# 6th grade # Introduction Through several years' reading accumulation, the students of 6th grade in primary school have mastered some basic knowledge of Chinese, and have the corresponding reading comprehension and writing ability. The following is what KaoNet has carefully compiled for everyone. Welcome to reading.

Essays on the teaching of Chinese teachers in the sixth grade of primary school

When I was teaching my uncle Lu Xun, I copied the new words in the text neatly on the blackboard. After reading the text, the students began to know new words. When the students read "Excuse me", I suddenly found myself writing two big typos on the blackboard. How to deal with it? My mind is spinning fast. I think of an expert's words and dare to admit my mistakes to the students. Students will understand you. So, I said frankly to the students: "The teacher is very embarrassed at this time. Guess why the teacher is embarrassed? "

After this prompt, the students exclaimed with surprise: "Teacher, the word' sorry' is misspelled." I asked, "What will the teacher think when he finds out that he has done something wrong?" Some students said: "The teacher feels embarrassed and is afraid that we will laugh our teeth off." Another student said, "If the teacher doesn't correct us, it will mislead us and be sorry for my conscience." "Yes, the teacher is not wiping at this time, nor is it not wiping. This is-hey. " "It is not good to enter or retreat. This is a dilemma. This is-hey. "

"At this point, the teacher also wants to ask you, will you laugh at the teacher?"

Students expressed their opinions one after another: "People are not sages, to err is human?" "If you know it, change it. If you change it, it will be great." Some students actually came up with: "The teacher deliberately wrote typos to test whether we are careful and whether we can see it."

Finally, I sincerely said to the students, "The teacher is glad that you have such a broad mind. Being kind to others' mistakes is also a virtue. "To tell the truth, the teacher really didn't look carefully and mistook the word' special' for the word' nine' and removed it. I hope everyone will not be like today's teachers. Be more careful in the future, and you won't be so embarrassed. "

In the face of my teaching mistakes, I didn't take the way of "hiding half her face in front of us behind her guitar" to protect my face. Instead, they sincerely admit their mistakes to students, guide them to think about the teacher's inner feelings at this time, let them feel the meaning of "embarrassment" without trace, and deepen their memory of the word. Then further guide students to explore how to deal with other people's faults. At this time, it is not only the teaching of words, but also the vivid humanistic education with your own words and deeds to cultivate students' sound personality. "Awkward" is no longer awkward, and making mistakes is equally wonderful.

The above teaching cases are successful, but we should think from another angle. One or two mistakes in teaching are inevitable, and students will forgive you. But if you often make such mistakes, how can you make students recognize your teaching level and convince them to like your class? If you want to have a good class, it is absolutely not advisable to improvise in class without adequate preparation and careful reading of the text before class.

Essays on Chinese Teachers' Teaching in Grade 6 of the Second Primary School

I am a sixth-grade Chinese teacher. I have been loving students since one semester. With a high sense of responsibility, I worked diligently and conscientiously, and successfully completed the teaching tasks of this semester. Now the Chinese teaching work in this semester is summarized as follows: Reform classroom teaching with a brand-new educational and teaching concept.

Since I took part in the training of new textbooks and implemented the curriculum reform, I have repeatedly studied the relevant education and teaching theories, deeply understood the spirit of the new curriculum standard, seriously reflected on my teaching practice, studied students and explored teaching methods, gradually established the teaching idea with students' lifelong development as the goal, established a new teaching concept with teachers as the leading factor and students as the main body, and actively explored ways to revitalize Chinese classrooms in teaching practice. The new concept and mode of inspiring thinking, the self-reading text reading method with training as the main method, the key article learning method with "perception-inquiry-reflection-extension" as the main line, and the Chinese activity class with "cooperation-inquiry-creation-innovation" as the core are helpful to the improvement and development of students' ability, and have received certain teaching effects.

Use vivid and flexible teaching methods to make the classroom full of vitality.

Exam-oriented teaching focuses on knowledge objectives, stores and inherits the accumulated experience of predecessors, but ignores the motivation, interest, emotion and will of students to innovate. How to activate the required past experience and sprout your curiosity? The new curriculum standard requires us to establish a teaching model based on autonomy, cooperation and inquiry, to activate students' curiosity and desire to explore, and to cultivate students' ability to think, question, seek and be good at capturing new information, and to cultivate this ability as the ultimate goal of classroom teaching. We always adopt the teaching mode of "overall perception-cooperative inquiry-reflection and questioning-expansion and extension", carefully design questions according to different contents and organize classroom teaching.

