What is an efficient Chinese classroom in primary schools? If students want to study first, the most important thing to be solved is their self-study ability. Various measures should be taken to improve classroom efficiency, not to teach knowledge to death, but to teach it methods. The following is what I sorted out. Welcome to reading.
What is an efficient primary school Chinese classroom 1 What is an efficient primary school Chinese classroom?
The so-called "efficient Chinese classroom" is to give full play to the function and role of classroom teaching in Chinese teaching, complete teaching tasks and achieve educational goals to the maximum extent within 40 minutes, and perfectly realize the integration of three-dimensional goals of education and teaching within limited teaching time, so as to obtain the maximum benefit of classroom teaching and cultivate students' innovative consciousness. The proposal of efficient Chinese classroom is not a new topic, but was put forward in the late 1990s. At that time, it was based on the implementation of quality education to reduce students' academic burden. This time, it is based on the concept of innovative education to improve students' innovative ability. These two topics are put forward under different backgrounds and their essence is different. The former focuses on form (classroom mode), while the latter focuses on thought (educational concept). The author believes that "efficient classroom" should not only refer to imparting knowledge and improving skills, but also include the requirements of "emotion, attitude, values and students' innovative thinking ability". In other words, an efficient classroom should be knowledgeable and thoughtful, and the cultivation of emotion should really touch the personality and soul.
What is an efficient classroom?
Efficient classroom is the abbreviation of efficient classroom or efficient classroom. As the name implies, it refers to a classroom where the efficiency or effect of education and teaching can reach a fairly high goal. Specifically, it refers to the classroom with higher efficiency, better effect, higher influence and social benefit in education and teaching on the basis of effective classroom. Efficient classroom is the highest realm of efficient classroom, and efficient classroom is based on efficient teaching.
definition
There is a lot of research and discussion about the problem of efficient classroom. But there is a basic description, which is to use as little time, energy and material resources as possible to achieve the best teaching effect. The best teaching effect can be reflected in the following two aspects:
The first is to maximize efficiency. That is, the amount that students benefit from per unit time. It is mainly manifested in the classroom capacity, the academic burden inside and outside the class and so on.
The second is the optimization of interests. That is, the positive degree of students being influenced by education and teaching. Mainly manifested in interest cultivation, habit formation, learning ability, thinking ability and quality and many other aspects.
Only the maximization or optimization of efficiency is not an "efficient classroom" in the true sense. Only when the two are harmonious and unified can an "efficient classroom" be formed. In a word, "efficient classroom" has made a breakthrough in at least three elements: teaching time, teaching task and teaching effect, which can be summarized as: light burden, low consumption, full dimension and high quality.
Efficient classroom is a classroom that obtains the maximum learning benefit with the minimum investment in teaching and learning. Its basic characteristics are "self-construction, interactive stimulation, efficient generation and pleasure". Measure the efficiency of the classroom, and see the students' mastery of knowledge, the growth of ability and the changes of mood, attitude and values; Second, look at how the teaching effect is obtained through investment, and whether it is achieved by teaching less and learning more; Third, see if teachers and students have experienced a pleasant communication process of two-way stimulation.
What is an efficient Chinese classroom in primary schools? 2. Create a situation to stimulate interest. Interest is a tendentious psychological feature. Once students are interested in what they have learned, they will have a sense of curiosity and thirst for knowledge. If they want to explore its mystery, they will actively, actively and persistently explore it. So how to use classroom teaching to stimulate students' interest in learning?
