National language teaching experience

Part 1: The experience of Chinese language teaching

Language is a discipline and an art. As a language teacher, if you want to get more results with less effort in teaching, you should know what is the key to paying attention to classroom teaching. Now I will summarize some of my experiences in teaching as follows:

First, design a good teaching guide. The lead is the introduction of the new lesson. It is the opening of a new text. A wonderful lead is the key to success in a lesson. Therefore, lead design is an indispensable part of Chinese teaching. So how can we design a good introduction to classroom instruction?

1. Design different forms according to different text types. When designing, we should focus on teaching content, learning objectives, highlight teaching priorities, avoid flashy, and deviate from the theme of classroom teaching, so that students are ignorant.

2. Pay attention to conciseness and generalization. The guide should strive to achieve less and more, concise and concise, use a concise guide to grasp the essence of the text and the core content of the learning materials, which is conducive to summarizing the main content of teaching, so that students can easily grasp the relevant knowledge.

3, to be vivid and infectious. The vivid and colorful guides can make students have the interest of learning, infect students, and mobilize students to appreciate the style of the text and cause emotional resonance.

Second, create a good classroom atmosphere, the classroom atmosphere directly affects the teaching effect. Teachers are the organizers and leaders of classroom teaching. Their knowledge, personality and prestige are a huge spiritual force. They have a great educational shock effect and are the key elements that affect students' emotions and restrict the classroom education atmosphere. Therefore, in the process of classroom teaching, teachers should be “strict” and should not let themselves go. Of course, "strictness" can not be over-extended, so as not to bring psychological pressure to students.

Teachers also need to have "passion" in the classroom teaching. Teachers should pass on the knowledge and skills to the students in a positive and enthusiastic state before each class, so that the students' hearts will rush with the teacher's emotions. As long as we love students from the depths of our hearts, care for students and caring for students, and actively create conditions, so that students can be subtly influenced and infected, a good classroom atmosphere will form, and thus achieve the desired teaching effect.

Thoughts: It is more difficult to take a language lesson in order to take a language lesson. When you are preparing for a turnaround, there are many good procedures to be done. As mentioned in the above article, it is necessary to design a fine and simple lead, design a strict and relaxed classroom environment, and also need a language teacher to have ample Passion, we must firmly grasp the "heart" of students in order to implement classroom teaching. Although the language class is difficult, it also has the pleasure of harvesting results. Hard and happy.

The new curriculum standards clearly point out that Guo Xiaosheng should "develop the habit of reading and reading newspapers and have independent reading ability." The standard also said: "The total amount of extracurricular reading of Guo Xiaosheng is not less than 1 million words." To complete this task, it is impossible to do it in class, and it must be done with extracurricular reading.
Third, seek the combination of reading inside and outside the class

To effectively improve the quality of extracurricular reading, it is necessary to consider in-class reading and extracurricular reading as a whole. To this end, teachers need to often combine reading teaching to understand the reading trends of students.

Once, after the new language document was issued, the student was novel and read it from beginning to end. One student asked me: "Teacher, why is the famous French entomologist Fabre's pocket filled with insects?" I opened the ninth volume of the Soviet-speaking language book and saw the article "The bag full of insects". One bright. The root of the original extracurricular reading interest is here. So, I asked students to look for stories of scientists studying science to read, and with students, watch scientists study scientific videos and videos online. In this way, scientists love the spirit of science and comprehend in the students' extracurricular reading.

Fourth, form an atmosphere of extracurricular reading

Extracurricular reading should be the best opportunity. This best opportunity varies by student, teacher, and environment. In a word, teachers should determine the best opportunity for extracurricular reading based on the artistic conception of teaching. The general appearance of this artistic conception is: students' reading interest should be at the climax and exciting time. Every morning, as soon as I arrive at the school, I go to understand the students' interest in reading. One day, I occasionally heard two students arguing over who studied ancient poetry. One said: "I will be back to Qian Qian's "Lime Li"!" Another said: "I will recite the "Mei Mei" written by Wang Hao!" One said: "I will recite Wang Wei's "Lu Chai" "Another said: "I will recite Li Bai's "Early White Emperor City"! I suddenly became clear: Originally, the source of reading interest is here - listen and see. So, I rushed from the school's reading room In the past, I borrowed more than a dozen "Ancient Poetry Collections" and sent them to students to take turns to read. In a few weeks, the 45 students in the class read the ten books of Ancient Poetry. At this time, I am A poetry recital was held in the class. As a result, the students rushed to recite, and many of them could recite more than thirty ancient poems. They also had a good message. This time, I announced a good message to the whole class: from now on, classmates We can go to the reading room to borrow books once a week. For a time, the temperament of reading in the class has become a common practice.

