Dewey, an American educator, once said, "What kind of education you give your children is what kind of life you give them!" Indeed, children spent most of their childhood at school. As a fifth-grade Chinese teacher, the first question I face is: What kind of Chinese class should I give my children? What kind of life do you give your children? I think a good Chinese class can be reflected in the following two aspects:

First, learn Chinese with emotion.

Suhomlinski said: "Learning in school is not the lack of enthusiasm to put knowledge from one mind to another, but the constant spiritual contact between teachers and students." Emotion in teaching plays a catalytic role in the bilateral activities between teaching and learning. With it, students will enter wonderful texts under the guidance of teachers. For example, in the lesson of "Remembering Mother", the author fully expressed his eternal regret for his biological mother and his unchanging love for the motherland by introducing himself as "having the same high respect and sincere love for his biological mother and the motherland". In teaching, in order to make students and writers feel emotional, I designed a passionate lead: "Do you like your mother?" Who can cite a little thing to talk about the deep feelings between himself and his mother? "A short sentence opened the floodgate of students' feelings, and the students spoke in succession. Just as "climbing a mountain is affectionate, watching the sea is affectionate", students' love for their mother is like a trickle in simple communication. It is precisely because of their love for their mother that the students gradually entered the author's mind and had a strong emotional voice with the author, which played a powerful role in promoting the understanding of the text.

Like a trickle, it keeps flowing out. It is precisely because of their love for their mother that the students gradually entered the author's mind and had a strong emotional voice with the author, which played a powerful role in promoting the understanding of the text.

Second, pay attention to creating situations to stimulate interest in learning.

The New Curriculum Standard clearly points out that teachers should create teaching situations, drive learning by tasks, activate students' existing experience and guide students to experience and feel the learning content. Less than a year's Chinese teaching has given me a profound understanding of this sentence. Yes, Chinese teaching is inseparable from the situation. How to effectively bring students into a situational world of sound, color, emotion and reality in class? I think we might as well start from the following aspects:

1, let children "show themselves".

In class, we should boldly let students experience, explore, feel and fully show themselves! Every time I learn a new text, I encourage students to collect as much knowledge as possible related to the content of the text. In class, everyone wants to show their achievements to everyone, so that they are active both in class and after class, which greatly enriches their knowledge reserves.

2. Lead children to learn.

Mr. Ye Shengtao once said: Teaching materials are nothing more than examples. Then, after teaching students learning methods with good examples, there should be a lot of practice next. Only in practice can students' ability be continuously consolidated and improved. Based on this idea, I often collect extracurricular reading materials and recommend them to students. In addition, combined with the contents involved in the textbook, I purposefully organize students to read after class, so that students can try their best to understand the writing skills of different types of articles; At the same time, encourage students to read Chinese and foreign children's masterpieces and experience the subtleties in the books! Our class also set up a book corner, which enriched students' extracurricular reading. In short, I want to be a shepherd and lead lovely children to the most fertile grassland to have fun!

3. Learn Chinese in life.

"Let Chinese come into life and learn Chinese in life." Looking back on the Chinese classroom teaching I have heard and my short Chinese teaching experience, especially after reading the students' first composition as a whole, I really realize that Chinese learning in primary schools cannot be separated from life. Only when students apply what they have learned in textbooks to the observation, taste and description of life around them can they really learn Chinese well and use it well. Therefore, I constantly encourage students to observe everything around them and form a good habit of drawing nutrients from life. I consciously guide students to learn Chinese in life, so that children can deeply feel that Chinese is close to them. I believe that with the passage of time, everything in life will evolve into a rich resource for students to learn and use Chinese well.

In short, I am looking forward to it: my Chinese class will become an ideal stage for children to learn knowledge and fly their dreams.

Article 2:

With the gradual deepening of curriculum reform, teachers' teaching concepts and teaching methods are also changing. Everyone is delighted to see that teachers' ideas are gradually updated, teachers' roles are also quietly changing, and students' dominant position is gradually highlighted. The learning mode of "autonomy, cooperation and inquiry" with the goal of cultivating students' knowledge and ability, process and method, emotional attitude and values is gradually moving towards the forefront of teaching. However, from what I have heard and seen, there are still some doubts. In this regard, I want to talk about my own views.

