Attendance record of Chinese class in senior high school

High school Chinese handout 1 1. Introduction:

Close your eyes and listen to the sound of thunderstorm, which leads to the topic.

Second, preview:

Read the text by yourself. What paragraphs were written before, during and after the thunderstorm?

The teacher's language is very concise, so that students can understand their learning tasks. )

Third, check the preview:

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After reading the text, do you understand what rain it is?

Read the second paragraph of the text silently and think about which sentences are raining heavily. You can draw with horizontal lines.

It's a good habit not to use pen and ink and not to study, which needs to be cultivated from the lower grades.

Health: the fifth natural period: the rain is getting heavier and heavier, and the trees and houses can't be seen clearly.

Teacher: Who can tell me why I can't see the tree and the house clearly? Say it because of it.

Health: Because ... So.

Teacher: Who else will say?

Health: I can't see the trees and the house clearly because of the rain on the window.

Teacher: Can you talk? Tell your deskmate again.

On this day, many children were very capable and sat down as soon as they agreed.

The teacher's evaluation language is good, concise and effective.

What other sentence says it's raining heavily?

Health: Wow, it's raining.

Teacher: What do you know?

Health: Wow, it means it's raining heavily.

Teacher: I seem to see someone pouring water from the washbasin. Who can read the feeling of heavy rain?

Student: Read.

Teacher: Who can read bigger? A little more urgent?

Student: Read.

Teacher: Shall we read it together? (The teacher reads the first "wow", and the female students and male students read the second and third respectively)

5. Learn the first paragraph: Nature will tell us some phenomena. Silently read 1-3 chapters.

1, silent reading: What changes have been found in nature?

2. Communication: Cloud-pressure

Write "stress" in combination: what should you pay attention to when writing? -Vertical skimming point

The teacher demonstrated and pointed out the requirements of writing: look up.

When the teacher demonstrated, the students wrote by themselves, which failed to achieve the demonstration effect. Hehe, I need a clear task)

Students who write well think about it. Do you have any good ways to remember it?

How to write and how to remember are best taught together, so that students can remember when writing. But this is a department. )

What kind of clouds are coming? (darkness)

Do you understand? I don't think it's dark enough!

What do the dark clouds in the sky mean? many

Student: And thick clouds.

Teacher: at this time, there are many thick and dark clouds coming down. How stuffy is it?

Let me see: Why don't cicadas bark at all? (Too boring)

3. What else has changed? -Wind

How will the branches spread? -Swing, tilt, drift, drift.

What else can a strong wind blow? -Dust Spider

Learn "Spider"

Cultivating students' awareness of speaking potential is still relatively strong, which is very important in lower grades. Will be expressed coherently, and the potential of natural language has been improved. )

Learning: Hanging-Imagine how the spider escaped.

What else did you do? -Lightning is getting brighter and brighter (indicated by vertical lines)

The thunder is getting louder and louder (indicated by a circle)

Do you understand?

This idea is very funny, which is good for adjusting the classroom atmosphere. )

Training: Put "gradually" in the following sentences:

It is getting dark.

Pink flowers are blooming. How beautiful!

The sun was like a big fireball, and the water in the shallow pit dried up.

4. accumulation: learn the word rain: dark clouds are gathering, etc.

Six: class is over

Overall feeling:

1, the teacher's teaching design has a clear hierarchy and clear thinking.

2, can pay attention to the cultivation of students' potential in all aspects. Such as speech, imagination, etc.

3. The quality of the teacher is very good, the language expression is concise and clear, and the instructions are clear.

Recommended:

The atmosphere of the whole classroom teaching is good, but there is a lack of "subjectivity": students' own learning and creative performance, which is rare. Why? Because there are too many teachers' guiding, guiding and compulsory learning behaviors. Perhaps this has something to do with the characteristics of classroom teaching in lower grades.

In the creation of scenes, students passively understand whether they can create an interactive and vivid learning environment for their children and make them learn more happily.

Of course, it's easier said than done. After listening to teacher Yan's class, I still feel that I have benefited a lot. thank you

Senior Chinese Listening Record Part II Activity Objectives

1, guide the children to count the items within 4 in the game and know the total.

