Summary of discussion activities in Chinese class

Summary model essay of discussion activities in Chinese class (7 selected articles)

The activity is over. I believe that everyone has gained something. Let's sum up our experience and look forward to the future. What should be the summary of the activities you have seen? The following is a summary essay (7 selected essays) of Chinese class discussion activities that I arranged for you. Welcome everyone to learn from and refer to. I hope it helps you.

Summary of Chinese class discussion activities 1 "Chinese teaching discussion activities" has been carried out in our school for three consecutive years (six times) and has become a compulsory course for teachers in our school every semester. Through this comprehensive practice class, the comprehensive quality of teachers in our school has been improved year by year.

First of all, the level of making and using multimedia courseware is getting higher and higher. Personally, I couldn't even "paste slides" when I first made a courseware. Later, I could insert pictures, audio-visual materials and use "hyperlinks". Now I can basically complete a complete courseware independently. In this Chinese seminar, each teacher's courseware is beautifully made and practical, and the classroom operation is free and decent, which gives full play to the auxiliary and supplementary role of multimedia courseware and greatly improves the teaching effect.

Secondly, the improvement of teaching level. In the past, it was definitely a big project for teachers to give a "quality class", which required a week or two of careful preparation and repeated lectures. Many teachers were asked to help revise the class, also called "grinding the class". Now, teachers are more and more efficient in preparing lessons. Take Teacher Zhao Cuixiu as an example. It only takes two or three days from drawing lots to attending classes, but her courseware is exquisite and her classes are wonderful. Moreover, this is done independently and does not delay the normal class and the work of the class teacher. It can be said that it has reached the level of teaching experts. This is enough to show that our teachers have been honed by "teaching seminars" again and again, and their teaching skills have become deeper.

In this activity, I am also delighted to find that each teacher's teaching design has its own characteristics. Teacher Zhao Cuixiu is good at taking the unit group as a unit, focusing on the big picture, starting from the small, and grasping the content of the textbook as a whole; Teacher Zhu pays special attention to the training of students' basic Chinese skills, and pays attention to the practice of recognizing new words, distinguishing polyphonic words, recognizing words, replacing and comparing, expressing with "because ……" sentences, imitating, etc. The training is solid. Such a large-capacity and efficient classroom is really rare. Teacher Liu Hongli used beautiful and fluent language, accompanied by exquisite pictures and music, to lead the students to visit the "rich Xisha Islands", and the children were very interested and gained a lot. Moreover, Mr. Liu's handling method of text paragraphs is flexible. Seawater is a beautiful text, so Mr. Liu focuses on guiding reading, reading rather than speaking; The "underwater" part is supplemented by a large number of pictures to enrich students' perception and guide students to practice "imitation"; The description of teacher-student cooperation in The Beach; This passage in Seabirds lets students be "tour guides", focusing on students' language practice. Teacher Wang Hengyun pays special attention to guiding students to "learn to write from reading" and combine learning with writing. President Fu pays special attention to the infiltration and guidance of learning methods, such as "connecting with context, using reference books and connecting with life experience" to understand words, "marking while reading" and grasping key words to understand characters. Teacher Li instructs the students to retell the story and try to figure out and understand the character through intensive reading of key sentences. Teacher Liu Feng returned the initiative of learning to the students, and the students' dominant position was brought into full play. The students really became the masters of learning, and their learning enthusiasm was very high. Teacher Zhao Hongliang instructs students to use reference books to understand key words, and is especially good at evaluating students with inspiring language. Students study easily and happily. Teacher Zhao Xingmei gave our young teachers a high-quality demonstration class. She has a precise grasp of the teaching materials, clear goals, clear thinking and concise language, which is a truly efficient classroom.

In addition, in this teaching seminar, the teachers in each class have highlighted the theme of this activity, that is, the cultivation of students' good study habits. Including: the habit of listening attentively; The habit of thinking actively and listening carefully to students' speeches; Learn to express clear and complete habits; And good reading and writing posture, standing with hands raised to answer questions, etc. In these respects, principals Zhu, Zhao Cuixiu, Liu Feng and Fu Cunfa set an example for us, and other classes have made great progress than before.

