Screen reading excerpts: classroom language recommendation for adding color to open courses of Chinese and mathematics

screen reading excerpts: recommendations for classroom terms that add color to open Chinese and mathematics classes

This is classroom terms of open Chinese and mathematics classes collected from the Internet, which are only for front-line teachers' reference

Part I: transitional language that adds color to open Chinese classes

1. (Applicable to reading the text with questions) Please read the text silently. There is a good saying, "when reading, you should cherish your first feeling." Please sketch out the sentences that impress you while reading. Don't forget to mark the places you don't understand.

2. (Suitable for reading the text with questions) Language has temperature, which is expressed by words. You should feel it carefully through a word, a word and a sentence. Please read this passage silently.

3. (Suitable for reading the text with questions) Don't read without moving pen and ink. Please think about this problem while reading, circle and sketch in the textbook, and annotate your own experience.

4. (before reading aloud) In this way, our souls float between the lines. Let the mind be immersed in Mo Yun's book fragrance, and let the reading cleanse the mind. Read this passage in the text again. 5. What a vivid language! What a philosophical language! Let's remember it once again! Read together one by one

6. (It's applicable before reading aloud) How amazing. Through this concise text, I saw so many interesting pictures. Let's imagine such a picture while reading.

7. Students wrote many words flashing with wisdom in the blank space of the book, so that we can exchange our reading experience.

8. (Suitable for summarizing reading methods to guide students' use) One word, one heart, one thing and one emotion. When we read the text in this way, we can read the rich emotions in the text, and we will find things that others can't read. Read the following paragraphs by ourselves

9. (Applicable to the evaluation of classical Chinese and ancient poems) You are really good at learning. Explanations are a very important way for us to learn ancient poems, words and prose. We will use them today, tomorrow and maybe all our lives.

1. (Applicable to group discussion) Faced with this situation, each of us has our own different opinions. Please exchange and discuss, remember the strengths of others, make up for our own shortcomings, and also give your own opinions.

11. (Applicable to evaluating students' answers) "I have a shallow understanding of what I have got on paper, and I know nothing about it." I should learn from the author, and I should also learn from you, because you can read and read the voice behind the words.

12. (Applicable to evaluating students' answers) You really read the author and approached his heart.

13. (Applicable to fables and idiom stories) When reading a story, it is only good to read something by yourself. If you don't believe me, let's try to read something from this story today.

14 (applicable at the end of the class) Thank you for spending 4 precious minutes in my life with me. At the time of parting, the teachers gave the students a sentence to read, not only to read thick books but also to read thick books. Let's remember this sentence together.

Part II: Recommendations for classroom terms that add color to open mathematics classes

Menu 1: Inspiring common expressions

1. "What do you think of when you see this topic?" /"What math questions do you want to ask?" /"What questions do you want to explore?"

2. "What did you learn after previewing? Any questions? " -"Report the data, information and materials you collected."

3. "What can you see from this question (chart and table)?" /"What information did you get?"

"What issues should I consider when traveling and selling things?"

4. "According to the information given, who is willing to help him think of a good way"/"Ask the students to help him design a feasible plan (such as traveling, riding, laying tiles, designing graphics, etc.)"

5. "Say a word according to the divisibility of numbers and the knowledge of multiples of approximate numbers".

-"Who dares to try?" /"Who can try and solve it by themselves?"

-"The method you mentioned is very good. Is there any other solution?"? /"Can you think of a better solution?" /"How many can you think of"? /"See who has come up with more solutions?"

6. "Would you please share your thoughts with your partner?"

"Who wants to talk about it?" /"Who can give some more examples?"

7. Observe (or listen) carefully. Do you agree with his idea? "/"What do you think of their writing? Talk about your views? "

-"what's this?" /"Why?" /"What's the problem?" /"What should I do?"

menu 2: appreciative expressions

8. "Yes, you can get the correct answer by transformation (transfer, simple calculation, list, combination, reasoning, association ...), which is not simple: you may become a mathematician in the future."

9. "This method of XX students is very innovative and original, which can extend the scope of thinking beyond the topic."

1. "You are really good. You are not satisfied with finding the result of the problem just now, but observing and thinking, and you have made new discoveries. If you can tell the truth, it will be even more remarkable."

"The students' questions are very good, and the students' answers are more exciting. It seems that you have a lot to know. "

11. "I didn't expect that we gained a lot in this class. It seems that learning math well can make our life richer and more exciting."

