Chinese case analysis

Chinese Cases Part 1:

Case Analysis of Chinese Teaching in Primary Schools - Grasping the Laws of Writing Teaching

1. An interesting composition teaching

Teacher: Classmates, the Dragon Boat Festival is coming soon. I really miss that each of your families has been to the Dragon Boat Festival. I wonder which classmate would like to invite me? Student: (showing joy and shouting loudly) Teacher, come to my house! I would like to invite you!

Teacher: I am very happy that everyone is willing to invite me. But fighting like this is not the answer. Let me see, whoever can cook, and the dishes they cook are delicious and delicious, I will go to his house as a guest.

Student: (Looking confused, not knowing how to answer)

Teacher: This condition may make it difficult for everyone. However, there are still several days before the Dragon Boat Festival. If the students are willing to learn, they will definitely learn well and invite me.

Student: (joyfully) OK, it’s a deal!

[In the composition class two days later]

Teacher: Have the students learned how to cook?

Students: (loudly) Got it!

Teacher: Yeah, so fast? Who did you learn it from?

Student 1: I learned it from my father.

……

Teacher: Thank you for your sincerity. So what have you learned to cook? It must be good, right?

Student: (Without waiting for the teacher’s call, they stood up one after another, talking all over the place. The teacher invited a few people to come to the podium to speak to everyone.)

Teacher : These students just spoke very well. As soon as I heard them talk, I knew that the food must be well done, and the teacher's mouth was almost watering. But there are so many students in the class, and it is impossible for everyone to come up and say, is there any way to let the teacher know what each student has learned to cook and what the cooking process was like?

Student: Teacher, let us write down the cooking process and the dishes we cook. Don’t you already know?

Teacher: This is a great idea. In this way, the teacher will not only know what kind of dishes you cook, but also compare them to see whose dish is the best, and I will go to his house as a guest, okay?

Student: OK!

Teacher: Okay, just write quickly.

What is the difference between this composition teaching and traditional composition teaching? What does it teach you?

2. Comment

Traditional composition teaching is mostly propositional or semi-propositional compositions, and their content is aging, boring, and divorced from life. Therefore, compositions generally stick to textbooks, from sentence patterns to article structures. Most of them are imitated and mostly the same. In traditional classrooms, writing is restricted to the classroom and 100% belongs to classroom teaching. Students' writing process in class can be roughly divided into two stages: the first is the thinking stage, including topic review, conception, material selection and conception; the second is the written expression stage, including drafting and revision. In teaching, due to the fixed thinking of some teachers, students' compositions are the same and have no new ideas at all. In the long-term traditional teaching, students have been in a passive state of acceptance, so that they "discolor when talking and writing."

The composition teaching based on case narration reflects the new composition teaching concept after the curriculum reform. From the perspective of the content and methods of writing teaching, the new curriculum standard advocates that "writing teaching should be close to students' actual situation" and encourages students to "write independently", "reduce the constraints on students, encourage free expression and creative expression. Encourage students to independently draft topics" , write less propositional compositions.” From the perspective of the process of writing teaching, teaching is not limited to the classroom, but "provides students with favorable conditions and broad space" to experience life before writing, and "guides students to pay attention to reality, love life, and express true feelings."

The teacher in the case grasped the rules of writing teaching and chose "learning to cook" as the writing content. The material came directly from life. When teaching, the teacher first unknowingly assigned the task of learning to cook to the students on the grounds that "the teacher wants to celebrate the Dragon Boat Festival at the home of the classmate who cooks the best food."

This is to guide students to experience life practice before writing, and to cultivate students' ability to observe, think and express during the experience. In the writing class, the teacher first guided the students to talk about the cooking process through a wise conversation, and then asked the students to write in writing as an excuse for the teacher to compare. Because every student wanted to invite the teacher as a guest, throughout the class, although the teacher did not mention the word "composition", the students actively completed their writing in a relaxed and harmonious atmosphere. From the teaching clips, we can see that students have always been in a state of active learning, and all of them are full of the desire to express themselves. It can be said that this composition teaching truly achieves "making students easy to express and willing to express" and "telling the truth, the truth, and what is in the heart."

This case makes us Chinese teachers understand: writing comes from life; writing describes life; students can only express life on the basis of observing life, experiencing life, and thinking about life. Only in the environment are "easy to express and happy to express". In a word: There is no fixed formula for writing.