2. Encourage children to participate in integral games and experience happiness.

Activities to be prepared

Four insect guards, several insect babies, insect home, Christmas scene.

Activity process

First, the scene is introduced.

Christmas is coming, and the bug kingdom is going to hold a Christmas party. Insects in the insect kingdom are enthusiastic and invite children to participate.

Guard: "Welcome."

Teacher: "Do these four guards look alike?"

Celebrate Christmas-Game: Where are my friends?

The guard gave each child a bug friend to play games at the Christmas party.

After singing and playing the song, the teacher shows you the bugs. Please ask the bugs to lift the bugs and count them together like a teacher. (4 times)

Third, the party is over.

Guard: "It's dark, the moon has risen, and we're going home."

Teacher: "Thank you for inviting me. Let's take you home together! "

Steps:

1. Give the bugs to the children.

Teacher: "It's getting dark. We must count the number of bugs and don't send him to the wrong home. "

2. correct the bug that was sent to the wrong home.

3. Send the remaining bugs home.

Fourth, it ends naturally.

Say goodbye to the bug!

Teacher 3: We learned the style of painting. Let's study together.

Reading Children's Songs: Song Tao ............

Should we take out our little hands and read together in fear of rhythm?

Health: Watch it together.

Teacher: We also learned some new words in the process of reading. Let's read it.

Student: Read.

Teacher: Who will read it again? Well, that's great.

Health:

Teacher: What did you find about these two groups of words?

Health: The national flag of Zhao Xiaoyi is flying. ...

Teacher: What else did you find?

Health: The first line is about people. What's the next line?

Teacher: How clever. Let's read together. They drew everything below, didn't they? (Blackboard: Flag Windmill ...)

What do these things have to do with the style of the article? Last class said that the wind is intangible and invisible. Who said that?

Health: Chen Dan.

Teacher: Who will read this sentence?

Health: Chen Dan said, "The wind is invisible and intangible, and no one can draw it."

Teacher: Does Chen Dan mean that someone painted it?

Health: No one can draw it.

Teacher: All our "Chen Dan" said with certainty.

Student: Students read.

Teacher: Can anyone draw it?

Health: Yes.

Teacher: Please look at the text. Who can draw it? How was it drawn?

Student: Reading.

Teacher: Who painted it?

Student: Zhao Xiaoyi Chen Dan. ...

Teacher: (showing courseware)

Health: Reading (flagpoles, crooked trees, dark clouds, little boys with windmills, whirring windmills).

Teacher: Who are these "he" and "she"?

Students: Zhao Xiaoyi, Song Tao, Chen Dan.

Teacher: Who can read the names of these people?

Student: Read.

Teacher: It's curved. It looks easy to read. I seem to see many verbs. Can you tell from those places that this painting is the wind?

Health: turn-the rain that can best reflect the oblique clouds.

Teacher: Did you draw the wind?

Health: I drew it.

Teacher: Who can understand it?

Student: Read.

Teacher: Do you like windmills best? We read it together.

Student: Read.

(Good sense of execution. Students don't read well, and teachers give instructions and guidance at random to make children read well and accurately. The atmosphere in the classroom is very good, and the students' intentions have been fully exerted. )

Teacher: Choose a few words by yourself and read them carefully.

Student: Read.

Give all children the opportunity to study and meet their family needs.

Teacher: Can Miss Huang read it by herself? -Reading

Health: OK.

Teacher: Read (pronounce "tribal tiger" as "tribal tiger"-turn reduplicated words into words)

Student: The teacher missed a word.

Teacher: How about this?

Health: Not good.

Teacher: Then let's read it. Which is better?

Health: Good overlap.

Teacher: It's a long way to go without a word, isn't it?

Health: Yes.

Teacher: Show me the picture.

Health: The picture with wind is more beautiful.

Teacher: What a beautiful picture, because what did they draw to make it more beautiful?

Health: wind

Teacher: Isn't it impossible to draw at first? It can be seen that they have thought of many ways.

