Under the background of the new curriculum, how to improve the effectiveness of Chinese classroom teaching has become a hot topic and focus of attention in the current Chinese field. Promoting students' active and effective learning in Chinese classroom teaching has become an important direction of current Chinese curriculum reform. Based on People's Education Press, this paper will discuss the effective strategies of Chinese classroom teaching in senior high schools.
First, the overall determination of Chinese teaching objectives
Teaching goal is the soul of Chinese teaching activities, which has the functions of guiding, regulating, encouraging and evaluating the Chinese teaching process. Effective teaching depends to a great extent on Chinese teachers' understanding and grasp of teaching objectives. Chinese teachers can better understand and grasp the teaching objectives and closely focus on the teaching objectives in classroom teaching, which can minimize randomness, blindness and fuzziness and improve the pertinence, pertinence and effectiveness of Chinese teaching. Traditional Chinese teaching aims at guiding students to master knowledge, treating students as "containers" to receive knowledge and instilling knowledge into them. Modern Chinese teaching regards students as the main body of activities, and the goal of Chinese teaching should be a complete human development, which tends to be comprehensive: it not only pays attention to the teaching of necessary basic knowledge and skills, but also pays attention to the cultivation of students' self-development ability; Not only develop students' strong physique, but also cultivate their noble and perfect personality; Not only improve students' comprehensive quality, but also strive to develop students' personality.
For example, when I was designing the teaching objectives of Biography of Lian Po and Lin Xiangru, I divided the teaching objectives into:
(A) the main points of knowledge teaching
1. Learn the characteristics of this article in material selection, layout and characterization;
2. Master the key words, grammatical phenomena and special sentence patterns in the text.
(2) Key points of ability training
Understand the characteristics of historical biography in selecting materials, arranging and revealing characters' personalities, so as to improve the ability of reading and appreciating historical biographical literature.
(C) moral education penetration point
Learn from Lian Po and Lin Xiangru, and focus on the overall situation to cultivate students' patriotism.
(D) the starting point of aesthetic education
Understand the benefits of the characters described in detail in this article.
In the process of making a complete three-dimensional teaching goal, we should first grasp and make overall arrangements according to the compulsory modules and elective modules of the new high school teaching, formulate the overall goals and unit teaching goals of the school year and semester, and decompose them into each class to form a scientific and reasonable "target group". We should also pay attention to the internal structure and arrangement order of classroom teaching objectives in each class of Chinese module, pay attention to the harmony and integration of knowledge, ability and emotional attitude, and make clear the specific requirements of understanding, application, analysis, synthesis and evaluation of each objective, so as to make it hierarchical, progressive, clear, operable and measurable. Enable students not only to master knowledge and skills, but also to learn methods, increase experience and cultivate emotional attitudes and values.
Grading goals and tasks. Chinese teaching design should be based on students' development, put forward different requirements for students with different learning levels, and put forward corresponding goals for knowledge, emotion, learning methods, thinking training and practical skills. Through the teaching of a Chinese class, different students can develop and improve in different learning fields.
Second, the choice and integration of Chinese teaching content
Mr. Ye Shengtao once said: "Chinese textbooks are nothing more than a case. With this example, students should be able to draw inferences and develop proficient skills in reading and writing ... It is important to consider how to inspire students to apply what they have learned to all aspects of real life. " Therefore, in Chinese teaching under the background of the new curriculum, learning Chinese means going beyond Chinese, and learning textbooks means going beyond the concept of textbooks. Teachers and students must break through the "text" and discover the potential connotation of the text by themselves. In particular, today's new curriculum standard textbooks are incomplete, leaving a lot of room for teachers and students to finish creatively, so as to open students' thinking and improve their Chinese ability. I advocate that Chinese teachers should not "teach textbooks" mechanically, but "teach with textbooks", and make reasonable and moderate processing and transformation of Chinese textbooks for senior high schools in Jiangsu Education Edition. However, not "teaching textbooks" does not mean not studying Chinese textbooks and not grasping their intentions. In order to have a truly effective Chinese classroom, Chinese teachers need to make a thorough, comprehensive and systematic interpretation of the new Chinese textbook for senior high schools published by Jiangsu Education.