Of course, this activity also exposed some shortcomings in our Chinese classroom teaching:

First, the level of "reading" is not clear enough, and reading aloud is not sufficient. In this respect, Liu Hongli's guidance on "seawater" is worth learning.

Second, the grasp and handling focus of the text content is not prominent enough. We can find the "starting point" of the article and get to the point. At this point, teacher Zhao Xingmei is an example for us to learn.

Third, the use of reference books is not reasonable enough. In class, it is time-consuming and laborious to look up reference books for every new word. Like Mr. Zhao Hongliang, students can arrange keywords by looking up the dictionary before class or just looking up a few keywords in class.

The exposure of these problems not only does not affect the success of this seminar, but also points out the direction for our future Chinese teaching. Our Chinese teachers will continue to explore and make continuous efforts to improve the level of Chinese teaching. Looking forward to the Chinese teaching in our central primary school entering the spring of "letting a hundred flowers blossom"!

Summary of Chinese class discussion activities 2 The Chinese teaching and research group conducted the second teaching and research activity this semester from May 6th to13rd. Its main purpose is to improve teachers' ability to study teaching materials, design teaching activities and organize teaching activities through such teaching and research activities. What's more important is to build a platform for Chinese teachers to concentrate on learning, communication and discussion, and then study the theme of "learning activity design" in depth. By carrying out online teaching discussion activities, teachers can be prompted to change classroom teaching methods, improve students' learning methods and improve the timeliness of classroom teaching.

I. Activities

During the activity, under the guidance of "new routine", this teaching and research focused on the teaching design theme of new routine design. Because the design of learning activities comes from the "new norms", it is effective and instructive, and it solves some problems that need to be solved urgently or confused in teaching. More importantly, it provides strong theoretical support for teachers' professional development, teachers' ideology and teaching and research concepts have been further improved, and they have a new understanding of thematic teaching and research, which has promoted my future thematic teaching and research work.

Second, the search is insufficient.

Although some efforts have been made in teaching methods and means, there are still some individual problems in the whole teaching and research activities to varying degrees, which will become the subject of teaching and research work in the future.

1. Classroom teaching

Teachers become "outsiders" in student activities (independent operation and cooperative communication). In group cooperative learning, the teacher stands in front or in a certain position, "eagerly" waiting for the emergence of students' self-study results. Even if they sometimes go deep into students, they are still watching the progress of students' cooperative study or independent homework, which seems to have nothing to do with them, leaving the impression of "outsiders".

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Pay attention to the form and get off the subject. During the discussion, individual teachers have a lot of comments on the recording and broadcasting courses provided by teachers, paying attention to the evaluation of the overall teaching effect of classroom teaching, which is in line with the teaching and research theme.

Third, the next work plan

1. On the basis of routine teaching, integrate learning activity teaching into daily classroom.

2. Sum up experience, constantly improve and promote the in-depth development of special teaching and research work.

3. Take the theme teaching and research activities as the carrier, further standardize teachers' classroom teaching behavior, promote teachers to use high-quality teaching resources, and strengthen the improvement of teachers' teaching ability.

The development of thematic teaching and research activities can not be separated from the joint efforts and active participation of all Chinese teachers. In the future teaching and research work, we will continue to strengthen the research of teaching and research activities and truly play its due role.

Summary of Chinese lecture activities Since three semesters ago, in order to improve teachers' professional quality and theoretical basis, make teachers pay attention to lecture ideologically and truly understand the significance of lecture, our school has continuously carried out a series of lecture activities.

According to the work arrangement of the school, our third-grade Chinese group made a discussion plan, determined the class type and lesson examples, and Mr. Liu took the initiative to undertake the teaching task.