Look at paragraphs 4-8 of the text together and see what they think.

Health: Zhao Xiaoyi blinked and used his head.

I also learned to draw Chen Dan's books-(the teacher didn't comment, the students raised their hands to show their opinions, and added one more word).

Teacher: Is Chen Dan happy?

Health: Happy.

Teacher: I couldn't draw at first, but now I can. What kind of children are they?

Health: A group of clever children.

Teacher: Yes, a group of thinking children. Look, the wind is really coming-show me: three children are saying this. ...

Xiu: the wind is coming, the wind is coming, the wind blows away the red flag, and the wind is hidden in the dancing red flag;

The wind came, the wind came, the wind blew away the young trees, and the wind hid in the swaying young trees;

The wind is coming, the wind is coming, the wind blows and rains (), and the wind hides in the rain ();

……

Health: Read this sentence together.

Teacher: The teacher adds a topic and it becomes a poem. We are all clever children, shall we write together?

Show me: the wind is coming, the wind is coming,

The wind blew (),

The wind is hidden in ().

Student: Students write.

Children are happy, so writing is happy. Children's willingness to write is based on the previous teacher's guidance and demonstration. I feel that the speed of the demonstration is too fast. I don't know if the students can understand it. The dual purpose of writing is good: understanding the text, transmitting the text and learning to write poetry. This kind of training consciousness is very good)

Teacher: Who can tell me?

Health: communication.

Chen Nuo: The wind is coming, the wind is coming, the wind bends the grass, and the wind hides in the curved grass.

The wind comes, the wind comes, the wind blows away the hair, and the wind hides in the fluttering hair.

Teacher: Can you talk about your poems in groups?

Health: Good (communication)

Teacher: It seems that there are many young poets in our class! Write, watch and even draw pictures after class.

Health: It can also be accompanied by music.

Teacher: Yes! Many poets in ancient times wrote such poems to study the wind together.

Students are too excited at this stage, and teachers need to properly rectify discipline.

Health: Autumn leaves fall and the wind blows …

Teacher: What else? We learn Ye Shengtao's wind music together.

Student: Read.

Teacher: Read a passage to the old teacher.

Health: Watch it together.

Teacher: Who can learn to say such a poem?

Student: Student's answer (the student's answer is very good, it seems that imitation is the basic skill of literary creation, hehe).

Teacher: Actually, stroke plays a great role in life. That's all for this class. Thank you!

Listening to Chinese classes in senior high school is the most frequent activity of our middle school teachers, and it is also the most effective way to improve self-study and promote professional development. Every semester, in addition to the normal listening classes among colleagues organized by various teaching and research groups, there are also demonstration classes for new teachers, clearance classes, demonstration classes and seminars for excellent teachers organized by the school's academic affairs office, which provide many opportunities for listening to lectures and learning. However, in many schools, many teachers regard attending classes as a meaningful activity and a task that they have to complete. They do nothing, are inattentive and even doze off, especially when listening to non-professional classes. When listening to lectures, I seldom take lecture notes. If there is, it's just a few strokes. What you write down is only a part of the teacher's blackboard writing, and even if you have heard it, you rarely review and sort out the lecture notes, let alone analyze and reflect deeply.

Attendance records are the first-hand materials, the materials and basis for after-class teaching reflection and exchange, and the extremely valuable wealth for promoting teachers' professional growth and improving teaching level. We should not only make a good lecture record, but also review it after class. We should analyze and reflect on teaching activities. If we think more, we will improve more. On the contrary, teachers who are unwilling to take notes and think deeply about the lessons they have heard may only repeat a lesson n times without any possibility of improvement or improvement. So, how did you record the lecture? What should you record when you attend a lecture?

First record the highlights of the instructor, that is, the success.