In this way, the classroom feels a kind, harmonious and active atmosphere. Teachers become students' intimate friends, and classrooms become students' schools. Students are no longer rigid and obscure model listeners. Their personalities are fully displayed and cultivated: questioning, imagining, communicating among groups, or challenging authority. Teacher-student interaction, student-student interaction, inter-group interaction and environmental interaction, in a limited time, each student has been given more opportunities for exercise and performance. The overall quality of students has been qualitatively improved, and the Chinese classroom has really played its vitality.

Using advanced teaching methods to improve learning efficiency

The opening of students' thinking should have the classroom teaching effect of guiding students to learn to learn, master rich Chinese knowledge and get the golden key to knock on the door of knowledge. This is the basic requirement of the new curriculum standard for Chinese curriculum, and it is also the concentrated embodiment of the instrumental and humanistic characteristics of Chinese subject.

In the information age, diverse media and ubiquitous network just provide us with an operable platform to expand the field of classroom teaching, broaden the channels of absorbing knowledge, improve students' information literacy, and develop students' inquiry ability, learning ability, cooperation ability and creativity.

Essays on Chinese Teachers' Teaching in Grade Three and Grade Six of Primary School

How to embody students' dominant position in primary school Chinese teaching and cultivate students' thinking ability is a problem that every primary school Chinese teacher is thinking, exploring and studying. I think Chinese teaching in primary schools should do the following: First, we should be good at stimulating students' interest in learning. In order to make students truly become the main body of knowledge and practice and improve their innovative ability, we must always stimulate students' interest. Because students are young and have poor attention and control, it is more important to stimulate interest.

Teachers should make full use of heuristic questions, intuitive demonstration of teaching AIDS, infectious teaching language, flexible teaching methods and organizational forms, or tell a short story, play a small game and make a small performance in the text, which is no less than broadcasting, and will make tired students cheer up and enter the state of active knowledge.

The second is to guide and inspire students to read and study with questions. Limited by students' little knowledge. It is difficult to really understand an article. It is especially difficult to understand the meaning of the text. In this way, teachers need to skillfully design questions and gradually explore the text from the shallow to the deep.

Third, we should pay attention to the evaluation skills in the classroom. No matter which student asks or answers questions, he always hopes to get praise and affirmation from the teacher. Therefore, in order to arouse students' enthusiasm and initiative in learning, teachers should also attach importance to classroom evaluation, treat students with a developmental perspective and be good at developing students' own bright spots.

Give priority to encouraging evaluation. For example, when students' answers are far from the standard, completely wrong or worthless, they can be encouraged from his voice, his speech, his standing posture and other aspects. For example, when discussing a deeper question, a classmate who never dared to speak at ordinary times raised his hand, and their answer caused a burst of laughter. However, this classmate insisted on finishing the sentence, praised him from this point, built his confidence, and gradually took the lead in answering questions, and the answer effect was getting better and better. For students with poor foundation, they are often in a state of not participating or passively participating in learning. They can ask and answer questions, which is an improvement in itself and should be encouraged to actively participate in the evaluation. The evaluation of students should vary from person to person. If some students are impatient and impulsive, they often ask questions without careful consideration.

Essays on the Teaching of Chinese Teachers in Grade Four and Grade Six of Primary School

I just finished playing with my friends in the mountains, and the next difficult thing is Shan Yu, an essay written by the prose writer Zhao, which has both quality and aesthetic feeling. Reading the text carefully, I found that one of the characteristics of this text is the extensive use of dashes and ellipsis, about six places. Although the usage of dashes and ellipsis is often spoken, it has not been sorted out, which gives me the feeling that students forget while talking, and students have not mastered it.

In this lesson, I simply put the usage of dashes and ellipsis on the screen, so that students can try to find out their usage while reading the text. The usage comes from the Practical Dictionary for Chinese Teachers in Primary Schools.

Ellipsis: 1, the quotation is omitted; 2. Omission of enumeration; 3. The words are not finished or the meaning is not finished; 4. Meaning is implicit, let readers imagine; This means that the sound is intermittent or prolonged.

Dash: The annotation, transformation, jumping or prolongation of language interruption sound.

Most students can choose the correct meaning for punctuation on the basis of being familiar with reading the text, but this is controversial: first, they hear its sound, which comes from distant mountains and very high hillsides-

Shalala ... shalala ...