First, the reasons for determining the theme

This semester, the research theme determined by our junior Chinese teaching and research group is: creating situations to stimulate students to read aloud. The reason why such a theme is determined is because:

1 conforms to the basic idea of the new curriculum standard, which aims at improving the overall health level of students' physical, psychological and social adaptability, and integrates relevant knowledge in many scientific fields to make students grow up healthily.

2. Conducive to the psychological and physical development of middle and lower grade students. The development of students' consciousness level in middle and lower grades is not mature enough. They are keen on imitation, rich in imagination, and thinking in images plays a leading role. They can gradually enter the role with the development of the story, let students immerse themselves in joy, let students use their hands and brains, and complete various teaching contents at the same time to achieve teaching goals.

3. It is helpful to solve the key and difficult problems of teaching content.

When a teacher designs a situation, its purpose is to make it serve the students to master the teaching content.

4. Entertaining in education is conducive to strengthening moral education.

Situational teaching method integrates ideological education into teaching and avoids the previous "didactic" teaching method. Enable students to develop various qualities in games and exercises and form moral norms.

Second, the choice of seminars

Our reading class in Jiangsu Education Edition has various forms, and most of the fairy tale texts are naive and full of childlike interest, which are deeply loved by students. So at the beginning of school, our group carefully studied the new curriculum standard and read this textbook carefully. Finally, we decided. The lesson of "Little Dew" published by Jiangsu Education Publishing House in Unit 5 of the first volume of the third grade Chinese in primary schools is an example of this discussion.

Small dewdrop is a beautiful fairy tale. Using anthropomorphic writing, this paper describes the process of small dew from formation to disappearance, and the love of small animals and plants for small dew, praising the beauty and loveliness of small dew and the harmony of nature. Full text ***7 natural paragraphs.

Third, prepare lessons collectively.

Teacher Liu first designed the teaching by herself and made the courseware by herself. After the design was completed, we conducted the first teaching and research. In the process of teaching and research, everyone expressed their opinions and put forward some suggestions on the revision of teaching design and courseware making. Teacher Liu accepted everyone's suggestion and began to change it. After revision, take it out for collective discussion, discussion, revision and discussion. Repeatedly, the design was revised by 5 drafts, and the courseware was also revised by 5 drafts. Finally, we finalized the teaching plan and courseware.

Fourth, observe lessons and find problems.

Teacher Liu began her first trial lecture. After the lecture, we found the existing problems: students are not in the state; Willing to discuss, but afraid to express their opinions; Students' language expression is simple; The pictures made by courseware are not beautiful and vivid enough to arouse students' interest in learning; The teacher's evaluation language is not enough; Teachers fail to inspire and guide students to speak through effective comments; The language of the teacher's question is inaccurate. ...

From the first trial, we found that in the teaching of creating situational reading, we must be able to create situations and create an atmosphere for students with the help of courseware or teachers' emotional language, thus subtly guiding students into the state and stimulating their desire to speak. Let the students move.

Fifth, classroom discussion, exploring classroom mode.

For the problems that appeared in the first seminar, the teachers of our junior Chinese teaching and research group had a heated discussion on the problems. From the creation of situations to interlanguage, to the guidance of students and the selection of courseware pictures, some reasonable suggestions are put forward. Teacher Liu immediately began to revise them one by one. Soon, the second draft of the design and courseware came out. Prepare for the second trial.

Teacher Liu tried the class for the second time, and new problems appeared. By default, the classroom effect of using pictures to make students understand keywords when guiding reading is not ideal. When is the most effective way to guide students to look at pictures and understand words? How to read the role correctly? It's really difficult. All the teachers in our group put forward their own opinions.

Two days later, Mr. Liu tried the class for the third time and made a new exploration on the basis of the previous two classes. Introduce the text in an orderly way, and gradually guide students to understand the text in combination with the actual life, so that children can not only understand the growth process and beautiful face of Xiaolu, but also understand Xiaolu's selfless dedication and optimistic spirit. This not only takes into account the knowledge goal, but also takes into account the emotional value goal. But after the whole class, I feel that the classroom atmosphere is not enough, and students' interest in learning has not been fully mobilized.