As the saying goes, there must be a teacher in a threesome. First of all, we should hold the attitude and purpose of learning classics in class. Even a new teacher who has just graduated from school and just stepped onto the podium must have something to learn, not to mention that ordinary teachers are carefully prepared, which is a full display of their talents and wisdom. There must be many places worth learning and learning from, which should be captured and recorded in time. For example, a good teaching method, a clever teaching design, a brand-new way of thinking, a unique handling skill for a certain problem, a clever handling of accidents, a clever introduction of transition, a unique blank, and even a practical sentence and an appropriate word. For example, once, when I was a geography teacher, I listened to a math teacher talk about the monotonicity of functions in an open class. It was very appropriate to describe the image of decreasing functions with "going from bad to worse" and increasing function with "thriving". It was recorded in the lecture notes, which prompted me to learn to describe geographical things vividly with exquisite and appropriate idioms in future geography teaching, which left a deep impression on students and achieved good teaching effect and great response. .

Second, record the teacher's shortcomings.

Listen to the class with a critical eye. No matter how well prepared a teacher is, there will inevitably be omissions and mistakes in the teaching process, and of course there will be "failures". Record them, review, sort out and analyze these "failures" and learn from them. Rethink the design so that we can improve and improve our teaching in the future. At the same time, taking this as a mirror can also help us to make fewer or no similar mistakes in future teaching, reduce mistakes and improve teaching level.

Third, record students' confusion.

Every student has his own thinking, and they will consider the problem from their own perspective. Sometimes they often have some different questions and puzzles. Recording them can promote teachers to discover and explore new and good ways and methods of breakthrough. For example, listening to a teacher talk about the earth's revolution, he arranged for students to read pictures 1. 19, 40~ N, IX-~- the changes of the sun's height and the length of day and night at noon, and calculate the length of the day. At this time, the students found that the sum of the days of winter solstice and summer solstice in this area is 24 hours. They wondered: Is this the case all over the world? I recorded the students' confusion in time, which prompted me to think further after class and find a good way to explain the problem clearly. Finally, ask the math teacher to guide the students to prove it with the knowledge of mathematical plane geometry, and draw a positive conclusion, thus completely explaining the problem. Solving students' confusion with the help of mathematics knowledge improves teaching efficiency and enhances teaching ability.

Fourth, record students' unique insights and discoveries.

Every student has his own thoughts. They will consider the problem from their own point of view, and sometimes they often have original opinions and discoveries. For example, I'm listening to a new teacher talk about "the temperature difference between north and south in China". He arranged for students to read two pictures, "1 month average temperature in China" and "July average temperature in China", so that students could observe the highest and lowest temperatures in two months and their corresponding places, and draw the conclusion that "the temperature difference between north and south is large in winter and the temperature is generally high in summer". At this time, the students found and put forward: Why are there many dotted lines in the July isotherm, such as adding a dotted line (20℃ isotherm) between 1CC and 24℃, but not in the June isotherm? I not only admire: what a good question! Write it down, and use the problems found by this student to guide students to analyze, discuss and express their opinions when teaching this part in the future.

Some students think that from the analysis of the 20℃ isotherm distribution added in the figure, it can be seen that summer in most parts of China is generally higher than 20%, which belongs to the high temperature season. Therefore, adding this isotherm can help people get the general characteristics of the summer temperature in China. Some students think that the dotted line of the isotherm map in July appears in mountainous areas, indicating that the altitude in mountainous areas changes greatly, the isotherm is dense and the temperature changes greatly. However, there is no dotted line on the isotherm of 5438+ 10 in June, indicating that the change of winter temperature with height is not as obvious as that with latitude. This enables students to have a more thorough understanding of the "North-South Temperature Difference in China". Therefore, recording and using students' unique insights and discoveries in classroom teaching is a supplement and improvement to the omissions in teaching design, which not only broadens teachers' teaching ideas, but also improves teachers' teaching ability and teaching effect.

5. Record your inspiration in Xin class.

In the process of attending classes, teachers often have instant inspiration because of some special circumstances or some accidental events. These "sparks of wisdom" will disappear with the passage of time if they are not captured and recorded in time. For example, a teacher talked about the change of the noon sun height in a year, and the analysis emphasized that the noon sun height in the southern hemisphere reached the maximum value in a year when the sun was directly on the Tropic of Cancer, but it could not be said that the noon sun height in the northern hemisphere reached the maximum value in a year, only that the noon sun height in the north of the Tropic of Cancer reached the maximum value in a year. After talking for a long time, some students are still not very clear.