First, reflection on classroom catchwords.

With the deepening of the teaching concept of "respecting students' individual differences and encouraging students to choose their own learning methods", Chinese teaching in primary schools is paying more and more attention to encouraging students to think from multiple angles and directions, and consciously guiding students to choose their favorite learning contents and methods to learn Chinese. The appearance of these buzzwords itself means the return of humanistic spirit, the broadening of learning freedom and the respect for individuals in Chinese teaching in primary schools. But when we calm down and think about it carefully, there are many thought-provoking problems behind the excitement.

1. "Please read it in your own way".

In the classroom, the teacher said, "The classroom was full of people at once, and the scene was very lively. But do students really only like reading aloud? This has a lot to do with the teacher's positioning. In primary school, teachers put more emphasis on reading aloud, because it is easy to get grades and convenient for teachers to check. But don't students need to master other reading methods? In the general goal of "Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" (hereinafter referred to as "Chinese Curriculum Standard"), it is clearly stated that "learn to use multiple reading methods". I can initially understand and appreciate literary works, be influenced by noble sentiments and interests, develop my personality and enrich my spiritual world. " To say the least, even if students have mastered various reading methods, they should not always emphasize "reading in the way they like". The methods that students don't like are no longer used and can be discarded at will. For example, silent reading and browsing require students to directly translate word codes into Italian codes, which is a very high mental activity. The Chinese curriculum standard puts forward specific subsection requirements for silent reading: in the first learning period (1-2 grade), it is required to learn to read silently, so as not to make a sound or refer to reading; In the second stage (grades 3-4), students are first required to learn to read silently and ask questions about what they don't understand in the text; The third learning period (grades 5-6) requires a certain speed of silent reading, and the silent reading of general books is not less than 300 words per minute. Therefore, teachers should always guide students to learn and use silent reading in teaching. However, when students choose independently, it is often easy to avoid the important and neglect the important. If you read blindly in the way you like, it is easy for students to have a bad psychology of avoiding being killed.

2. "What have you learned?" .

The teacher said nothing and the students raised their hands to answer. Different people have different views, and wise people have different views. The scene is warm and touching. Teachers either fully affirm or make a superficial evaluation, and leave it alone without delving into it. After careful evaluation, it is not difficult to find that the students' answers to this question are multi-level, multi-angle and multi-faceted, which can be described as competition. But unfortunately, teachers often lack the ability to guide and guide students' language expression, and also lack the ability to reflect "seeing the sun through the clouds" in emotional experience, giving people a feeling of "seeing the dragon without the tail". What's more regrettable is that this kind of problem has simply become a form of teaching, and it has not become an excellent way to explore in depth. The next part of the teaching is almost from the "zero starting point", and little consideration is given to what information students have obtained, resulting in a waste of resources.

3. "Which paragraph do you want to learn, which paragraph to learn first".

Just like setting up a learning supermarket in a Chinese classroom, teachers teach according to the choices of most students. On the surface, teachers respect students' subjectivity. But in actual teaching, does this method apply to all texts? The texts in Chinese textbooks are written by people, narrated, shaped and reasoned. Structure or juxtaposition or total score, different styles, different structures and different texts have different personalities, all of which are "which paragraph do you want to learn?"

4. "You are great".

Nowadays, teachers regard criticism as walking on thin ice through a minefield. It seems that a small criticism can kill a Newton and an Edison. As everyone knows, this will only become a "gentle killer" in the process of students' growth. When the students who are arguing fiercely in class expect the teacher to distinguish right from wrong, the teacher's sentence "You are all reasonable" and "You are all smart" will confuse the students and make them doubt whether their views are right or not. This appreciation without right or wrong will only mislead students to understand knowledge correctly. It is certainly a way to cultivate children's self-confidence in an encouraging way. However, while advocating praise, reward and appreciation, we must pay attention to the sense of appreciation.

Second, the reflection on classroom learning methods

1. "Autonomy" and "Self-flow".

