How to capture details in Chinese teaching?

Abstract: Classroom teaching is a dynamic and developing process with regularity, flexibility and unpredictability. With the development of classroom teaching activities, teachers and students will always "generate" many unpredictable and wonderful things in their interaction. Faced with these unpredictable generative dynamic resources, teachers should make good use of these resources to make the classroom a learning paradise to inspire and mobilize enthusiasm and show the vitality of life.

Keywords: English classroom teaching generative dynamic resource utilization methods

The English classroom under the new curriculum concept should be a dynamic classroom. With the development of classroom teaching activities, in addition to the expected climax, there will be many unexpected wonderful things. Teachers should pay attention to capture teaching resources in class, skillfully use them, and activate students' thinking, so as to "generate" beauty and make the class wonderful.

First, seize the "opportunity" and build a "humanities" classroom.

Classroom is a teaching and living place, which is always in the process of dynamic development, while primary school English is a dynamic classroom full of "happiness" and "activities", and students will give you "surprises" at any time, so in the face of such a classroom with "surprises" at any time, teachers are required to be good at grasping these situations and details.

In an English class in grade five, I was playing hide-and-seek with my students, and the classroom atmosphere was very active. Suddenly, a butterfly flew in from the window, and the children's attention was no longer concentrated. After a while, more and more children are attracted by butterflies. So I changed my strategy and attracted students with rhythmic questions: "Butterfly, butterfly, where is the butterfly?" As he spoke, he gestured to the students to hint at the meaning of this sentence and led the class to "chase" butterflies together. "It's on the blackboard." The potential of students should not be underestimated. After receiving my message, they immediately replied: "On the wall." "It's on. ...

I didn't finish all the teaching tasks as planned because of the unexpected intrusion of butterflies. Is this course incomplete? Obviously not. After class is over, my classmates are still twittering around me. Not only do they learn new words, but more importantly, in English class, they feel that they can really show themselves without fear of being scolded. I skillfully used the butterfly as an "illegal intruder" to complete the game in a real context, and at the same time, I really applied English to actual communication, which truly reflected the communicative nature of English teaching. Laughing and having fun with children seems simple and ordinary, but it embodies the humanized teaching of teachers to students, creates a truly equal and positive classroom atmosphere, and really wins the hearts of students.

Second, catch "accidents" and build a "harmonious" classroom.

Classroom teaching is a bilateral activity between teachers and students. The teacher is facing a group of lively children. Dozens of students have different personality hobbies and learning levels. Sometimes, under the influence of external factors, some unexpected "episodes" are inevitable. When an accident happens, if teachers can make use of the situation and skillfully turn it into a positive dynamic teaching resource, it will become the highlight of the classroom, so that students can gain knowledge and spiritual enlightenment at the same time.

Oxford Primary School English Part 5A unit4 Halloween B When learning new words, I came across the word "chicken". A student asked me with a foreign accent, "Is there a hen?" The students in the class burst into laughter and the whole classroom discipline was destroyed. Faced with this situation, I said calmly, "of course, and there are roosters!" " "After that, I wrote the words hen and rooster on the blackboard and taught the students to read. Soon the students' attention was drawn to the teaching content, and the classroom was calm again. This pushy classmate is also embarrassed. Then, I changed the subject and said, "XX students have a good learning attitude, not only knowing one, but also knowing the other. We learned two more words today, and we want to thank him. Just pay a little attention to the tone of some questions in the future. " That classmate bowed his head in shame after listening to my words.

The accident in this incident is the "disharmony" in teaching, and it is the full use of this unexpected teaching resource that has opened up the embarrassing situation in the classroom, which has enabled students to gain spiritual enlightenment, and at the same time, classroom teaching is also shining with the light of "harmony".

Third, grasp "mistakes" and build "independent" classrooms.

Bruner said: "Students' mistakes are valuable. "Students' mistakes are a real and valuable curriculum resource and a mirror. Taking mistakes as a mirror, we can know the gains and losses of teaching. Guiding students to correct mistakes is a unique teaching art, guiding students to improve their autonomous learning ability through analysis, comparison, self-exploration and self-experience.

The learning content of the open day of English 4B Unit8 in Oxford Primary School involves the sentence structure of "There be". In the teaching process, most students can skillfully use this head-to-mouth sentence pattern, but when it comes to writing, there will be many loopholes, either paying attention to the singular and plural, or paying attention to the difference between countable and uncountable. I was anxious to see my classmates at a loss. How can students master this sentence structure smoothly? With the attitude of giving it a try, I asked the students to cooperate in groups and run a tabloid with the sentence pattern "There be" on the assumption of "supermarket" and "zoo". Students discuss and cooperate with each other. A day later, different styles of tabloids were completed. The students can't wait to post their works on the wall of the classroom. The whole class held a commendation meeting. "Jenny's sentence is really good!" "The design of Mike's group is very good, how exquisite it is!" "Peter's tabloids have personalities and a turtle!" Seeing the students' comments, I put forward new requirements for the students according to the situation: "Let's make an objective and fair judgment and see who can find the mistakes while tapping the advantages of the tabloids?" At this point, the students opened their eyes wide for fear of ignoring any detail. Soon, several students began to inform me of the wrong number. The next day's class was a special "press conference". I reported the number of errors. While correcting mistakes, students also give analysis and correction, so as to truly know not only what it is, but also why.

Students' "mistakes" are important curriculum resources. There is no right without mistakes, and the two are the unity of opposites. In the teaching process, we should make use of mistakes and give full play to students' main role.

The "unexpected" that students bring to teachers in class is often a challenge to teachers and a guide for teachers to surpass themselves. The key lies in whether teachers can use their wisdom to make the "generation point" shine at that moment. Teachers should cultivate and improve their own understanding in practice and learn from experienced peers and books with an open mind; Pay more attention to students; In class, he is good at capturing details, improvising and creatively using them, which makes the classroom bright and colorful and shows the vitality of his life.

References:

Yue Wei. The Theory and Practice of Primary School English Evaluation in the New Curriculum. Ningbo Publishing House, September 2005.

[2] Yin Haihua. Primary school teaching design. Deducing the dynamic generation of classroom teaching with wisdom, 2007, (12).

[3] Gong. English teaching and research in primary and secondary schools. Primary English and the Utilization of Generative Dynamic Teaching Resources, 2005, (3).