1, define the arrangement system of each content in the high school Chinese textbook published by People's Education Press. We should be good at putting a certain knowledge point in this unit, this learning period and even the whole knowledge system to investigate. This can further clarify the position and role of this knowledge point in teaching, that is, on what basis this knowledge point is developed and how to prepare for the later knowledge learning. On the quality of teaching materials, Ye Shengtao puts forward the requirement of simplicity and accuracy, and thinks that argument is enough to meet students' "physical and mental development and life experience expansion" and gradually cultivate students' "knowledge and ability to absorb experience from Chinese language and express feelings". This is a correct proposition based on the fundamental goal of Chinese quality education. There is no doubt that only when Chinese textbooks become a model to improve students' Chinese quality can students' Chinese ability truly become a ladder of life development.
2. Experience the teaching ideas contained in the new Chinese textbook for senior high school published by Jiangsu Education Press. The Chinese textbook for senior high school published by People's Education Press is the text embodiment and carrier of the concept of curriculum reform. Every Chinese teacher needs to learn, comprehend and understand the basic spirit and writing intention of the Chinese textbooks for senior high schools published by the New Soviet Education Press, grasp the basic clues of teaching activities provided by the People's Education Press, analyze the learning ideas and methods infiltrated by the textbooks, and understand the teaching ideas contained in the Chinese textbooks for senior high schools published by the People's Education Press, so as to realize effective Chinese classroom teaching.
3. Make good use of the real-life high school Chinese textbook. The content of high school Chinese textbook published by People's Education Press is not equal to the teaching content. The senior high school Chinese textbook published by People's Education Press is an important curriculum resource for teaching, but it is not the only one. The Chinese textbooks for senior high schools published by People's Education Publishing House emphasize that Chinese teaching should be carried out according to the students' situation, rather than sticking to the Chinese textbooks for senior high schools published by Xinsu Education Publishing House. High school Chinese textbooks published by People's Education Press should be used scientifically or "re-developed", and should be used well, flexibly and practically. Ye Shengtao's theory of Chinese teaching materials not only contains Ye Shengtao's unique views on the standards, nature and functions of Chinese teaching materials, but also includes his incisive exposition on the destination of Chinese teaching materials. Cultivating students' extracurricular reading ability and developing students' extracurricular reading habits has always been the basic idea of Ye Shengtao's fate theory of Chinese textbooks. He regards Chinese textbooks as the basis of students' extracurricular learning, and asks teachers to start from textbooks, try their best to popularize and expand them and implement them in the vast reading world outside class. He said: "Intensive reading can only be regarded as an example and a starting point; Now that you are familiar with the examples, with a starting point, you should promote them and read books. Visit fortune-teller related articles. "This kind of book, this kind of article, mainly refers to extracurricular reading. Therefore, he stressed that "in addition to national cultural and educational books, other books must be read, and the more the better." He said: "Reading is practical only if you get into the habit, so the encouragement and guidance of extracurricular reading must be combined with teaching materials at any time. In other words, extracurricular books should also be regarded as a kind of teaching material. "Encouraging students to read extensively through textbooks and cultivating students' reading ability and habits should be the destination pursued by the concept of Chinese textbooks.
4. learn to scrutinize the details. Chinese teachers should thoroughly study the enlightenment of high school Chinese textbooks published by People's Education Press on teaching activities, including every illustration and every hint in the textbooks published by People's Education Press. To "explain things in simple terms", the deeper you study the senior high school Chinese textbook published by People's Education Press, the more handy Chinese classroom teaching will be. We should take the idea of "using textbooks" instead of "teaching textbooks" and creatively deal with and use the Chinese textbooks for senior high schools published by People's Education Press in combination with the actual situation, that is, reasonable combination, overall optimization and emphasis on experience, not for the sake of form. Really master the high school Chinese textbook published by People's Education Press.
