Reflections on Chinese Teaching in Primary Schools _ Reflections on Chinese Teaching in Primary Schools

"Like the strong wind in spring, it blows at night and blows open the petals of ten thousand pear trees". The new curriculum is like a fresh spring breeze blowing all over the country. Being exposed to the new curriculum and learning the basic concepts of the new curriculum makes people feel like a spring breeze. It is a brand-new experience for me to really enter the new curriculum. How to carry out Chinese classroom teaching with new teaching ideas? Let me briefly talk about my teaching reflection over the years.

First, situational reading to cultivate students' sense of language

The new curriculum standard points out: "Reading teaching in all grades of primary schools should attach importance to reading aloud. Let students fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading, and be influenced by emotions in reading. " Reading aloud is a simple and effective teaching method to understand the text. As a teacher, we must give students the opportunity to create language practice, let students fully feel the reading, and give guidance on this basis to help students form a sense of language.

1, create a situation with vivid pictures.

Creating a strong language sense situation in teaching can make students involuntarily mobilize a variety of senses and actively carry out corresponding classroom activities, thus creating the best conditions for language sense training. For example, in the teaching of Grassland, the teacher shows the beautiful scenery of the grassland with a big screen before class, and then narrates the text with music, which creates a strong emotional atmosphere for students, so that they can quickly enter the situation and lay the foundation for class.

2. Use language to describe and create situations.

When teaching the text "Guilin Landscape", create a situation with language description, so that students and textbooks can form an emotional voice. When reading, you have a view in front of you, feelings in your mind and feelings in your heart. When reading and writing the parallel prose of "quiet", "clear" and "green" of water, first show a picture of Lijiang River, then describe the scene where we are on the Lijiang River in a boat, and then play a recording of "Let's splash". Under the action of audio and video, let the students close their eyes gently and enter the situation, and then ask, "What do you feel?" The water in Lijiang River is so quiet! (the word "quiet" is lightly read) and asked: "What do you look down?" The water in Lijiang River is so clear! (The word "Qing" is obviously an emphasis), and then he asked, "Everybody look up. How do you feel? " Read "The water in Lijiang River is really green!" (Read the word "green" loudly), guide students to read three sentences together, so as to train students' sense of language in the scene and achieve the teaching effect of "reading instead of speaking".

Second, grasp the key words to deepen understanding and sentiment.

Suhomlinski said that to learn a language, we must let "words penetrate into children's spiritual life" and "let words become a positive force in children's minds and hearts." In reading teaching, understanding the text with words can help students understand the thickness and feelings of words, thus cultivating students' reading comprehension ability.

For example, in teaching the article "Swallow Train", in order to help students understand the "troubles" faced by swallows, teachers closely follow the key words in this paragraph, and at the same time understand the causal relationship between them and "death", explain the words in the situation, and understand the text in the explanation, which deepens the understanding of the dangers encountered by swallows in specific situations. For another example, in the third period of teaching, we can grasp the words "one after another" and "four places" to guide students to imagine the scenes of Swiss people leaving their homes one after another, as well as their thoughts, feelings of humanistic care and feelings of love.

Third, use imagination to expand innovative thinking.

Einstein said, "A soul without imagination is like a roof without a telescope". Teachers seem to have no reason to see the text and die. We should fully tap the innovative educational factors contained in Chinese textbooks, actively guide students to train their thinking and expand their innovative thinking.

1, imagine the scene by drawing.

With the ready-made crutch of text illustration, imagination can reach a certain depth. For example, when teaching Goodbye, Relatives, guide students to look at pictures, find out aunts, little golden flowers and sister-in-law from the pictures, observe her demeanor and movements when bidding farewell to the volunteers, imagine the scene that the Korean people are inseparable from the volunteers, and guide students to think about the thoughts of the Korean people when bidding farewell to the volunteers. What would they say?

2. Add to expand the plot

In an article, due to the need of expression, the author did not give a specific description of some plots, but only skimmed them, leaving readers with room for imagination, which is the "induction point" for students' language and thinking training. For example, in "Zhu De's Pole", "Everyone advised him not to pick …", grasp the word "advised" and let the students contact the text to talk about how the soldiers would advise Comrade Zhu De. Children's imagination and innovative thinking have opened the door.

3. Add branches and leaves to expand sentences

There is a sentence in "Lotus": "There is a Bai Lianhua between these big disks." This training is designed in teaching: ① Add appropriate modifiers before the word "Mao". (for example: vigorously, vigorously, strive for the first place); Imagine writing: Bai Lianhua appears between these big disks, as if. Use this form to encourage students to imagine boldly and cultivate students' innovative thinking.

Fourth, practice writing in class, and conduct oral and writing training.

The new curriculum standard points out that we should attach importance to the cultivation of students' listening, speaking, reading and writing abilities. Among them, "speaking" and "writing" can best reflect students' comprehensive ability, which is also a difficult point for every Chinese teacher to teach. As a Chinese teacher, I deeply understand the difficulty of students' oral and writing training, but practice has proved that classroom writing is a good method and an important way for oral and writing training. However, the existing textbooks contain a lot of opportunities to practice writing. "People-oriented", as a teacher, should be good at writing for students and constantly improve their oral and writing skills.

1. Grasp the words in the text and practice writing and making sentences.

For example, when teaching the article "Swallow Train", after understanding that "one by one" means "many people come out one by one", let students practice speaking with "one by one". In addition, when reviewing the introduction of the new lesson, after dictating "sudden drop in temperature", "incessant snowstorm", "very tired" and "hungry and cold", let the students talk about the troubles that Swallow encountered in Switzerland in their own words. This can not only help students understand words, but also help them learn to use them, killing two birds with one stone.

2. Develop association and practice writing.

For example, when teaching the last paragraph of Swallow Train, reading "Swallows chirp in the carriage" does not require students to develop rich associations and ask: What do you want to say to people at this time when swallows chirp? If you are a swallow saved by residents or Betty, what do you want to say most at this time? Write down what you want to say most. This kind of training not only cultivates students' creative thinking, but also trains students' oral and writing skills.

3. Continue to make up stories and practice writing.

In primary school Chinese textbooks, there are many texts that leave room for students' imagination and create good conditions for students to spread their imagination wings. For example, after teaching the text Little Photographer, we will continue to write stories after class:

The little boy hurried to Gorky's office. What will they say when they meet again? What should we do? Please expand your imagination and write this story.

In a word, teaching is an art, it has no best, only better. The new curriculum has brought great vitality to our classroom teaching, and also brought us great challenges. We need to practice boldly, constantly sum up, and constantly innovate in the summary, so that the Chinese class will glow with greater brilliance.