1, carefully introduced to stimulate students' interest in learning. Introduction is the starting point of a class. Teacher Yu Yi, a famous special-grade teacher, said: At the beginning of the class, the lead-in is like a violinist winding the string and a singer setting the tone. When the first note is accurate, it lays a good foundation for playing or singing. The introduction of Chinese classroom should also be carefully conceived and skillfully designed, which has the beauty of image, emotion, harmony and suspense, making the teaching process fascinating, gripping and full of beauty, and making students feel a sense of sacredness, charm and poetry. Well-designed classroom guidance can stimulate students' strong desire to "be willing to know" and "be willing to learn". It is very important to design a beautiful and vivid lead, create a beautiful situation related to the teaching content, and tap the students' hearts, so that students can move still, fly by, be eager to try, or look forward to it, so as to quickly enter the realm of "* * *". For example, in the class of "The Rich Xisha Islands", the courseware shows short films about the scenery and products of the Xisha Islands, so that students can initially feel the beauty and richness of the Xisha Islands, so that they can feel the beauty and richness of the Xisha Islands through pictures, and have the desire to enter the text, so as to achieve the effect of "We can feel what she is feeling before she plays", thus stimulating students' interest (1) and interest. Texts selected as suspense in primary school Chinese textbooks are rich in content, which requires teachers to first consider how to stimulate students' interest in these texts when designing the introduction, which can not only attract students' attention, expand students' thinking span, but also make students feel "angry" and "embarrassed" when they think things through and speak freely. (2) To get to the point, a short and pithy introduction should be short, instead of simply listing "the author's life", "the background of the times" and "the creative process"; Excessively lengthy lead, in addition to the suspicion of usurping the role of the host, is also easy to make students tired and distracted. (3) Creating an atmosphere, creating an atmosphere Chinese curriculum contains rich humanistic content and has a profound impact on people's spiritual field. In the process of learning Chinese, middle school students are always influenced by Chinese materials and have unique experiences. Humanism and emotionality determine that Chinese teachers should strive to create teaching situations and atmosphere in the classroom. Most of the texts selected in the textbooks are excellent works with beautiful literary quality and rich emotions and texts. When designing the lead, teachers should not only consider the imparting of knowledge, but also grasp the "emotion" in the text, so as to create an atmosphere in which students are immersed, empathetic and emotional.
2. Passionate teaching to cultivate students' interest in learning. Teachers should fully integrate their passion into the teaching process, so that teachers' emotions and teaching contents can be stimulated, questioned, stimulated and explored. Make full use of your body language to cooperate with the teaching content, and introduce students' emotions into the teacher's passion. For example, learn the article "The Rich Xisha Islands" and play pictures of corals, sea cucumbers and lobsters on the seabed. The teacher guides the students to read aloud with expressions and actions, and asks them to imagine what kind of coral they saw when they came to the bottom of the sea. What kind of sea cucumber? What kind of lobster? And read out their action performances, so that students and teachers can be excited, questioned, excited and explored together, thus mobilizing students' learning enthusiasm. Creating real and complex problem situations and putting all learning tasks in such situations is conducive to stimulating students' interest, igniting students' passion, and allowing students to participate in corresponding learning activities involuntarily, which requires that the created situations should pay attention to reflecting authenticity, problems, challenges, openness and permeability. In the lesson "I really want to become a big lotus leaf", the teacher created various situations for the children, including pictures connected with green leaves, relaxed and pleasant music, childlike language and vivid performances, which made childlike innocence and childlike interest ripple in the classroom. For example, the fourth section describes the charming night in summer, the twinkling stars and the curved crescent moon, which appear in the quiet night sky. What a beautiful artistic conception. On the basis of students' imagination, the teacher showed the sky map of summer night, and deeply felt the charm of summer night in the children's exclamation. For another example, learning the word "shuttle" is relatively difficult for second-grade children to understand. The teacher organizes students to perform, two students play lovely butterflies, and the other student plays beautiful flowers. The teacher said, "children, look, the lovely little butterfly is flying around happily among the flowers, passing in front of this flower and bypassing the back of that flower." How happy this is! This is the shuttle. " Students understand the meaning of words in such a relaxed and happy life scene.
Second, actively encourage students to participate independently. "Students are the masters of learning", so that students can develop vividly and actively in participation, and everyone has the opportunity to participate and develop. Of course, effective participation is not only the echo of action, but also the synchronization of thinking and the voice of emotion. At the same time, "participation" here is not only the depth and effectiveness of students' individual participation, but also the breadth of students' participation. The truly independent and efficient participation should be full participation, full participation, active participation and real participation.