5. Mastering the high school Chinese textbook published by People's Education Press needs a process of "understanding-infiltration-transformation". Understanding is to study the senior high school Chinese textbook published by People's Education Press carefully and grasp the key points, difficulties and doubts. A thorough understanding means knowing yourself and yourself, mastering the relationship between high school Chinese textbooks for learners published by People's Education Press and those published by People's Education Press for learners, being familiar with students' mastery of relevant Chinese knowledge, and understanding the group characteristics of the classes taught and the personality characteristics, differences in thinking ability and thinking characteristics of the students taught, so as to be targeted. Transformation, that is, realizing transformation, is to transform textbook knowledge into students' own knowledge through handy and tacit Chinese classroom teaching after understanding and understanding. As early as the late 1970s, Ye Shengtao once said: Teachers teach any class (not limited to Chinese), and "speaking" is to achieve the purpose of not having to "speak". In other words, "teaching" is to achieve the purpose of not "teaching" ... knowledge is inexhaustible, tools are in hand, and you need to use them constantly to practice skilled skills. Chinese textbooks are nothing more than examples, so it is necessary to use this example. Therefore, in order to "talk" about the goal of encouraging students to "oppose the three evils", teachers must stimulate students' initiative and guide them to explore as much as possible. "Chinese textbooks are nothing more than examples", so the texts in textbooks are nothing more than examples. Our task is not to explain these examples in depth, but to make good use of them, go beyond them and get out of them, so as to achieve the purpose of drawing inferences from others.
Thirdly, the language in Chinese classroom teaching is vivid.
Language is the most important tool for Chinese teachers to impart cultural knowledge to students, enlighten students' minds, cultivate students' sentiments and carry out ideological education, while learning motivation is the internal motivation to promote students' learning. Chinese teachers' teaching language emphasizes image, vividness, conciseness, humor and inspiration, which can effectively stimulate learning motivation. With the correct learning motivation, students will have a strong thirst for knowledge, and they will be able to concentrate, explore persistently and overcome many difficulties in learning.
1, a vivid and intuitive language for Chinese teaching. The vividness of Chinese teaching language requires Chinese teachers to be full of interest when expressing, and be good at using some idioms, allusions, metaphors and humorous words to increase the appeal and emotional color of the language. The visualization of Chinese teaching language requires Chinese teachers to be good at describing, comparing and drawing, and give full play to the intuition and visualization of language to arouse students' appearance and make students understand the content of learning easily. Vivid language is the most thought-provoking language and can open the door to students' wisdom. If Chinese teachers can use it properly in classroom teaching, they can make the language full of charm and inspiration. It can enlighten students' thinking and deepen their understanding and consolidation of knowledge; It can arouse students' curiosity, stimulate them to think, observe, express, learn to write and gain knowledge from it.
2. Standardize the accurate and scientific language of Chinese teaching. The teaching and mastering of knowledge must be expressed through language, so the language of Chinese teaching must be standardized and accurate. The Standard of Chinese Teaching Language requires Chinese teachers to pronounce correctly, make sentences conform to grammar and rhetoric, and use Mandarin. Requirements around the center, sentence by sentence, clear level, prominent focus, with strict logical force; It is required to follow the law, strictly demonstrate, be well-founded and not cover everything. The accuracy of Chinese teaching language requires Chinese teachers to use words scientifically and correctly, and not to be vague, confused or ambiguous. Whether the language of Chinese classroom teaching is standardized and accurate is directly related to the quality of Chinese teaching. Only standardized and concise teaching language can produce aesthetic effect and stimulate students to think positively. On the other hand, it is easy to cause confusion or obstacles in students' thinking and hinder the smooth progress of learning. Therefore, Chinese teachers must get rid of all kinds of verbose, irrelevant ambiguities, far-fetched digressions, unrealistic empty words and ungrammatical half sentences in classroom teaching.