"Which paragraph do you like to learn? What do you want to learn first? " "How do you want to learn?" Let students read the text by themselves, decide their own learning contents and choose their own learning methods. This is a popular song in today's reading class. Indeed, it can improve students' subjective spirit, which is from material-oriented to people-oriented and from cognitive activities to life activities. However, there is a limit to everything. When the new text has not yet become the "inducement" for students to have a strong desire to read, and students have not yet produced the internal drive to read the text, it will only be counterproductive for students to decide and choose their own learning content. Also, in the report (classroom communication), the teacher will teach whatever the students report, and they have no opinion, and the teaching has no priorities, so they are completely in a passive position. How can such teaching be beneficial and effective? Learning is inseparable from teachers. Autonomous learning really needs a relaxed teaching atmosphere, but in order to make students autonomous, teachers give up "equality first" and even stop organizing students to study, quit the teaching stage and become bystanders. This is essentially to let yourself go and alienate self-study.

For example, a teacher taught that there is only one earth. After the students read it for the first time, they asked the students, "What's the feeling in your heart at this moment? Do you feel sour and sweet? " Then let the students talk about their feelings and experiences. Students talk sour for a while, sweet for a while, bitter for a while, and they are at sixes and sevens. The teacher follows the students wherever they say, completely giving up the dominant position, teaching is unorganized and not guiding the students, which makes the students and teachers in class fall into the fog. We both oppose the teacher leading the students by the nose and the teacher following the students. Teachers should be the leaders of students. When students need "guidance", they should stand in front of the team, and when they need to "thread the needle", they should be inserted in the team. They should teach with learning and guide with learning, and really play the role of promoters, guides and participants.

2. Cooperative learning "Langlangpei".

At present, "cooperative learning" is regarded by teachers as the most effective way to cultivate students to learn to communicate and cooperate, and it is very popular in small language classes. However, we find that when teachers organize cooperative learning, they are somewhat subjective and arbitrary about the content design, requirements, presentation methods, activities and cooperative organization. As long as the teacher thinks it is cooperative learning, even if the students are not in the state and have no desire to explore, they should join the study group quickly; The teachers think it's time to report the results. Even if students are in a state of intense ideological confrontation and eager to explore, cooperative learning must come to an abrupt end. Cooperative learning has become a disguised form of "Langlangpei" and an ornament for many teachers to implement new curriculum standards and new ideas.

For example, a teacher teaches "Little Elephant in Bangkok" and organizes three cooperative studies in one class. After reading the text for the first time, please ask the group of four to talk about their feelings after reading it for the first time; The second time, in the part of understanding the elephant pulling the car to wash the car, let the students discuss in groups, "What do you think of elephants? What words show the cleverness and cleverness of elephants? " Why are elephants so clever? "The third group of communication:" If we don't need the help of elephants, what else can we do to pull the car out? "The third cooperative learning, except the second one is necessary, the other two are purely for cooperation and cooperation, which is meaningless.

We believe that cooperative learning is not only an external thing, but also a spiritual and internal quality. Therefore, teachers should seize the opportunity of organizing cooperative learning in teaching and carefully design the content, requirements, presentation and learning organization of cooperative learning. Don't cooperate on big and small issues. Every cooperative learning must have the necessity and value of cooperative learning, otherwise this kind of cooperative learning will become superficial.

Cooperative learning is suitable for classroom teaching in the following situations: first, when new knowledge appears and it is necessary to cultivate the ability of inquiry and cooperation; Second, when we encounter a problem that everyone is looking forward to solving, but it can't be achieved by relying on personal ability; Third, when students disagree, there are arguments.

Third, the reflection on the content of Chinese classroom learning.

Chinese teaching has its own characteristics. "Chinese Curriculum Standard" clearly points out: "The unity of instrumentality and humanity is the basic feature of Chinese curriculum." However, in actual teaching, the curriculum characteristics of Chinese have been alienated and deteriorated, which is embodied in the presentation of classroom teaching content.

Some classes pay attention to the arbitrary expansion of knowledge content, but ignore the noumenon training of Chinese class, which often appears in the teaching of common sense texts.

For example, in the class of "New Glass" in the seventh volume of People's Education Edition, a teacher designed such a research topic: "The text introduced us to five new types of glass. What are their characteristics and functions? Please choose one of them, study together in the study group and report back to you. " The students listed the characteristics and functions of five new types of glass effortlessly. As for how the text explains these characteristics and functions with the help of language, the students have not studied and appreciated them carefully at all.