There are different views on the use of dashes here. I thought it was a leap, but I dare not jump to conclusions.

This is a skimming text. I think on the basis of clarifying the thinking of text writing, it is enough to focus on the following three sentences:

1, like a song without words, magically rises from all directions and gradually becomes clear and loud, from far and near, from far and near. ...

2. In the sound of rain, every rock, leaf and grass in the mountain has become a wonderful piano key. The fluttering rain is countless dexterous and soft fingers, playing one elegant ditty after another, and each note is full of fantastic colors.

This fresh green seems to flow in the rain and fog, into my eyes and into my heart.

Teaching Essays of Chinese Teachers in Grade Five and Grade Six

Faced with the complexity and even confusion of Chinese teaching since entering the curriculum reform, Professor Cui Luan pointed out the principles and directions for Chinese teachers: simply teaching Chinese and carrying out practical training, all for students. I am deeply touched by this. The urgent task of Chinese teaching reform should be to learn to integrate teaching objectives and provide a solid training platform for students' development. How should teachers integrate teaching objectives? Below, I will talk about my personal views based on my feelings after listening to the lesson "The Poor". The article "The Poor" is the text of the twelfth volume of the textbook published by People's Education Press, and students have acquired considerable self-study ability and habits. Therefore, the teacher arranged a questioning session before speaking and reading the text. In addition to asking questions about the main idea of the text, some students asked: "Why does Sang Na feel that he wants to do this?" "Why is Sang Na upset?" Next, according to the students' questions, the teacher summarized the following four questions as the teaching objectives of this class:

1, the title of the text is "The Poor", but there is not a word "poor" in the text. Can you find out the relevant details to describe and feel the poverty of the poor?

Sang Na clearly knows that five children are enough for her husband. Why did she bring her neighbor's children?

3. Why does Sang Na feel uneasy after bringing the children back?

Why are fishermen willing to adopt Simon's two children, and their burden is so heavy?

Listening to the teacher's explanation and guidance, watching the students' activities, I feel that the children are just doing language training mechanically. On the surface, students are independent, cooperative and active. In fact, students have no clear learning goals at all. They always study passively, and the classroom lacks the vitality it deserves. The reason is that the four thinking problems, which are connected in series as a class, lack depth, strength and breadth, the connection of teaching contents is superficial and scattered, the inner beauty of the textbook is far from being discovered, and the unique spiritual shock of this textbook to readers is far from being reflected.

Tracing back to the source, the choice and design of thinking questions should be based on the text, higher than the text, able to control the full text, lead students to understand the main idea of the text and the author's writing intention in a simple way, and feel deep inner feelings. The attraction of Sang Na and the Fisherman among the Poor comes from their ambivalence caused by their own poverty when they help others, which is both true and simple. Poverty is an obstacle for them to help others, but it has become a bright spot. To understand their behavior and virtue, we should try our best to understand "the mood when adopting two children" after understanding "what they did", including the poor family conditions, the difficulties they will face and the attitude of fishermen after returning home. Based on this, I personally think that the study of this article can start from these two aspects in the text, and design a thinking question that takes the whole text as a whole according to two original sentences in the textbook: Sang Na feels "forced to do so", why is he "uneasy"? Among them, "I have to do this" solves the problem of what they did. "Why are you upset?" What I understand is their complicated mood when they do all this. Hierarchical teaching based on one question not only integrates the teaching objectives, combs the writing ideas of the article, helps students sort out the reading order, but also highlights the teaching focus.

Another advantage of this design is that it can give consideration to the training of basic Chinese knowledge at the same time, break through the difficulties of teaching materials and realize the organic unity of humanity and instrumentality. Because this question contains two valuable basic language training points: the sentence training of "must ……" and the understanding, deepening and expansion of the word "uneasy". The training of these two knowledge points can be well implemented in teaching, and the cultivation of students' abilities of understanding, perception and reading will be improved simultaneously, and the ideological and emotional experience of the work itself will be more profound, accurate and in place.

Therefore, I personally think that in the teaching design of reading, teachers must go out of the text, be far-sighted and strategically located, and extract the connection points that can help students understand the connotation of the article in simple terms, so that students can gradually sublimate their emotional experience and consolidate their Chinese foundation, and at the same time, help students understand the inner feelings of the text through language-based training. Only in this way can we realize the organic unity of humanity and instrumentality.