3. Chinese teaching language of emotion and rhythm. The emotion of Chinese teaching language refers to the passionate true feelings of Chinese teachers after profoundly embodying the ideological content of Chinese teaching materials. Expressive language in Chinese teaching can arouse students' * *, and play a subtle role in "moistening things silently". The rhythm of Chinese teaching language refers to the rapid change of speech speed caused by Chinese teachers' inner feelings, which is organically combined with the strength of language, the density of sentences and the rigidity and softness of tone and intonation. The emotion of Chinese teaching language cannot be generated at will, and it is by no means artificial. Only based on the content of Chinese textbooks can we achieve the effect of moving people with emotion. Similarly, the rhythm of Chinese teaching language should be skillfully controlled and adjusted according to the content of Chinese teaching materials and students' emotions in class, not for the sake of rhythm. Appropriate speed, strict and relaxed rhythm are to attract students better, arouse their enthusiasm and achieve enlightening teaching purposes.
4, implicit humor, thought-provoking language of Chinese teaching. The implication of Chinese teaching language refers to the unspoken implication. The Chinese teacher only leads the way of thinking without drawing a conclusion, and the contrast hints without telling the original intention, so that students can think and understand. Humor in Chinese teaching language refers to the timely insertion of some interesting short stories, humorous metaphors and thought-provoking allusions. On the premise of ensuring the seriousness and scientific standardization of the classroom, the teaching is enlightening. Implicit and humorous Chinese teaching language is thought-provoking, which can inspire students to use their knowledge, experience and imagination to enrich and supplement Chinese teaching content. It is like a pleasant spring breeze, which stimulates students' thoughts and makes them study tirelessly.
The words are laid flat on the paper, which is neither bright nor dynamic. However, after a little reading by the teacher, the students can see the true colors of life: flowers are blooming, people are alive, the sea is rough and the wind is full of fragrance. Good explanation, rigorous and interesting, solemn and humorous, makes people feel like sitting in the spring breeze, like drinking nectar, and makes people feel the beauty of language. The Chinese teacher's explanation doesn't need to be eloquent and endless, but it must be complete and profound; It doesn't have to be full of words and phrases, but it must be concise and accurate, stand up to scrutiny, and truly be "realistic and not grandstanding."
Fourthly, the optimization and diversification of Chinese teaching methods
Chinese teaching method refers to all means, skills and methods to achieve the goal of Chinese teaching. Effective Chinese teaching methods are a powerful guarantee to improve the efficiency of Chinese classroom teaching. The optimal selection of Chinese teaching methods requires Chinese teachers to flexibly use various teaching methods according to the teaching objectives, contents, students' cognitive and ability development level, combined with Chinese teachers' own specialties and styles, so as to realize the optimal combination of various methods, ensure the scientificity, flexibility and creativity of classroom teaching, and inject new vitality into Chinese classroom teaching.
1, the general principle of choosing Chinese teaching methods. Different Chinese teaching objectives and tasks require different teaching methods. Therefore, when choosing teaching methods, Chinese teachers should first grasp the purpose and task of Chinese teaching, and choose and use teaching methods that can meet the purpose and task of Chinese teaching. For example, when imparting new cultural knowledge, we should give full play to the effectiveness of teaching, conversation and discussion. Secondly, the choice of Chinese teaching methods should also grasp the different nature and characteristics of different Chinese teaching contents, and grasp the key and difficult points of each class. For example, argumentation mostly adopts the teaching method, while the knowledge content that focuses on process inquiry adopts the method of combining multimedia demonstration with explanation.
2. Choose the best effect principle of Chinese teaching method. The best effect means that the teaching method chosen by Chinese teachers must achieve the best effect in one class and achieve the unity of method and effect. Although some teaching methods are good, some Chinese teachers may not achieve the best results. This requires Chinese teachers to give full play to their own advantages, grasp their own ability to control various teaching methods, and choose those Chinese teaching methods that can achieve the best results. For example, a good speaker can choose teaching method as the main teaching method, while a good calligrapher and painter can use the outlines and charts on the blackboard to stimulate students' interest and inspire their thinking.