The reason for this phenomenon is that some teachers put the learning mode of "autonomy, cooperation and inquiry" advocated by Chinese curriculum standards into practice in order to embody the so-called new ideas, and specially selected texts with high scientific and technological content and rich online information for students to learn. However, when designing the study topics, they did not pay attention to the characteristics of Chinese subjects, nor did they take into account the actual level and age characteristics of students. As a result, they can only lose the true colors of the China class. "

Some classes are very lively, singing and dancing, and students have many activities, but they don't read much, so Chinese teaching has become art teaching.

For example, when a teacher is teaching Home (the first volume of the Soviet Education Edition), the class is so active that all subjects are integrated: 1. Where are the homes of white clouds, birds, fish and seeds? What is their home like? Let's spread the wings of imagination, be a little painter and draw their home. 2. (Ten minutes after the students show their paintings) Let's be young musicians again, sing Wahaha and Greater China, and do actions while singing (students just entered primary school, many people can't sing these two songs, so the teacher set an example and asked the students to sing along with the tape recorder and then perform, which took nearly half a class).

We can't deny that painting, singing and acting can make Chinese lessons easier and more vivid, bring happiness to students and make Chinese learning happier. Enhancing the comprehensiveness of classroom structure and strengthening the "integration" between disciplines can broaden our horizons, (1) make Chinese learning more efficient and better reflect the concept of Chinese. However, when should art enter the Chinese classroom and in what way should it integrate disciplines? It should be based on the goal of Chinese learning, which should be "to guide students to correctly understand and use Chinese, enrich language accumulation, cultivate language sense and develop thinking." Serve the formation and development of students' Chinese literacy. If we "art" for the pursuit of atmosphere and "make do" for integration, the result can only be that the Chinese subject has lost its essence and alienated its essence.

In this complicated tide of curriculum reform, as a front-line teacher, facing the advanced educational concept, it is impossible not to look ahead, not to hesitate, and to learn to walk in Handan. Only by having valuable soul thoughts, being good at discarding the false and retaining the true, and learning to absorb the essence, can we reduce mechanical follow-up and imitation in the left-right swing and concentrate on refining, and can we teach our own characteristics.

Article 3:

When it comes to educational cases, there are always some people who are dismissive. In their eyes, this is just "pediatrics" and "chin beauty". At best, it is a kind of "popular singing", and it is difficult to be elegant. Actually, it is not. The vivid educational cases contained in the practice of education and teaching condense the intelligence, cultural background and educational emotion of the educators, and also condense their loyalty and dedication to the education cause. Moreover, as a practical educational method, case (educational story) has been paid more and more attention by educational leaders and peers, and there are more and more activities around educational stories. Accordingly, this paper intends to elaborate the connotation, structure, value and writing of the case from the operational level, so as to further strengthen the understanding of the case, improve the level of "case activity" (case-centered activity), further highlight the unique charm of educational cases, and let educational cases bloom more touching brilliance in the development of educational reform.

First of all, what is an educational case?

To put it simply, an educational case is a typical narrative essay (educational story) based on a central figure and event in the process of education and teaching, which reflects the professional quality of teachers in the new period. The specific analysis is as follows:

(1) From the object reflected in the case, it points to a central event and person. Specifically, a case often refers to an event or an educational story.

(2) From the formation process of the case, it is an elaborate process.

(3) From the case content, teachers' professionalism should be reflected.

Professional quality mainly includes: professional quality, professional concept, professional knowledge and professional ability. Among them, professionalism is the soul, professional concept is the core, and professional knowledge and ability are the guarantee. People-oriented is the concentrated expression of modern educational concept, and stimulating students' subjectivity is the core goal of students' all-round development.

(4) From the main features of the case, a typical case is the life of the case.

A typical case can be analyzed from two aspects:

First, from the connotation of the case, the typical case reflects profound, philosophical and touching contents.

Second, teachers' problem-solving (mainly refers to educational wit) and educational effect are typical.

(5) From the case theme, it is a wonderful narrative prose. It can also be said to be an educational story.