With new questions, we had another round of discussion, and the teachers actively made suggestions and suggestions.

1, to fully reflect the students' dominant position. Believe that our children, really let go, maybe there will be unexpected wonderful appearance.

2. Teachers should create situations to stimulate students' desire for learning. This time, our teaching and research group came to the conclusion that we should grasp the "four skills" in Chinese reading class, namely, clever introduction, clever questioning, clever use of courseware and clever use of blackboard writing.

Teacher Liu prepares lessons again and gives the fourth trial lecture. Have a class once this time to stimulate interest and review the introduction. Last class, we met a friend Let's call our friends out together (called dewdrop three times) and show pictures of dewdrops. Then Mr. Liu created the situation and introduced it layer by layer.

1. Who did Xiaolu meet?

2. How did they greet the little dew? Three cute little animals came, greeted them and drew a map accordingly. In this way, the lovely images of three small animals are established in the hearts of students, who will soon enter the text and be able to devote themselves to their studies with passion. Then the teacher skillfully sets questions. Now the teacher is Xiao Lu. Who will say hello to me? Find out the relevant sentences, read them and taste them. In this way, we can understand the text by reading the story. In the process of reading stories, Mr. Liu skillfully uses courseware to let students practice reading in different roles, stimulate their imagination, train their sense of language and stimulate their imagination through internalized language. It not only trains students' oral expression ability, cultivates students' imagination, but also deeply understands the emotions expressed in the text. Finally, Mr. Liu skillfully combined blackboard writing to guide students to recite paragraphs, which deepened students' understanding of the text and knew that Xiao Lu was not only beautiful externally, but also more beautiful internally. We should learn from Xiao Lu, not only externally but also spiritually!

Sixth, show lesson examples and test lesson types.

After many discussions, we have basically defined the classroom model of fairy tale class:

The specific teaching process is as follows:

Create a situation, review and lead-in —— Look at the pictures and recall the text before class, and touch students' hearts.

Read the text for the first time and feel as a whole-let students feel that the small dew has a process from formation to disappearance.

Intensive reading of the text, reading comprehension-let students understand that animals and plants like dew and praise the harmony, harmony and beauty of nature.

Read aloud, recite and experience emotions —— Clarify the context of the article and start with the formation of dewdrops.

Summary of Chinese class discussion activities 12 On April 2nd, in the multimedia classroom of Dangwan Town No.2 Primary School, a discussion activity to carry out Chinese classroom teaching outside the pond was going on. The seminar was attended by middle and senior Chinese teachers from Dangwan No.2 Primary School, Guali Mingde School and Kanshan Lianxing Primary School, and on-site guidance from Zhu Huaxian, a Chinese teaching and research researcher from the District Teaching and Research Office.

The establishment of "Li Tang Tang Wai" is the same stage for the development of * * * and the same stage for three schools. This Chinese teaching seminar is the first classroom teaching seminar since the establishment of * * *, which allows teachers to learn, reflect, improve and witness their growth in the classroom.

In this seminar, teachers Xu Binbin, Ma Yanfang and Wang Lin from Dangwan No.2 Primary School demonstrated their classroom teaching. Researcher Zhu said that xu teacher's class is full of poetry, Ma's class is full of enthusiasm, and Wang's class is full of imagination. Their classroom teaching not only provides research materials for Chinese teachers in our school, but also shows the elegant demeanor of Chinese teachers in Dangwan No.2 Primary School to teachers in Mingde School and Lianxing Primary School.

In the afternoon, Teacher Zhu, a researcher, commented on three classes. On the basis of full affirmation, Mr. Zhu stressed: Chinese class must guide students to have a deeper and more detailed interpretation of the language, and the setting of classroom questions must have a clearer orientation. After that, Mr. Zhu gave a detailed explanation of the current and future classroom norms of Chinese teaching in primary schools at 16, giving teachers clearer and more operational classroom norms.