Primary school Chinese teaching case analysis - the charm of appreciation and encouragement

"Chinese Curriculum Standards" (Experimental Draft) points out: When implementing evaluation, attention should be paid to teacher evaluation and student self-evaluation Combined with mutual evaluation among students. Under the guidance of the new concept, while strengthening reading teaching, teachers should also pay attention to the evaluation of students and promptly mobilize students' enthusiasm for learning. I gradually implement interactive evaluation between teachers and students in teaching, and guide students to correctly pay attention to themselves and understand themselves during the learning process through rich classroom reading teaching forms. After a period of practice

it has achieved certain results.

Example: When I was studying "Life", there was such a fragment in the reading teaching process:

Teacher: Children, now please describe the second paragraph that you think is the most beautiful. Read the sentences to everyone and share the happiness with everyone,

Okay?

Student 1: I think the sentence "break through the hard shell and thrive without sunlight" touches me the most! Teacher: Why?

Student 1: I can feel Melon Seed's desire for life and tenacious struggle from "Unyielding and Upward, Thrive", so I am very touched!

Student 2: You said it very well. I agree with you. We are really moved by the perseverance and vigorous growth of melon seeds in a difficult environment.

Student 3: What you all said makes sense, but I want to add something to you, "What a strong vitality is contained in that little seed!" This sentence also compares the relationship between melon seeds and melon seeds. The desire for life is vividly expressed!

Teacher: Classmates, you are so smart. You can understand the preciousness of life and Melon Seed’s desire for life from different perspectives. Who can express Melon Seed's desire for life in the form of reading aloud? (A student reads aloud)

Student 1: You read really well. I want to read it too.

Teacher: You two read so well, making the teacher feel the melon seeds’ desire for life!

Student 2: Teacher, they read in a beautiful tone. I seem to have seen the picture of melon seeds growing up in a harsh environment. I want to compare with them.

Student 3: Your reading level has improved a lot, and you can read several key words in the sentence with different tones.

Teacher: Not only did the students read well, but the evaluation was also spot-on. You are all amazing! Are there any sentences that moved you?

Student 4: "Even if it only lived for a few days" this sentence is well written.

Teacher: You have a good eye, and I think this sentence is well written. But what's the good thing?

Student 4: I think the word "even" is used well.

Teacher: Why? Let me tell you.

Student 1: I can’t explain clearly, but I just think “even” is used well.

Teacher: It’s normal to not be able to explain clearly. If you can notice that “even if” is used well, it’s already very remarkable.

Think about it, everyone, what other words can be replaced with the word "even"?

Student: Even if, although, even, even, even if, even though ``````

Teacher: Your little brains are so flexible, with so many words! Read it yourself carefully and experience it. What other words do you think are well written?

Student: The word "merely" is also used well! (In this way, you come and go, and the bell rings for the end of get out of class)

[Analysis and Reflection]

The new curriculum emphasizes: It is necessary to fully mobilize the enthusiasm of students and give students more To provide opportunities for development and expression, teaching should promote democracy, advocate "group speech hall", and advocate multi-directional information exchange. In the teaching segment "Life Life", interactive evaluation methods are fully developed between teachers and students, and between students. The teacher gives the students encouraging looks and inspiring words, such as "You

read really well, your comments are spot-on, you are already great, your brain is so flexible, and your words are so rich!" Words like these are sincerely appreciated by the teacher. The students' enthusiasm is greatly improved, the learning space is broader, and the students' dominant position is more fully exerted. The students truly regard themselves as the masters of learning.

Appreciation is a kind of heartfelt and true praise. In the face of students' wonderful answers, teachers should give heartfelt appreciation, which may be an unforgettable encouragement to students. Students' mutual evaluation is used very frequently in this segment. Primary school students like to imitate their teachers to evaluate others. This method of mutual evaluation is conducive to students learning each other's strengths and correcting shortcomings. It can also exercise their ability to judge right and wrong and their oral expression skills. to develop and improve themselves. For example, when reading aloud, students can comment on the reading of their peers: "You read really well, I want to read it too. Your tone of reading is very beautiful, and I want to compare with you. Your reading level has improved." "In the evaluation, students learned to read aloud, learned to compete, exercised their abilities in all aspects, and promoted their all-round development.

Throughout the teaching segment, I paid great attention to the feelings of each student, focused on motivation, keenly captured the shining points, and gave timely affirmation and praise, so that students could feel the feelings of teachers and peers. Sincere and realistic evaluation encourages students to think positively, creates a warm, relaxed and harmonious learning atmosphere, guides students into evaluation, mobilizes all students to pay attention to and participate in evaluation, so that students can communicate in evaluation and learn from each other in evaluation. Learn through communication, and make progress in evaluation, improve together, and develop in an all-round way, so that classroom evaluation can effectively promote student development.