Third, encourage questioning and raising difficult questions, and guide students' innovative consciousness. Learning is a process of constantly discovering, asking and solving problems. In this process, finding and asking questions is the key to solving problems. Einstein said: It is often more important to ask a question than to solve it. Therefore, in teaching activities, we must pay attention to cultivating students' ability to find and ask questions, that is, to cultivate the ability to question and ask difficult questions. Then, how to make students learn to question and ask difficult questions, so as to develop the ability of independent thinking, analysis and problem solving? I think this needs a teacher's guidance process. 1. Ask questions: Key words are the "window" of the topic. Only through the "window" can we appreciate the connotation, guide students to read and examine questions, and ask questions around the questions, which can not only train students' ability to examine questions, but also quickly grasp the context and content of the questions. For example, when teaching the article "Rich Xisha Islands", you can ask: What does "island" mean? What does "island" mean? Where is Xisha Islands? What does "rich" mean? Why is it called "the rich Xisha Islands"? In this way, guide students to grasp the central clue or content of this article through the analysis and exploration of the "rich Xisha Islands". 2. Ask questions from the small things around us: In addition to cultivating students' questioning ability in classroom teaching, students should also be encouraged to observe the reality of life and ask more why, so as to improve their questioning ability from the daily affairs around them. In short, teachers should encourage students to dare to ask questions, guide students to ask questions, and then find problems, give students time and space to ask questions at any time, and ask questions itself is the development of thinking and the improvement of ability. By asking questions, students can get beneficial thinking training, change "learning" into "learning", and cultivate diligent thinking through "finding problems-analyzing problems-solving problems-rediscovering problems"
Fourth, skillfully use audio-visual media to create an efficient classroom. With the rapid development of information technology, audio-visual media has gradually entered the classroom, making up for the shortcomings of traditional teaching in situation creation, time-space transformation, emotional infiltration, thinking innovation and so on. The new classroom teaching mode, which is characterized by distinctive teaching characteristics, rich teaching content and vivid teaching situation, shows its unique advantages. Teachers' optimal use of audio-visual media plays an extremely important role in cultivating students' learning ability and creating efficient classrooms. 1, using audio-visual media to create a relaxed and happy teaching atmosphere Confucius said: "Knowing is not as good as being kind, and being kind is not as good as being happy." The psychological characteristics of primary school students are curiosity and activeness. They are willing to learn while playing and are willing to explore. Therefore, as the leader of classroom teaching, it is extremely important to create a relaxed and happy teaching atmosphere. For example, when teaching "Underwater World", I created a specific teaching situation for students by using audio-visual media. Students enjoy the colorful underwater world while listening to beautiful music. Under the guidance of the teacher's demonstration reading, students are brought into the mysterious underwater world, as if they were in it, thus sprouting a strong desire of "I want to study". Another example is the lesson "Colorful Ponds". Accompanied by beautiful melody and beautiful recitation, colorful ponds on the screen have different shapes and shapes. Under the sunshine, they shine with all kinds of light, which is really magical, magnificent and wonderful. With its unique charm, it is deeply imprinted in students' minds and cannot be forgotten. Students' enthusiasm has not been exhausted, their mood has reached the best state, and a cheerful and lively mood has risen from the bottom of my heart. At this time, I followed the trend and guided the students to read the text with the praise of the colorful pool. As students enter the situation described in the article, they are infected by the magic and beauty of colorful pools, and their interest in reading arises. 2, the use of audio-visual media, we should adhere to the inspiration and guidance, play down the importance and difficulty of teaching. Mr. Tao Xingzhi said: "The starting point of Qian Qian's invention is to ask". A pool of stagnant water, calm, threw a stone, rippling blue waves. It can be said that a stone stirs up a thousand waves. Teachers' teaching should not only be able to review the past and learn the new, but also be good at setting doubts, hit the spark of students' thinking and dilute the key and difficult points of teaching. In Chinese textbooks, some contents are boring and abstract, which is difficult to understand. Although the teacher is thirsty, the students still don't know why. In teaching, audio-visual media can be used to turn the abstract content in the text and the important and difficult points in teaching into difficulties, so as to mobilize students' senses to perceive knowledge to the maximum extent, thus enhancing the intuition, vividness and vividness of Chinese teaching and creating a clever breakthrough for solving problems. For example, the words "sketch" and "rendering" in the article "Prairie" are abstract and difficult to describe clearly in words. At this time, audio-visual media can be used to show students the dynamic effect, vividly show the painting process of traditional Chinese painting and meticulous sketch, give students an intuitive image, and students will be inspired by the teacher. In this way, the original boring words immediately came to life, and what was not easy to explain in words became clear at a glance. At the same time, students fully appreciate the beauty of grassland scenery through the flow of images and changing images, and indulge in it, with endless aftertaste. The difficulty of the text has also been subtly resolved unconsciously. 