Summary of discussion activities in Chinese class 5. The hurried, intense and substantial semester is coming to a successful conclusion. Over the past six months, various research activities in our primary school Chinese teacher's studio have been carried out in an orderly manner. Looking back on the course of various seminars, along the way, I saw my little gains with the members and felt the joy of my progress with the members. Now I will make a simple summary of this semester's study and discussion.

First, relying on the topic, strengthen learning.

For a semester, the students in our school's studio have been diligent in learning professional knowledge and teaching theory, and participated in a series of composition teaching seminars held by the county famous teacher's studio in xx primary school, xx primary school, xx primary school and xx primary school, and studied composition teaching around the topic "Implementation Plan of Practical Research Project of" Reading and Writing Combination "in Primary and Advanced Chinese, which was presided over by the famous teacher Zhang. I listened to teacher Zhang's composition lecture "Composition Teaching under the Guidance of Chinese Curriculum Standards" in the activity. In the actual classroom observation and study, we have an understanding from scratch on how to break through the bottleneck of "writing is difficult" in composition teaching, how to stimulate students' interest in writing, how to make students have something to say and write, and how to make them both "smart women" and "rice".

Secondly, organize lectures, evaluations and post-seminar discussions. After each seminar, organize relevant students and teachers to give lectures, comment and discuss. Teachers all find the bright spots and shortcomings in the classroom, express their opinions and speak freely, and different people have different views. Improve teachers' teaching level through exchanges and discussions.

Second, relying on the classroom to lead the demonstration.

This semester, the fundamental goal of studio members in our school is to improve their professional quality and give full play to the leading role of our studio in high-level Chinese teaching in primary schools. Based on the classroom, they pay attention to practical teaching problems, and carry out a series of discussion activities through the working methods of centralization and decentralization, study and practice, reflection and communication, and gradually achieve the expected goals of our room.

First, make good use of our school's seminar on Wednesday and teach every seminar well. Secondly, promote the project of using county workshops, study the implementation plan of the practical research project of "writing and reading" in the middle and senior grades of primary schools, and practice the lesson of presenting exercise materials put forward in the project. Theme reading sharing class; Writing and reading classes for fun activities; Teachers and students read classic classes. It is extended to all primary schools in the town in the form of district teaching activities. For example, the description of characters' appearance taught by teacher Wang xx. In the exercise instruction class, Mr. Wang closely followed Cao Xueqin's description of Feng Pepper's appearance in the article Feng Pepper Meet Lin Daiyu, and combined with the description of characters' appearance in Hetian Uygur language, to guide students to understand that the description of appearance can grasp the clothes, jewelry, headdress, face and figure of the characters for careful observation, and skillfully use rhetorical devices to stimulate students' interest in writing. Teacher Wang locked the students and teachers in this class as the objects of students' description, and used a guessing method to see whether the students' description was accurate, which suddenly ignited the students' writing enthusiasm and made the classroom atmosphere active. When teaching the bridge section, Mr. Tang xx grasped the method of describing the environment to set off the character's quality, set up the suspense method to start teaching, removed the sentence describing the flood, and realized what the difference was. After understanding that profile contrast is also a way to describe characters, the students moved and used this method in time, and set up small exercises: describing the environment, writing about parents who sent umbrellas in the rain, and writing about parents who worked in the hot sun ... Teacher Pu xx. Before class, Mr. Pu instructed the students to read Nisu Folk Custom and Selected Stories of Ali edited by Mr. Li xx. In teaching, Mr. Pu showed the theme of this unit: introducing the folk customs of hometown. In the following text analysis, we sum up the general structure of the text with our classmates and describe it by grasping the central sentence of each paragraph. Writing after class: According to the text structure, write Nisu in dragon five. It not only solves the problem of writing method, but also has the content of practice. In order to solve the problem that students have no writing materials, the teacher borrowed Teacher Wang's Home Test. In virtual games, students realize the importance of family. Some recorded the process of activities and became an unforgettable lesson for themselves; Some recalled their loved ones and past events in the activities, which made a qualitative leap in their understanding of family ties, and their compositions revealed a deep sense of true feelings. When teaching the composition guidance course "Tell Me About Myself", Mr. Pu skillfully uses the animated images (the Monkey King, Xiyangyang, Altman) that children love to talk about their characteristics (appearance characteristics, personality characteristics), and then quotes model essays to make students understand that writing clearly the characteristics of characters should also refer to real and concrete examples, and guide the methods and contents of unit exercises.