Case analysis of primary school Chinese teaching - grasping the introduction to promote generation

Case: The teacher assigned a question to the students: "The word 'green' in 'The spring breeze turns green again on the south bank of the river', The author has revised it many times in the process of writing the poem. Just think about it, what words may the author have used? "The students' answers include "blow", "arrive", "come", "dye" and "pass"? The teacher asked the students to put these words in Read the poem, compare it with the original text, and ask them which word they used better. After comparing, some students said that their own words were used better than the original text. The teacher said: "You have become a poet, but you still use the word "green" well." This kind of evaluation cannot convince the students.

In fact, teachers can add this kind of introduction when evaluating: "Students all have their own opinions, which is worthy of appreciation. Please put the words you choose into the poem, read it and think about it. , read the original text again and tell everyone, what do you seem to see and what do you think of? "Let students read, compare, comprehend, discover the beauty of the word "green", and also experience the difference in the words they choose.

It’s extraordinary, but students don’t have to accept “green” as the only good answer. The author was listening to the class at the time and asked the students sitting next to him why he thought his handwriting was good. He said: "The word 'dye' reminds me that spring is like a painter. She dyes the grass green and makes the flowers bloom colorfully. The word 'green' makes me seem to see the green grass all over the mountains and plains, full of spring. of vitality. I think the world I describe with my words is beautiful.

"Look, how well this student speaks, isn't it worthy of recognition?

Analysis: In this case, the teacher did not convert the generated content of implicit educational value into students' learning activities, that is to say Teachers focus on the achievement of knowledge goals, but neglect the accumulation of process experience and experience, and neglect the cultivation of emotional attitudes and abilities. There is no organic integration of generation and preset in the classroom. The language of teachers' instant evaluation does not give students more time and space. Therefore, it is impossible to achieve the effect of timely response and effective response.

Case analysis of primary school Chinese teaching-grasping arguments to promote generation

Case teaching "Golden Fishhook", the teacher asked students to use it. Read the text at a certain speed and complete a fill-in-the-blank question: This is a __________ monitor. After the group discussion, the student representative spoke:

Student: This is a monitor who is willing to sacrifice himself for others. .

Student: This is an honest and trustworthy monitor.

Student: Teacher, I object.

Student: Teacher. , this text is about the old squad leader sacrificing himself to help the three young soldiers, and it has nothing to do with "honesty and trustworthiness".

Teacher: I suggest that students, please stop being impatient and calm down. Let’s hear his reasons, okay?

Student: The old squad leader promised the instructor that no matter how difficult it is, he will take the three little soldiers out of the grassland, and there are still more than twenty miles to go. When he was about to walk out of the grassland, the old squad leader died. So I said that he failed to fulfill his promise. And when the old squad leader was dying, he himself said, "I did not complete the task assigned to me by the party."

Teacher: Teacher likes to hear your point of view. It means that you read books and think carefully. This method is worthy of learning by all students. Life is precious. Isn’t the old monitor willing to live well? The students read the text again and thought as they read, why didn’t the old monitor drink the life-saving fish soup? (Students read and think.)

Student: I can tell from the word "dying" that the old monitor is about to die. He died, knowing that he would not be able to survive even if he drank fish soup

Chinese Case Study 2:

Background:

In recent times, I have discovered a lot of The students are not in a good state when listening to the lectures, and they are very passive in answering questions. I am thinking: Are our Chinese classes far away from students' lives? Have students' creative thinking been developed? Why do some students lose their language learning the longer they study? The lower the enthusiasm, and show various negative psychology? However, these issues are often ignored by us intentionally or unintentionally.

Description

When I explain the artistic creation techniques of classical poetry. , the use of "Fu" and "Xing" in "The Book of Songs" often becomes a difficulty for students to understand. Although Zhu Xi's definitions of "Fu", "Bi" and "Xing" are accurate and concise, if the teacher follows the text, students will find it difficult to understand. And boring. How can we turn the profound into the simple, the abstract into the image, and the dull into the vivid? When I talked about "Fu" and "Xing", I introduced popular songs that the students liked and were familiar with. When talking about "Fu", after explaining that the meaning of "Fu" is actually direct narration or description, I quoted the lyrics of "Xiao Fang": "There is a girl named Xiao Fang in the village, who is beautiful and kind-hearted, with a pair of Beautiful big eyes, thick and long braids..." indicates that this method of describing from many aspects is actually what was called "fu" in ancient times. When talking about "Xing", I quoted the lyrics of "The Tracker's Love": "It's not windy, it's not raining, there's sun in the sky, the girl doesn't speak, the girl doesn't talk, what's the girl thinking?" I made it clear, "Let's talk about things first. The meaning of "causing the words chanted". This method of interpreting elegance from vulgarity makes teaching relaxed and interesting, which greatly arouses students' interest in learning Chinese. In this class, the classroom atmosphere was active and students received knowledge better.