12. "Let's praise xx together! Many major disasters in human history originated from people's guesses at first, and then they were gradually verified. In the process of learning, students should also dare to guess and be good at guessing, so that they can find something and create something! "

menu 3: reflective idioms

13. "What do you think of your performance in this class? What have you gained? "

"What have you learned from the research?" Or "What's the inspiration?"

"What laws have you found through the analysis?" /"What calculation rules can you generalize?" /"What formula is derived?"

14. "In this class today, we learned ...?" "Recall how we learned?" /"Who can introduce your own learning method?"

15. "Who can give you a question worthy of further exploration?"

"Please look around after class. What places are related to what you learned today?"

16. "This is a very valuable question, which contains a lot of rich and interesting knowledge. Interested students can go to the library or look for information by themselves through the Internet after class to see who gains the most?"

iv. cooperative learning process

13. to achieve the learning goal, it is inseparable from the effective guidance of "self-study guidance". Please see "Self-study Guidance" below ... Self-study time × minutes; X minutes later, let's compare and see who can do the test on the blackboard.

14. Self-study is the best way to learn. What knowledge have you learned through the self-study just now? What information was obtained? Any questions? -Next, let's exchange and share the results of self-study.

Introduction to the teaching process Level 1

It can be divided into four levels:

Level 1-Independent thinking and induced presentation

15. What do you want to know most when you see this topic (topic)? (or what question do you want to ask most? )

16. Who wants to be the first to stand up and talk about his thoughts (practices) on this issue (this problem)? A lifetime 1

17. Who wants to talk about their own ideas again? -Health 2

18. Who else has different ideas? Who else wants to say? -students 3, 4 ...

Introduction to the teaching process Level 2

Level 2-Exchange and display, deepening and upgrading

19. When you stand up to answer a question for a while, you should first say what the answer is to this question, and then say what the reason (or basis) is for you to think (or do) like this.

2. after listening to the above students' speeches, which idea (practice) do you agree with them? Tell me your reason or basis.

21. There are two (several) different approaches (or results) to the same topic. Which one (s) is correct? Which (which) is wrong? What is the problem? Let's analyze it together. Who wants to talk about your opinion first?

22. Let's discuss this problem in the group. When the group representatives speak later, they should tell us how many opinions your group has, and what is the final agreement?

23. Did you understand what this classmate said just now? Can you tell me more? )

24. Do you agree with the idea (practice) of XXX? Any other ideas (practices)? Who can think of a better way?

25.×× classmate, now do you understand why your approach (idea) is wrong? (or is there something wrong? Can you say the correct way (idea, result) again?

26. Next, please refer to the correct way on the blackboard and correct the exercises at the same table. If your deskmate made a mistake, please tell him in a low voice.

27. It seems that everyone has gained a lot in this class. Is there any question that you don't understand? (the meaning of this guide is to pay close attention to and fully understand the actual learning effect of all students)

28 The students in this class have studied very hard and gained a lot, and they all think there is no problem. But the teacher still has a problem that he doesn't quite understand. Who can help the teacher solve it?

the third level-summarize and emphasize the key points

29. Who can summarize the meaning of these students' answers just now?

3. Next, let's summarize (summarize) the methods (ideas) and points for attention to solve this kind of problem.

31. From the answers of several students just now, we can sum up the general methods to solve this kind of problems: the first step …, the second step …, and the third step ….

32. What do you think should be paid most attention to when applying what you have learned today to solve practical problems?

the fourth level-extending and guiding reflection

33. We have gained a lot in this class today. Who can give you another question worthy of further exploration?

34. The teacher here has a very interesting question ××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××

35. In this class today, we learned XXX. Looking back now, how did we learn? Who wants to tell you about their learning methods?

36. What do you think of your performance in this class today? What are your feelings and learning experiences to share with you?

menu 5: evaluation of teaching process

37. The teacher knows that you have understood it in your heart, but you can't say it in your mouth. I'll tell you what you mean, and then you can say it again, okay?

38. Although your answer is a little different from the correct answer, it doesn't matter. It's amazing that you can stand up bravely and answer questions!

39. Although this classmate answered incorrectly, he provided a good topic for discussion. Let's thank him as well!

4. Although this classmate's thinking is a little complicated, his innovative spirit is worth learning!

41. The question you raised is exactly what we want to study in this class. Thank you for bringing such a good question to everyone!

42. This question put forward by XXX is worth thinking about! Now, let's try to solve this problem together.