How to write creative achievements in Chinese teaching

Creative achievements in Chinese teaching

Guiding ideology: In Chinese teaching, implement the national education policy and face modernization, the world, and the future; we must use Marxism-Leninism and scientific educational theories For guidance, contact students’ real life, strengthen Chinese language practice, actively carry out teaching reforms, and improve teaching quality. 2. The overall teaching goals and requirements of this semester: Chinese teaching in primary schools should be based on promoting the development of students and laying the foundation for their lifelong learning, life and work. Primary school Chinese teaching should cultivate students' thoughts and feelings of loving the motherland's language and excellent Chinese culture, guide students to correctly understand and use the motherland's language, enrich their language accumulation, enable them to have preliminary listening, speaking, reading and writing skills, and develop good Chinese learning skills Habit. During the teaching process, students are provided with enlightenment education on patriotism education, socialist ideological and moral education, and scientific thinking methods, cultivating students' creativity, cultivating their love of beauty, developing healthy personality, and developing good will and character. The general objectives and requirements for first-grade teaching this semester: (1) Chinese Pinyin 1. Learn Chinese Pinyin, be able to accurately read initial consonants, finals, tones and overall recognition of syllables, be able to accurately spell syllables, and correctly write initial consonants, finals and syllables. 2. Be able to read, pronounce and speak Mandarin with the help of Chinese Pinyin. (2) Literacy and Writing 1. Like to learn Chinese characters and have the desire to take the initiative in literacy. 2. Recognize 400 commonly used Chinese characters and be able to write 100. 3. Master the basic strokes of Chinese characters and be able to write according to the rules of stroke order. The handwriting is correct, regular and neat. 4. Initially develop correct writing posture and good writing habits. (3) Reading 1. Like reading and feel the joy of reading. 2. Learn to read texts correctly and fluently in Mandarin. 3. Learn to read with the help of pictures in reading materials. 4. Be willing to communicate with others about what you are interested in reading. (4) Oral Communication 1. Learn to speak Mandarin and gradually develop the habit of speaking Mandarin. 2. Be able to listen carefully to what others say and try to understand the main content of the speech. 3. Able to talk to others in a natural, generous and polite manner. 4. Have the confidence to express yourself. Actively participate in oral communication and express your opinions enthusiastically. 3. Brief analysis of students’ basic situation There are 26 students in the first grade (3) class, including 11 boys and 15 girls. Students have been initially exposed to Chinese Pinyin in kindergarten, but it is not systematic, standardized, and the pronunciation is not accurate enough. Because students come from different kindergartens, affected by some objective factors, there are great differences in students' knowledge experience, cognitive level and language expression ability. Some students have already known many Chinese characters in early childhood and have the desire to take the initiative to read; most students can recognize a small number of Chinese characters; some students cannot even write their own names correctly. Some students can ask simple questions about the content they are interested in. Some students have the self-confidence to express themselves and can actively express their opinions. However, some students lack self-confidence, are timid, have insufficient initiative in learning, and are less willing to express their opinions. Vague. 4. Main measures to improve the quality of teaching 1. For 5 or 6-year-old children who have just entered first grade, it is obviously difficult and boring to master the abstract Chinese Pinyin. According to the age characteristics of students, combined with the "Chinese Curriculum Standards" , and strive to make the teaching of Chinese Pinyin interesting and childlike, so that students can master Chinese Pinyin in a harmonious classroom atmosphere. 2. Literacy is the basis for reading and composing, and is crucial in Chinese teaching in lower grades. It is easy for lower grade students to remember some specific, vivid, and colorful materials, so in literacy teaching, visualization and intuition will be strengthened to guide students to learn. Through vivid and intuitive teaching, coupled with rich imagery, students can master the Chinese characters they learn. 3. "Reading is a student's personalized behavior." Therefore, in reading teaching, we adopt independent, cooperative, and inquiry teaching methods to give students the initiative in reading. At the same time, the reading teaching is extended from the classroom to extracurricular, and then the extracurricular reading gains are used in the classroom. The two are closely integrated to coordinate the development of reading ability. 4. In teaching, actively guide and encourage students to question, introduce students to the world of questions, let them express their own opinions, be diligent in questioning, and improve their oral expression skills in the process of asking questions and seeking answers. At the same time, in the Chinese textbooks for lower grades, the texts are rich in content and have a certain degree of suspense. This favorable factor can be used to guide students' imagination, create situations for students, and encourage students to speak boldly. Summary of Chinese teaching in the first grade of primary school as time goes by , a semester passed in the blink of an eye.

It has been one school year since the new curriculum entered our school. It is like a spring breeze, injecting new opportunities into our education and bringing us a new teaching stage. The end of the semester is approaching. Looking back on the teaching work since this semester, I feel really tired, but it is also accompanied by the joy of harvest. Since this semester, I have been working in an orderly manner according to the curriculum reform plan formulated at the beginning of the semester. Listen to each other's classes, listen carefully to the opinions of teachers in the same year, and improve teaching methods. Regularly summarize the work, summarize the teaching experience, put the experience into teaching, and give full play to the main role of students in learning. Let students acquire the Chinese knowledge they should master through observation, guessing, exploration, discussion, communication, etc., making Chinese learning activities a lively, active and personalized process. Strive to be in line with the important concepts of current Chinese curriculum reform. In the teaching process of this semester, when students carry out independent learning, when students are emotionally excited and devoted, it is inevitable that there will be "noisy" problems, and there may be "I think...I want...I can..." …I’ll do it…I still have…I think…”. This is why I try not to easily deny students' thinking results and not to impose my own opinions on students. As a result, students can participate in the entire teaching process with high spirits from beginning to end and feel the joy of learning. In the process of teaching and learning, I will affirm the different conclusions put forward by students if they are reasonable, so that students have the opportunity to express their thoughts frankly, respect the results of children's thinking, and do not easily deny the basis of children's serious thinking. the answer above. At the same time, on the basis of students' divergent thinking, we guide students to identify each other and stir up divergent thinking. This is conducive to cultivating students' systematic, rigorous and profound thinking. In short, during the teaching process of this semester, I have always insisted on implementing teaching according to the standards of the new curriculum, adhering to the student-oriented educational concept, paying attention to the development and utilization of curriculum resources, advocating the spirit of cooperative learning, and guiding students to continuously learn from the source of life. Absorb the nourishment of developing thinking and language, and open up a vast world of course learning through the combination of written textbooks and daily life textbooks. However, it should be said that while achieving results, many deficiencies in teaching have also appeared. Many students can accept the education method of the new curriculum. A small number of students have some difficulties in learning due to age differences and vacancies in family education, so there are two extreme phenomena in the class. Of course, I will continue to improve my teaching in the future to adapt to the new wave of educational reform.