Each seminar covers every grade from grade three to grade six. The students carefully designed, closely combined oral communication with homework guidance, and gave homework guidance on the basis of oral English, which played a leading role in composition teaching in our school.

Third, the existing problems and efforts

1. There is a problem.

(1) This semester, the studio mainly focuses on composition teaching, and the members of the famous teacher studio also participated in many practical seminars. However, in ethnic mountainous areas, it is still a thorny issue to change the present situation that composition is difficult to write and teach.

(2) Students' learning enthusiasm needs to be improved. Due to the tight class hours and many school activities this semester, teachers are worried that their teaching tasks will be delayed, and their enthusiasm for participating in the seminar activities of the county famous teacher's studio is not very high. It is difficult to spread the topic of the county famous teacher's studio in our school.

(3) Students' practical ability in class needs to be improved. Several seminars in our school are centered on composition teaching. It is not enough to stimulate students' interest in writing. After the exercise class, students still have no desire to write, and there is little change in entering and leaving the classroom. Secondly, the guidance of writing is not perfect, and the layout of the composition passes by, or even does not exist. Third, the classroom structure is single and the model is serious. The model essay shows the explanation, and then the practice. In order to pursue the integrity of the classroom, composition guidance, composition practice and composition comment are combined into one, which is suspected of being flashy.

2. Direction of efforts

The famous teacher's studio in our school should correctly handle the contradiction between work and study, continue to work hard, forge ahead, and actively complete the set goals of the county studio with the teaching practice as the carrier, combined with the project research of the implementation plan of the practical research project of "combination of writing and reading" for advanced Chinese in primary schools.

Summary of Chinese class discussion activities 6 In order to further strengthen the communication and cooperation between schools and teachers in the cooperation zone, enhance the research vitality of Chinese classes in schools in the cooperation zone, promote the improvement of teachers' quality and ability, and further play the leading role of key teachers in the cooperation zone, the first seminar on Chinese writing and reading teaching in the cooperation zone was held in our school recently and concluded successfully. Now, this teaching and research activity is roughly combed and summarized.

This teaching and research activity is divided into three parts:

First, classroom teaching observation

1. Recite classroom teaching in the morning. A little teacher named Zhang taught us a poem "Special You" on our birthday. In beautiful music, teachers, students and poems blend with each other and feel the beauty of Chinese together, thus bringing spiritual pleasure to students. Teacher Zhang used various ways to guide students to recite birthday poems, and gave us a beautiful and harmonious class culture lesson. In the teaching of morning reading class, Mr. Zhang played a very good leading role for us.

2. Writing classroom teaching

Teacher Qi's writing teaching starts with several processes, such as reading paste, drawing red, filling in the blanks, and writing temporarily, and uses various methods to guide students' writing, so that students can learn to write correctly and regularly, thus forming good writing habits. Guide all our teachers to introduce writing teaching into our Chinese classroom teaching in a standardized way.

3. Practice classroom teaching

In the teacher's exercise teaching class, create a relaxed and happy teaching atmosphere for children, guide students to speak my mind and write my mind by hand. It's easy for students to learn problems, and they can learn ways to review them, which is worth learning by all our teachers.

4. Reading teaching of different styles of classic works.

Teacher Guo's "Hurry" shows us the methods and skills of prose style reading teaching and prose reading teaching, and pays attention to the use and practice of language and characters in the teaching process. This course is refreshing to us.