I happened to see the students in the classroom sitting north and south, and suddenly thought that the middle row is the equator, the third row before and after is the Tropic of Cancer, and the teacher is the sun. I asked students in different positions to observe and answer the height change of the sun at noon in a year and when it reached its maximum. This idea was recorded in time during class and applied in the next class. It is found that this demonstration has greatly mobilized students' enthusiasm and enlivened the classroom atmosphere, and it takes less time, and the effect is very remarkable, effectively improving the quality of classroom teaching. Even a practical sentence, an appropriate word. For example, once, when I was a geography teacher, I listened to a math teacher talk about the monotonicity of functions in an open class. It was very appropriate to describe the image of decreasing functions with "going from bad to worse" and increasing function with "thriving". It was recorded in the lecture notes, which prompted me to learn to describe geographical things vividly with exquisite and appropriate idioms in future geography teaching, which left a deep impression on students and achieved good teaching effect and great response.

Two days ago, a national class competition-"My Example My Class" was held in my school. As a judge, I listened to six classes completely.

Because we want to judge whether you are high or low, we dare not slack off in class, speak vividly and nod yes; Speak awkwardly and sigh for it. Listening and taking notes is very rewarding, and it can be sorted out for your own review and for your colleagues to learn from.

First, melt into the country, use local materials, and enhance the realism of the classroom.

The topic of this evaluation has long been clear, and there is enough time to prepare in advance, so there will be no big problem in teaching material analysis. This course may also be rehearsed repeatedly. The teacher plays like a script, and fluency is inevitable. In this case, it is valuable to improvise "generation" flexibly and tactfully, giving people a sense of reality and intimacy. A teacher talked about the rainy lane. It rained that day, and the teacher talked about the feelings brought by rainy days, which naturally introduced the topic and made life very rich. Another teacher talked about "going back to the garden" and saw a couplet on the wall behind the classroom "Don't forget your initiative", so he ended the lesson with this couplet, which not only suited the subject content, but also skillfully used local materials to show the wisdom of teaching.

Second, close to the students, a little skill, enhance the interest of the classroom.

According to the regulations, teachers who participate in this competition have no contact with students in advance, which may easily lead to the separation of teachers and students. Poor design will affect the classroom atmosphere, and the classroom lacks the necessary excitement and lifelessness, which is not conducive to students' study and of course affects teachers' play. The two teachers handled this very well. Their introduction is ingenious. A teacher came to guess the picture first, which not only led to the difference between perceptual thinking and rational thinking, but also aroused students' curiosity. The teacher also prepared "signature photos" to reward those students who actively expressed their opinions. This skill may not be necessary if you give it to your own students at ordinary times, but facing a group of strange students can really play a role in mobilizing the classroom atmosphere. Another teacher started with the resignation letter of "The world is so big, I want to see it" which was widely circulated last year. It is also very interesting to introduce Tao Yuanming and get through the past and the present. In the reading session, the suggestion of "reading big PK" was put forward, and the effect was good.

Although the "small skill" is small, it is not easy to use it well. A teacher used a group competition to temporarily divide students into eight groups from south to north according to their seat positions, and which row got extra points when students answered questions. This is a common method, but it hardly works in this teacher's class. I think there are two main reasons for this: first, the members of each group are temporarily appointed by the teacher, and there is no communication between them, and they lack a sense of group identity and cannot form a sense of group honor; Second, in order to take care of the students' emotions, teachers will give 2 points regardless of whether the students' answers are good or bad, and lack of differential evaluation can not mobilize the students' enthusiasm.

Third, be urgent, slow down, and adjust the pace of classroom development.

Because the teacher did his homework in advance, there is no embarrassment that the teacher has nothing to say. On the contrary, most teachers prepare too many things, just like suddenly making a suitcase for a long trip, and it is very crowded.

This has brought many problems.