3. Using audio-visual media to improve students' interest in learning Chinese. Mr. Lu Xun said: "learning without interest is tantamount to a kind of hard labor;" Where there is no interest, there is no wisdom and inspiration. Interest is a positive emotion, and people's emotions are always generated in specific situations. "Modern teaching media provide students with vivid, colorful and clear perceptual materials, produce pleasant audio-visual effects, and stimulate students' multiple senses, thus generating strong learning enthusiasm and interest. For example, in the lesson Waterfall, the teacher can play the video in combination with the text. The sound, heat and spectacular scenery of waterfalls on the screen suddenly attracted students' attention and aroused their positive reaction. Many students stared eagerly, exclaiming in unison, and praised nature spontaneously. In this way, audio-visual media make silent teaching materials vivid, change static into dynamic, and bring students into the context of the text. Students' cerebral cortex is always in the most active and exciting state, and they have great interest in the text and naturally enter a state of positive thinking. In a word, the implementation of efficient Chinese classroom in primary schools will play an important role in cultivating students' innovative practical ability. To take various measures to improve classroom efficiency, all Chinese teachers need to keep exploring. It is believed that creating an efficient classroom will eventually become an effective way to cultivate students' creative thinking and innovation ability.
What is an efficient Chinese classroom in primary schools? 3. Learning first, cultivate students' autonomous learning ability.
In order for students to learn first, the most important thing to be solved is their self-study ability. So how can we cultivate students' self-study ability, especially in primary school Chinese class?
First of all, we should believe that students are not only teachers' morality, but also a basic educational concept.
Since the beginning of curriculum reform, the student-centered classroom has been familiar to us, so how can we realize the student-centered classroom? As Professor Ding Zhaozhong, winner of the Nobel Prize in Physics, said, "Don't memorize knowledge, but use methods to teach, open students' thinking and cultivate their self-learning ability. "We habitually do a lot of things to help students on the pretext that they don't want to. Will it make us uneasy to let students teach themselves? Therefore, if you want to change, you must first believe in students. Because believing will become a kind of power! In psychology, it is called positive psychological suggestion. We should trust students psychologically and let them learn by doing.
Secondly, we should pave the way for students, teach them the methods of self-study and exercise their self-study ability.
Although self-study requires students to learn by themselves, there are also some methods that students don't know or realize. All we have to do is present these methods to students and even train them to form habits!
Then, what aspects of self-study methods should be taught to students in primary school Chinese classroom? The ability of Chinese includes listening, speaking, reading and writing, so we will discuss the methods of students' self-study according to these abilities.
Listen, how to get students to the point in many words and really hear useful information. Students are often asked to dictate some sentences by themselves in classroom teaching, which can be repeated. In this way, if he makes mistakes in both classes, it means that he has a hearing problem and needs the right medicine! Real listening training is carried out in every class, including listening to key points, listening to words, listening to text reading and so on. Only by training students to listen to what others say can they absorb other people's views and then express their own ideas.
Say, how to make students speak in an orderly, focused and thoughtful way. This requires accumulation and training in order to achieve such a goal in the classroom. If students want to learn and communicate by themselves, their oral English ability must be cultivated as soon as possible. In the usual class, I ask students to give them enough time to study and think for themselves before communicating. Students should quickly decide the order of speaking when communicating. When each group of students can't do it, the rest of the team members will teach him in time, forming the inertia of teaching soldiers. In this constant running-in, students' language expression ability has been improved. There are also some things that students can do, such as giving a speech before class.
Reading, how to make students find problems from reading, and solving problems is the key. Reading is what we use most in class. As we all know, there are many ways to read, but for students to learn by themselves, I mainly use silent reading and reading aloud. Silent reading is to promote thinking, and reading is to experience feelings. There are two requirements for silent reading, not reading (writing with your fingers) and not moving your lips (whispering). Of course, some things mixed in the process of silent reading in class, such as understanding sentences, drawing beautiful words and writing your own feelings, are all additional. Really effective silent reading requires students to browse the text content quickly and grasp the outline of the text content. This ability needs our constant infiltration and training!