3. The principle of choosing the optimal combination of Chinese teaching methods. All kinds of Chinese teaching methods are produced in certain teaching practice and serve certain Chinese teaching purposes and teaching contents, so they all have their own characteristics and limitations. For example, the teaching method in Chinese teaching can transmit information in a short time and promote the development of students' abstract thinking, but the one-sided use of this method will hinder the development of students' intuitive memory ability and not fully form their skills. Each method has its advantages and disadvantages. Therefore, Chinese teachers should not simplify Chinese teaching methods. They must, under the guidance of the correct teaching concept, proceed from the needs of senior high school Chinese textbooks published by People's Education Press, adopt a variety of teaching methods, optimize the combination according to their own actual situation, flexibly design the Chinese teaching process, and give full play to their creativity in order to achieve high-quality and efficient classroom teaching results.
Fifth, there are problems in the design of Chinese teaching content.
The problem-based design of Chinese teaching content is to transform the text content and picture content in Chinese course into an organic "link" between content and problems, and guide students to arouse their problem consciousness and solve problems with their own efforts through thinking, exploration and cooperation. In order to inspire students' thinking in teaching, Chinese teachers should first be good at asking questions with clear goals, novel and interesting, moderate difficulty and thought-provoking, mobilize the dominant excitement center of students' cerebral cortex, then teach students the direction and clues of thinking, guide students to think deeply about problems layer by layer, master the methods of analyzing and dealing with problems, thus cultivating good thinking quality and effectively improving the effect of Chinese classroom teaching.
1, Chinese teaching problem design should be "interesting". According to the content of Chinese teaching in senior high schools, Chinese teachers can design novel and interesting questions by introducing intuitive materials or anecdotes or riddles into new courses, so that students can be in a positive and excited state, thus fully mobilizing the enthusiasm of students' thinking and enabling them to further explore and actively seek answers. For example:
Please listen to a poem before class and guess which writer is the typical image in which work.
In fantasy, you are above others;
In reality, you are trampled by everyone;
Pity you, you don't even have a surname;
Can annoy you, as before at a loss, still;
Sadly, you live in chaos;
Well, you died for no reason.
You ── the bankrupt farmer in old China ── the embodiment of ignorance and numbness!
Yes! This is the famous figure in Lu Xun's The True Story of Ah Q-The True Story of Ah Q!
2. The design of Chinese teaching problems should be "suspended". Curiosity is the source of pursuing knowledge and exploring truth. When designing teaching problems, teachers should carefully analyze teaching materials, find the best position, create suspense situations, arouse students' curiosity and thirst for knowledge, and thus make students have a psychology of being eager to catch up with what they are talking about, so as to pay more attention and be more eager for knowledge.
3. The design of Chinese teaching problems should be "clever". The facts of modern teaching show that Chinese teachers can not only stimulate students' interest in learning and inspire students' thinking by asking questions, but also arouse students' potential creativity by asking good questions. Because of clever questions, students will be inspired by teachers' questions in the learning process to produce new problems, and constantly strengthen their creativity in the process of exploring and solving new problems. In this way, problem teaching will reach a new height, and Chinese teachers' teaching will get twice the result with half the effort.
4. The design of Chinese teaching questions should be "precise". The "essence" of the design of teaching questions means that Chinese teachers pay attention to the central and overall design, set doubts at the "key" (that is, the focus and difficulty of teaching), and never set doubts at will or at unimportant places. The problems should be small and specific, emphasizing the process, not the conclusion, and should be well thought out. Only in this way can we guide students to understand knowledge, grasp key points, experience ideas, break through difficulties and stimulate the hierarchy of students' thinking.
Six, the Chinese teaching process is active.