Thinking:

This case illustrates: Teachers must have the awareness and ability of classroom development, be good at grasping and regulating the classroom atmosphere, increase the capacity and density of textbook knowledge, and create new ideas in classroom teaching. Tempting situation. In this way, Chinese teaching can move toward life, practice, and wisdom. Confucius said: "Those who know well are not as good as those who are good at it; those who are good at it are not as good as those who are happy." It can be seen that hobbies, interests and life experience are very important in learning activities, and can often get twice the result with half the effort. Therefore, teachers should be good at stimulating students' interest in learning and mobilizing students' life experience. In teaching practice, although I am not good at creating attractive situations, I feel that I should work hard in this regard. Because doing so can effectively stimulate interest in learning and activate the classroom atmosphere. I think that Chinese teachers can really turn "pressure" into "charm" in classroom teaching, making "students like what you teach", and students' negative psychology of learning Chinese can be gradually eliminated and turned towards positivity. Only with this awareness and ability can those life scenes and life experiences that we have ignored in the past be used as materials for Chinese teaching, thereby opening up a new world for Chinese teaching

At the same time, I believe that Chinese language learning is not only a personalized activity for students, but also a creative activity for students. Therefore, teachers must be good at converting teaching objectives into students' needs, because students are the main body of learning. Without the enthusiasm and initiative of the main body, the effect will certainly not be ideal. As a teacher, we must not only cherish students’ insights and experiences, but also protect their sparks of wisdom. This is more conducive to developing students' creative potential. Prepare lessons carefully, grasp important and difficult points, and complete teaching tasks

It is certainly important, but I think it is more important to teach Chinese language "alive" and let students "live" well, so that students can learn smarter , be more agile, so that the various Chinese abilities and Chinese knowledge acquired by students in the classroom can be integrated and accumulated in comprehensive practice to become a comprehensive quality. This is the soul of Chinese language learning. If teachers stick to lesson plans, the best lesson plans will become shackles that constrain teaching. Living students will also become slaves to textbooks. If the classroom is more flexible and relaxed, it can give full play to the teacher's leading role, activate thinking, stimulate students' enthusiasm for learning, and achieve unexpected results. The above are the questions I have been thinking about recently. Perhaps these problems will be easily solved after correctly understanding the new curriculum standards. It is undeniable that this is also the source of solving the problem. If the source is alive, the water will be clear. Only by thoroughly understanding the spirit of the new curriculum standards can we solve the problem of teachers' lack of achievement and students' lack of interest in learning in Chinese teaching.

Chinese Cases Part 3:

As a middle school Chinese teacher, I love my job and pay attention to stimulating students’ interest in learning and allowing them to actively participate in the teaching process. Come. However, I really feel that students are sometimes too noisy. During lectures, some students will speak below or interrupt; during self-study or doing exercises, some students will whisper or discuss issues freely; during classroom discussions, it is even more difficult to control, and students will argue endlessly. ; It was even more chaotic during the break?

Classroom does require discipline, but classroom atmosphere is even more important. Classroom discipline should help create a good classroom atmosphere, conform to students' physical and psychological development characteristics, and accommodate students' different personalities. Students' actions and voices (words are their voices) are part of students' growth. Schools should adapt to students' development and allow students to participate more freely. Actions and words are the accompaniments of students' moods and emotions. In intense discussions, students can express their inner joy, anger, regret and frustration. Teachers need to share this emotion with their students.

Don’t pursue absolute silence in the classroom, keep it slightly noisy. Change the authority structure and subject positioning of the classroom, that is, transform from teachers as the subject of authority and an authority structure that favors teachers to a power structure in which students are the subject of learning and teachers and students are democratic and equal.

In order to improve the feedback effect of homework correction, I asked the students: "What color do you like to mark your homework? Red represents flame and enthusiasm, yellow represents preciousness and power, black represents firmness and strength, and blue represents Color represents the sea and hope, and green represents nature and life?" The students said almost in unison: "We like color!" "Teacher, please use green to correct our homework!" "Okay! Do you like to use the cross symbol when correcting homework? "It's the best!" So, during the three years of junior high school, I always insisted on using green to mark homework and test papers. When correcting, I do not use cross marks, but instead use "?" and comments. The green comments have a great motivating effect. The students like the homework I corrected very much, and the feedback effect on learning is very good. Not only have the students' error correction abilities been strengthened, but their academic performance has also been significantly improved.

Comment: It is necessary to change the situation of only allowing students to adapt to education and teachers, and strive to create a good situation and atmosphere suitable for students' growth. Serving students is the responsibility of teachers