Write, how to let students write down their feelings according to their own understanding in class. This is also a goal that is difficult to achieve in college classrooms. How to cultivate students and improve their ability in this field? This sensitive content varies from person to person and doesn't need to be long. The personal method is to make a speech for each class and each text and write it down. Usually, students can write more or less. Although it is not much, it has accumulated a lot. Self-study is actually the result of students' continuous accumulation and communication.
Third, we should pay attention to giving enough time to study first in class, and more importantly, the goal should be clear, and the self-study guidance for students should be in place and meticulous. Read the text carefully enough once or twice, then the teacher can completely let go of the process of students' self-study. If you like, you can also take part in students' self-study, learn about their self-study and help some groups quickly determine the order. In short, students' self-study needs the guidance of teachers.
Second, apply post-education and teacher guidance appropriately and timely.
After students fully learn and communicate by themselves, there are still some problems that they can't solve. At this time, our teachers need to summarize and guide these problems.
Now many classes are suffering from anosomia. After reading it, I don't seem to have seen it. After teaching, I don't seem to have taught it. What is the character of Lin Chong who taught Lin Chong to fight floods? Students read Brave Martial Arts and Strong Martial Arts by themselves. It is entirely appropriate to add these words to Song Wu. Interpretation without feeling leads to mediocrity in teaching, there is a gap between students and text language, there is still a gap between teaching and learning, students' thinking is in a state of exhaustion, and real learning has not happened. This mediocrity and inertia stifle the creativity of mother tongue culture. If you are not sensitive to language, you will not realize the subtle changes of Du Fu's "fish come out in the drizzle and swallow in the breeze". You can't appreciate the warmth of the countryside, and it's hard to appreciate Su Shi's profound philosophy of "looking at the mountain, the distance is different". -If so, how to talk about efficient classroom?
Therefore, we should guide students and teach them! Efficient classroom is witnessed by students and us. And our teacher's teaching must be appropriate, timely and applicable.
Moderately, it is necessary to grasp how much tutoring time can be used in each class, because there is very little time left for students to study by themselves. Therefore, teachers should grasp this criterion and not delay class because of too much teaching content. In the process of students' self-study communication, teachers should find students' difficulties, mistakes and interests, effectively combine teaching content with students' interests, and achieve "teaching with learning" and "three stresses and three stresses" (talk about problems that students have not solved by self-study, and talk about laws and methods; Without adequate preparation, students can't speak; Don't talk about the problems that students can solve through self-study; Students can solve it through communication)
At an appropriate time, we should really change the teaching and learning in the classroom according to the needs of students. Don't interrupt students' learning and communication, but guide students in time when they encounter difficulties and truly learn from each other. Under normal circumstances, guidance should be given where there is ambiguity; Inspired by confusion; Infiltrate at key breakthroughs; Leading the distance of meaning. Timely guidance requires teachers to pay close attention to the classroom, including students' self-study and communication.
Yes, no matter what kind of teaching, it should really suit your students and your classroom. Teaching is to better not teach, that is, self-study. Therefore, every class should really ask questions, solve every problem of every student, and guide them. Instead of letting teachers explain and teach, it is better to guide students to really think and learn by themselves better.
In short, in order to build an efficient Chinese classroom in primary schools, teachers must change their teaching concepts and methods, adopt flexible teaching methods, and strengthen cooperative teaching between teachers and students, so as to make classroom teaching an open, two-way, multi-channel and three-dimensional process of information transmission and exchange. Not cold, not awake, not quiet, not far away. As a people's teacher, as a Chinese teacher who inherits the language and culture, in the profound Chinese world, I shoulder the heavy responsibility of passing on the baton to my classmates. So let yourself calm down, read more books seriously and replenish inexhaustible water sources. The reason why famous teachers can make Chinese classes easy lies in their hard work and persistent enthusiasm outside the classroom. It is my bounden duty to let more students feel the beauty of language and love it. Building an efficient Chinese classroom in primary schools has a long way to go. Even if you travel by candlelight at night, you need to be a person with a little spiritual pursuit.