The activity of Chinese teaching process has two meanings here. On the one hand, it means that the process of Chinese teaching is not a preset and planned teaching mode under the condition of "dead set", but that Chinese teachers accept elastic and spiritual elements in time according to the changes of learning conditions, take effective control measures, promote higher-level interaction, and make Chinese classrooms full of true feelings of life and glow with vitality. On the other hand, it refers to teaching in the way of "activities", interspersed with thematic activities in the process of Chinese teaching, or taking the theme of activities as a clue to carry out the teaching process. Maintain students' continuous freshness and good learning state through activities; Maintain a long-term high learning mood through activities; Through activities, we can walk between students, into their hearts, listen to their views on problems, and also let teachers know the common problems in students' understanding and application from the situation that several students make the same mistakes, so as to keep continuous monitoring of the teaching process.
1, adjust the focus of Chinese lesson preparation. The goal of the new curriculum should be changed from "paying attention to knowledge" to "paying attention to students", and the curriculum design should be changed from "imparting knowledge" to "causing activities". Because students' self-confidence, scientific attitude and rational spirit gained in learning are more valuable than simple knowledge. It is necessary to change the current situation that too much emphasis is placed on learning, rote learning and mechanical training in the implementation of teaching materials based solely on trust. Let students explore, think and understand themselves in the attempted situation, turn teaching requirements into students' own learning goals, and help students learn to learn and learn actively. This is the classroom teaching concept that Chinese teachers must have in the new curriculum. Chinese teachers should make a comprehensive analysis of teaching materials and students when preparing lessons, and list the possible problems, what to guide and how to guide students in learning as the focus of preparing lessons. They should not only prepare teaching materials, but also pay attention to students and make good preparations. Change the traditional thinking mode of "what to say first, then what to say, how to say it".
2. Standardize the process of Chinese teaching. The process of Chinese teaching consists of many links, which are interrelated and have a certain order and can be preset. However, if Chinese classroom teaching is carried out blindly in accordance with fixed links, regardless of dynamic changes, it will certainly fall into a rigid, mechanical and boring quagmire. We believe that the progress of Chinese teaching process must be integrated with vivid learning situations and flexible factors, and be randomly regulated. When encountering some "special" problems, Chinese teachers should take clever emergency measures in time to regulate Chinese teaching in a direction conducive to students' development.
3. Adjust Chinese classroom exercises. Chinese classroom practice is not only a learning link to consolidate and apply knowledge, but also an effective way for students to understand what they have learned, use new knowledge to solve practical problems, and cultivate their learning ability and problem-solving ability. It is also an important part of student activities. In Chinese classroom practice, while designing various exercises, we should adjust and control them in time according to the actual situation of classroom teaching process, or increase or decrease the number of exercises, or adjust the requirements of exercises, or exchange the forms of exercises, so as to stimulate students' interest in learning, adjust and control Chinese classroom teaching and improve the effect of Chinese classroom teaching.
Seven, the structure optimization of Chinese teaching wit.
Teaching tact is the art of transforming the contradiction between teachers and students on the basis of profound understanding of educational theory, the skill and skill of correctly handling the contradiction between teaching and learning, and the ability of Chinese teachers to flexibly educate students, resolve contradictions, communicate ideas and solve various problems in the classroom process in order to ensure the smooth progress of Chinese classroom teaching. In Chinese teaching, a nod or a smile, a compliment and a Chinese teacher's kind and enthusiastic guidance will stimulate students' desire to learn. When students are opposed to themselves, they should be patient enough, because a teacher's knowing gesture, a look or a few seconds of silence can often suppress the opposition of naughty students.
1, insight Cultivating Chinese teachers with keen observation and discovery ability can quickly capture students' various reactions in Chinese class and have the ability to reasonably adjust the harmony between teaching and learning.
2. thinking ability. Cultivate Chinese teachers with all kinds of thinking abilities to adapt to students' personality characteristics and the ability to deal with contradictions between students and different personality groups. Chinese teachers are required to develop positive thinking and design countermeasures according to students' happiness, anger, sadness, joy and feelings of study and life.
3. reactivity. Cultivating Chinese teachers' subjective consciousness requires Chinese teachers to respond to all students' personality characteristics, internal and external performances, learning attitudes, learning methods and effects, so that students can always feel that teachers know their own learning situation like the back of their hands, thus improving students' attention in classroom learning.