5. Duan Intensive Reading Teaching Course: Mr. Tang and Mr. Yu respectively demonstrated the extracurricular reading. The teaching methods and strategies of Duan enable teachers to learn how to read segments intensively, which can be described as a great benefit.

Second, classroom evaluation and discussion

1. The teachers are evaluating and discussing the course.

2. The person in charge of the exhibition school business or the backbone teacher evaluates the class.

Thirdly, the Chinese teaching and research staff of the county teaching and research section made wonderful and concentrated comments on the teachers' classes, which put forward new requirements for our future Chinese classroom teaching. She hopes that every teacher here will actively participate in the classroom teaching reform, explore more and practice more, and Qi Xin will work together to make suggestions for improving Chinese teaching in primary schools in our county. Finally, our teaching and research activities ended with applause.

Through this reading teaching seminar, teachers have a comprehensive understanding and mastery of different styles of reading teaching and writing teaching, thus promoting the development of reading teaching, fundamentally changing teachers' teaching methods, promoting the effective transformation of students' learning methods, and playing a powerful role in promoting our Chinese classroom teaching.

On July 29th, the Chinese Teaching and Research Group of Aussie School organized the "Teaching and Research Discussion of Chinese Teaching Observation Activities". This paper discusses and summarizes the one-week Chinese observation class. Chinese teachers of all grades have carefully observed the lectures, and they all think that they have benefited a lot and inspired their thinking.

As the Australian-German school is a nine-year school with only one class in each grade, the exchange of Chinese studies has certain limitations. Many Chinese teachers are puzzled, and there is little communication and discussion between colleagues. The teaching and research discussion of this observation activity has solved this problem well. The teachers exchanged the highlights of this observation activity, the problems existing in classroom teaching and the confusion existing in teaching. At the meeting, teachers expressed their opinions and exchanged views on the existing problems, and the atmosphere was very relaxed and active.

During the discussion, we found the highlights of this teaching: firstly, the activities of listening, speaking, reading and writing have been well trained in the classroom, and teachers attach great importance to students' basic skills. By speaking three minutes before class, students read aloud and comment loudly in class, emphasizing the integrity of students' words, and teachers read a lot of texts, which can lay a solid foundation for students' Chinese. Secondly, teachers' basic skills in the classroom are solid, and their teaching attitude is natural and generous, with affinity. The blackboard writing is neat, concise and novel. Third, the classroom design process is smooth, and the design of the main problems has the effect of "pulling one hair and moving the whole body". It solves the fragmentary problem of design problems in previous teaching. Fourth, teachers have their own innovations in the classroom, and stories are introduced into the text. Teaching is interspersed with small games and talent show before class. Make the classroom lively. Of course, in this activity, we did not hesitate to point out the problems existing in teachers' teaching. In order to improve well. Teachers put forward suggestions from the following aspects: First, we should strive to develop classroom habits, including students' sitting posture, loud and concise voice to answer questions, neat and loud voice to read, taking notes with pens while reading, and so on. Second, teachers should be full of passion and infect students through teachers' language art. Where teachers need to set an example to read, they should read with emotion and voice and encourage students in time. Teachers should speak in cadence and smile, so that the classroom is full of comfortable and warm feelings. Third, it is required to realize the moral education goal in the three-dimensional teaching goal. In the observation class, the teacher did not dig the deep meaning of the class well, so students should be connected with reality and have a deeper understanding of life and emotion.

On this basis, the teacher put forward the confusion in teaching. How to effectively guide students to discuss in groups, improve students' enthusiasm in class and so on. Through communication, some problems have been solved, and problems with research value have been designated as small topics for research.

The teaching discussion after this teaching observation is a reform of our teaching and research activities. We have changed the traditional way of evaluating classes, sorting out first and then communicating. Divide the content of communication into three parts: highlights, problems and puzzles. After discussion, the teachers agreed with this way of class evaluation, which not only exchanged experiences, but also solved the problems well. Instead of the previous teaching and research, it stays on the surface.

I hope that the future teaching and research activities will be closer to the reality of teachers and solve practical problems.

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