Second, the structure, classification and characteristics of educational cases

(A) the structure of the case

The case mainly consists of three parts, namely title, case and case analysis.

First, the topic. The title of the case is the title of the case, and a good title can light the eyes of readers. Since the case is a narrative, the title should be vivid, vivid and vivid, not argumentative or argumentative.

Second, the case. That is, the ins and outs of the case, the time, place, plot and result of the case. If the title of the case is the eyes of the case, then the case is the main part of the case and the most attractive part of the whole case.

Third, case analysis. Case analysis is the analysis of cases. Specifically, it is to analyze the case with certain educational theories and concepts. First, the case analysis should be targeted, second, the argument should be clear, and third, it should be sublimated to the theoretical level. The general text is about 200-300 words.

(2) Classification of cases. Cases can be divided from four angles:

First of all, from the case of success and failure: there are successes and failures, as well as the combination of success and failure.

Second, from the content of the case: it can be divided into education cases, teaching cases, management cases and so on.

Third, from the perspective of case writing methods: summary method and design method. The so-called summary method refers to cases refined through reflection and review of educational practice; The so-called design method refers to the case formed by design first and then practice.

Fourth, from the nature of the case: first, corrective cases, that is, starting from the problem and focusing on solving the problem; The second is a developmental case, which focuses on the development of students.

(3) characteristics. Generally speaking, there are three characteristics. Namely, authenticity, typicality and situational.

Third, the significance of the case (activity)

(1) Typical cases have exemplary value and guiding role.

A typical case can show teachers' personality charm, educational emotional charm and educational artistic charm, show the change of educational ideas and explain the essence of education.

(B) Writing cases is an effective way to improve the quality of teachers.

The process of writing a case is the process of improving the level of educational theory and practice. Typical cases are the product of the integration of practice and theory, which should have both theoretical height and practical depth. Therefore, every teacher must be accompanied by theoretical study and in-depth practice in the process of writing cases. Moreover, the process of writing cases is also the process of educational reflection, the core feature of teachers' role and the driving force of educational innovation. There is no doubt that the process of writing cases is the process of improving teachers' quality.

(C) "Case activity" is a powerful starting point to change teachers' educational concept.

A series of activities around the case, such as writing, commenting, forum and assembly, are concrete, vivid and touching. It puts modern educational theory into specific educational situations, which can not only shock and infect teachers from touching cases, but also deepen theoretical knowledge from educational theories contained in cases. The combination of the two can promote the change of teachers' educational concept.

(D) Educational cases are an effective way to show teachers' educational achievements.

From the teachers we contacted and their cases, it can be said that the level of educational cases is a concentrated reflection of teachers' professional level, a comprehensive reflection of teachers' educational theory, educational thought, educational ability and writing level, except for the factors that are valued and ignored.

Four. Comparison between Educational Cases and Case Study Reports

Educational cases and research reports of each case are easily confused in writing. The differences between them are explained as follows:

(A) different connotations

An educational case is an educational story that reflects modern educational thoughts through the description of a central figure and event.

Case study is the basic method of education and scientific research, which aims at a specific individual, comprehensively, systematically, deeply and concretely follows up the research, clarifies the characteristics, explains the reasons and reveals the laws in a long period of time.

From the research object, case refers to individuals, while case study refers to specific individuals, which can be individuals or groups; In terms of research methods, cases focus on description and suggestion, () while case studies focus on tracking and induction; Judging from the research time, the case is about a person and a thing, and the time is relatively short. Case study is a long-term follow-up investigation of a specific individual (or group, unit or region), and the research cycle is long.

(B) the research steps are different

Educational cases are educational stories repeatedly refined around central figures and events.

The process of case study is: first, determine the object; Second, collect data; Third, analysis and diagnosis; Fourth, reveal the law; Fifth, write a report.

(C) the structure is different

Education case consists of three parts: case title, case and case analysis. The case study report consists of five parts: first, case introduction; Second, case diagnosis; Third, a case revision; Fourth, a result and analysis; Fifth, discussion.

(D) the writing is different

Educational cases mainly use narrative and description methods, which are vivid, vivid and touching; The case analysis report mainly adopts the methods of narration, discussion and explanation, and strives to be objective and accurate.