4. judge. To cultivate Chinese teachers' ability to deal with emergencies and solve teaching problems decisively, Chinese teachers need to make accurate judgments on such problems and choose the best disposal methods, so that the problems can be solved and students can be convinced.
5. strain force. To cultivate the ability of Chinese teachers to control and adjust the teaching atmosphere, the key point is to grasp the ability of "teaching method" and "learning method" For example, when there are complicated situations in Chinese teaching due to improper teaching methods, mistakes in teaching mode and poor learning mode of students, the two subsystems of teaching and learning can be coordinated quickly. In Chinese class, Chinese teachers should create a situation for students to actively use existing knowledge to solve new problems, and guide students to establish a sense of purpose in solving problems and form learning intentions. Let students learn again according to different results and different viewpoints from different understandings of the problem, and guide students to find out the key points of different results and different viewpoints, adjust their thinking and make new explorations and evaluations. Knowing, controlling and regulating one's own mathematics learning activities is an important content of forming subjective consciousness and a concrete embodiment of learning ability.
Eight, a democratic, equal and harmonious Chinese teaching atmosphere.
The new curriculum concept points out that "Chinese curriculum must pay attention to students' individual differences and different learning needs according to the characteristics of students' physical and mental development and Chinese learning, and cherish students' curiosity and thirst for knowledge." "Establishing a democratic relationship between teachers and students and creating an atmosphere of active inquiry is a necessary condition for promoting the development of students' potential, and it is also the basis for showing vitality in the classroom. In Chinese classroom teaching, if teachers are good at creating an environment conducive to students' enterprising spirit and attracting students' interest, then Chinese teaching will be flexible and rich, and students will get diversified development on their own initiative. Chinese teaching practice has proved that the most active factor in the teaching process is the relationship between teachers and students. Chinese teaching is the unity of emotion and thinking of teachers and students. For teaching, the relationship between teachers and students means dialogue, participation and mutual construction. It is not only a way of teaching and learning, but also an educational situation and spiritual atmosphere that permeates and permeates between teachers and students. For students, an equal and harmonious relationship between teachers and students means an open mind, outstanding subjectivity, publicity of personality and creative liberation. For Chinese teachers, respecting students' personality and loving every student is not only to impart knowledge, but also to share understanding, experience the value of life and realize self. It should be said that teachers and students are equal, and Chinese teachers are only the chief representatives who participate in learning, progress and growth with their children. I emphasize these, which is also expected by the new curriculum goals.
1, student-oriented, improve students' psychological state in class. Chinese teachers should know that in order to improve students' ability to learn Chinese, students must feel that they are the masters of Chinese learning, improve their psychological status in the classroom, enable them to actively explore and consciously form their learning ability, and create a good learning atmosphere with all students, so that individuals and the whole can form harmony and unity, attach importance to classroom activities ideologically and rely on the classroom emotionally.
2. Create a good language teaching atmosphere. First, develop teaching democracy and optimize Chinese teaching organization. In Chinese class, teachers actively encourage students to participate in learning, ask questions and express different opinions, and form an "interactive flow" between teachers and students. Second, Chinese teachers should improve their professional quality and optimize the art of Chinese teaching. Third, pay attention to emotional input and strengthen emotional communication between teachers and students.
3. Respect every student and show all students their opportunities. Although many Chinese teachers are aware that quality education is related to the future and development of the motherland. However, in Chinese teaching, students with good grades are given the opportunity to show themselves intentionally or unintentionally, which makes students with poor grades not fully respected. In the long run, students with poor grades will lose trust in Chinese teachers and confidence in their Chinese learning, which will inevitably lead to broken pots and falls, greatly reducing the effect of Chinese teaching. Therefore, we should adjust our thinking and working methods and deal with problems flexibly. We know that the questions raised in a Chinese class are not necessarily difficult, but there must be a gradient. So you can leave simple questions to students with poor ability. By answering them, let them feel that they can do it and have a sense of accomplishment, and integrate into the classroom in a natural atmosphere, so that all students have the opportunity to show themselves.