, Teacher Cao uses model reading to elicit the truth of the text and reveal the classroom; the second time is to elicit this passage through comparative reading of three examples, and through re-reading, students can feel the norms of the text language. The unique effect expressed by the accurate and skillful use of symbolic language. Finally, Teacher Cao used the reading method to help students correctly understand the meaning of "truth is born after a hundred question marks". In short, through various forms of reading aloud and insights, students can share their reading experience with each other, so that students' understanding of the topic and the text has also been sublimated.

4. Brilliant Spring - (Return to the whole, (Understand the viewpoint)

The famous special teacher Li Jilin said, "The blend of true feelings enables both teachers and students to feel the endless fun of teaching and learning and their own immeasurable potential at the same time, making teaching activities into teachers and students." Dialogue, a perfect state full of vitality.” I think Teacher Zhang’s class has such charm.

Students are the masters of classroom learning. Throughout the teaching process, Teacher Cao strives to guide students to actively participate in the entire teaching process through independent learning, and gives students sufficient time to read and understand themselves, so that they can Students have sufficient time to think, circle, communicate, report, interpret, express, give examples, etc. Let students truly become the masters of learning, let the sunshine of Chinese knowledge shine into the hearts of every child, so that they can gain something in the Chinese class. 2017 Primary School Chinese Teachers’ Remote Training Lesson Observation Report 2

The classroom is the center where students carry out learning activities. Students' performance in the classroom directly affects the quality of the classroom and their own development. The new curriculum standards encourage students to actively participate in classroom teaching. In this class of Teacher Li Fan, the teacher used guiding strategies and motivating evaluation language to stimulate students' desire to express themselves, making the learning atmosphere of the entire class very strong, and the classroom The atmosphere is lively. After listening to Teacher Li's class, I felt like a breath of fresh air after a thunderstorm. Teacher Li’s class reflects the classroom characteristics of Chinese teaching in lower grades of primary school:

1. The introduction is straightforward and goes straight to the topic. Hurry!

Thunderstorm is the spirit of summer and a familiar natural scene around people. The teacher and the students exchanged information about thunderstorms collected before class. It was like a normal conversation, which suddenly brought the distance between the students and the teacher closer, and laid an excellent foundation for in-depth knowledge.

2. Literacy teaching is flexible and diverse. Wonderful! As we all know, literacy teaching is the top priority of lower grade teaching. Teacher Li attaches great importance to literacy teaching in this class, and her methods are flexible and diverse. First, Teacher Li guided the students to talk about the literacy methods used by previous students, such as adding one plus, subtracting one subtraction, removing radicals, combining actions, etc. Finally, Teacher Li conducted intensive literacy, in which the words next to the word "worm" were gathered together: spider, spider, cicada, and rainbow. What should be paid attention to in these left-right structure words was analyzed, and the matters to be paid attention to were analyzed: width, height, strokes , interspersed. Emphasis is placed on interspersed writing.

And repeatedly emphasized the sitting posture for writing.

3. The courseware is rich and colorful and closely follows the text. Beautiful!

In teaching, Teacher Li is a thoughtful person. In the sections of teaching "Before the thunderstorm", the teacher first lets the students watch the multimedia - the scene before the thunderstorm, so that the students can initially perceive the scene at this time

, and then grasp the key words: the sky is full of To understand the words such as , dark, heavy, and droop, let students once again have an immersive feeling. Teachers use words to guide and encourage students to evaluate, so that students can perceive, understand and imagine while reading, so that students can read vividly and tastefully. In the process of reading, word understanding (the understanding of "pressing", "hanging", and "getting louder and louder"), sentence understanding, and accumulation and application are skillfully integrated, and a comprehensive effect is achieved that complements and complements each other.

4. Act out scenarios and practice reading in various ways! Excellent!

Teacher Li’s class also attaches great importance to students’ experience, such as: Let students learn to be big trees and when the strong wind blows At that time, the students' arms were like branches, swaying in the wind, and the teacher was interviewing these swaying trees. The students repeatedly said, "The wind is too strong, I can't stop." "I'm about to be blown down." From the students' answers, we can easily see that the students have entered the situation. At this time, they are the big trees, and they are the branches swaying in the wind. Another place is the spider that escaped. Teacher Zhou also asked the students to say: Spider, why did you run away? The students naturally turned their characters into spiders and expressed their fear with the psychology of spiders. Such an empathetic experience, allowing students to think from others' perspective, can make students learn more emotionally and learn with gusto. Moreover, this design is also very suitable for the age characteristics of lower grade students.

In short, Teacher Li has solid basic teaching skills, clear teaching goals, clear ideas, active participation of students, and active classroom atmosphere. Suhomlinsky once said: "Without a spring of poetic emotion and aesthetics, it is impossible for students to develop their comprehensive abilities." The design of this course is based on "a spring of poetic emotion and aesthetics". Understand the mental activities of reading, memorizing, tasting and understanding

. The whole class was like flowing clouds and flowing water, meticulous, fresh and natural, and unconventional, fully embodying the big Chinese teaching concept.