From the teacher's point of view, each link has a preset time, accurate to the minute. I'm afraid I'll cross the line, so I'll rush to finish it if I have a task in my heart. In fact, I am not completing the task, but completing the "steps".

From the student's point of view, the nose is tightly held by the teacher, who points east and west, step by step, unable to think deeply and savor carefully. The so-called personalized reading can only become a mere formality.

In this lecture, both teachers talked about "writing with poetry". They all write well, they all have beautiful Mandarin, they all make beautiful slides, they all grasp the value and method of "writing with poetry", and they all show the wonderful part of hydrology. However, there is only one big difference between the two. There are many steps, one after another, dazzling. Finally, the winning teacher, whose design is simple and steady, pays special attention to students' acceptance, understanding and mastery, and the effect is better, so he wins.

Fourth, pay attention to practical results, stress harmony, and strive to avoid copying others.

In this competition, the host, Professor Qin Wang, repeatedly demanded "simplicity" and clearly opposed glitz. On the whole, the teachers did a good job. What impressed me deeply was that at the end of class, a teacher asked such a question: "Students, let's talk about what we got from this class." This design is very practical and valuable.

A class should be an organic whole, with harmonious links, giving people a sense of comfort and being able to concentrate on solving a problem completely.

Unfortunately, there are still many things that are difficult to make up for. The so-called "copy mechanically" refers to the practice of blindly imitating and copying others; The so-called "hard work" refers to the hard work of putting together links regardless of the internal harmony of a class. Both of them are serious formalism and lack innovative consciousness. For example, songs are played at the beginning of the class, and there are three classes in six classes. Another example is the writing training in the second half of the class. The obvious purpose of class is to appreciate poetry. It is embarrassing to spend 10 minutes on fragmentation training. The first half is water and the second half is oil. But fragment training always writes awards for the characters in the text. Judging from the author's experience in attending classes, since the appearance of CCTV's "Touching People in China" award, in the past decade, countless open classes and competition classes have adopted this form, which is really unbearable.

Fifth, read widely, be able to read and write, and improve teachers' humanistic quality.

A teacher who can't read or write is somewhat embarrassed in Chinese class.

Most of the teachers I attended showed their reading and writing abilities. But none of the words displayed by the teacher were written in class. Beauty is beauty. Without the sense of presence, there will be less shock. It is suggested that teachers with this ability can learn from Cao Zhi and Wang Bo and write synchronously with students, which will bring more demonstration value to students. Reading aloud is also a quality that a Chinese teacher should have. Some teachers tell poems and don't read them themselves. Although some teachers are exemplary, they are not as good as students in reading; Some teachers let students read, but they can't judge the pros and cons and guide the way. There are two young teachers who have done a good job at this point. They read the model carefully and vividly.

It is not easy to judge a teacher's humanistic quality, especially his knowledge quality, for a class that has been prepared for a long time and fully practiced. But if you pay attention, there will still be clues. I listen to this class, paying special attention to the communication between teachers and students: the teacher's evaluation of students' views is not in place; Is the teacher's answer to the students' questions level?

At this point, some teachers have done a good job. For example, a student wrote a sentence on the blackboard that "things are people, right and wrong are indistinguishable", which is in line with the context, but when there are other words, the teacher's sentence "flaws don't hide Yu" is very appropriate. Another example is the teacher who talks about "returning to the garden". When summing up Tao Yuanming's final choice, the students had a dispute between "returning to the garden" and "keeping the garden". The teacher commented that "returning to the park is an objective action, and" keeping "is an inner persistence." I can't remember the specific words, something like this. This comment is in place. A student said that his perception of rain lane was blue, and then the teacher said, "The sky is green, waiting for rain." Quoting Jay Chou's lyrics is familiar to the students, but it is poetic and interesting.

Some teachers don't do well enough. For the students' answers, they either say yes or turn a deaf ear, or say something like "Today's weather is hahaha". In short, it is irrelevant, lack of knowledge, unable to reflect the standard, and exposes the shallowness of Chinese literacy. Chinese literacy is a Chinese teacher's housekeeping skill and cannot be fooled.

There are still some questions, which are too trivial to say.