V. Teaching methods for extracurricular reading

Extracurricular reading also requires mastery. Mastering the method will solve the problem of “learning”. Through more than 20 years of Chinese teaching, I have explored several ways to guide students to read extracurricularly: 1. Write an outline method. Mainly give the article a summary, outline the outline. 2. Card excerpt method. That is, when reading, extract the main points or key sentences and paragraphs of the article on the card. 3. Symbol substitution method. That is to say, according to their own reading habits, design a variety of symbols, circle, point, hook, and painting in the text. 4, the commentary method. That is, write the text of the comment in the place where you feel the deepest. 5. Index method. That is to use the indexing method to read, write down the article title, author, newspaper name period number, page number, and index when needed. 6, scrapbooking. That is, cut out good articles and fragments and paste them on the scrapbook. These methods are mainly based on the actual reading training of students' hands-on, arterial and dynamic mouth.

In short, the significance and role of language reading outside the classroom is extraordinary. Extracurricular reading "a vast world" will certainly be another new chapter in improving the quality of Chinese.


Chapter 2:

As a small Chinese language teacher, how to teach students how to be competent in this mission? I deeply feel the responsibility. I think that to get a good class, you should understand the teaching materials, understand the author's intentions, and temper the students. I will summarize some of my experiences in teaching as follows:

First, according to the teaching materials and the situation of our class students, the corresponding teaching plan has been formulated to reflect the editor's intention as much as possible. In the preparation of the lesson, carefully study the text, according to the outline, editor's intentions and the training focus of this unit, to follow the author's ideas and resonate with the author.

Second, the premise of a good class is to prepare a class, but to prepare a class, can not rely on "teaching", let students learn a text, teachers must first study the text, find out the text of the text, grasp Key words, clarify the key words and the thoughts and feelings expressed; to distinguish the paragraphs, sum up the meaning of the paragraph, and capture the central idea of ​​the article.

Third, it is to design a good teaching link. In my opinion, when developing the teaching process, the teacher should carefully design a class activity program that guides the students to practice themselves, which is hierarchical, clear, and effective. According to the content of the textbook and the actual situation of the students, we must grasp the key points that must be highlighted in the teaching and the difficulties that need to be solved. Focus on a "reading" word, so as to ask for reading and reading, and to understand and read. The student's self-reading, teacher's reading, and the reading of teachers and students are organically arranged in various teaching links such as first reading, fine reading, and intensive reading. It is necessary to carefully design the classroom questions, and every time you let students study, they must read with questions. Put an end to the "small monk chanting, there is no heart" reading. Classroom questions must have the capacity of thinking, the value of thinking, and the appropriate depth. The focus should be on the key points of the article, the author's elaborate ideas, the connection of things, the unintentional part of the students, the development of emotions, and the contradictions of content. At the office. I believe that if you can do this, it will be a good lesson.

Fourth, teach the method of extracurricular reading, and also learn the method of extracurricular reading. Mastering the method will solve the problem of “learning”. I have explored several ways to guide students to read extracurricularly: 1. Write an outline. Mainly give the article a summary, outline the outline. 2. Card excerpt method. That is, when reading, extract the main points or key sentences and paragraphs of the article on the card. 3. Symbol substitution method. That is to say, according to their own reading habits, design a variety of symbols, circle, point, hook, and painting in the text. 4, the commentary method. That is, write the text of the comment in the place where you feel the deepest. 5. Index method. That is to use the indexing method to read, write down the article title, author, newspaper name period number, page number, and index when needed. 6, scrapbooking. That is, cut out good articles and fragments and paste them on the scrapbook. These methods are mainly based on the actual reading training of students' hands-on, arterial and dynamic mouth.

A hard work, a harvest. Teaching work is accompanied by bitterness. Based on the principle of “diligence, good thinking, and hard work”, we will continue to do our best to make our work better.


Chapter three:

As is known to all, in accordance with the requirements of the new curriculum standards, the children have mastered about 2,000 words in the next grade of the third grade, and the word-based teaching method is no longer the focus of Chinese teaching. At the same time, as a transitional stage, reading and writing teaching is a preliminary infiltration, and it is not listed as the focus of teaching in the curriculum standard. However, given that the language curriculum takes into account the characteristics of humanity and instrumentality. In teaching, we must adhere to the guiding ideology of “interesting, learning, overall advancement, spiraling up” to ensure the continuity of knowledge and the particularity of rolling improvement. In teaching, I firmly adhere to the teaching method of words and phrases, relying on the teaching of words, reading and writing. Throughout, the interlocking, mutual promotion, rolling improvement, and achieved good results. The specific approach can be summarized as "five four three two ones."

The first "five" is to strengthen the "five-word training method."

The five characters are "reading, marking, commenting, drawing, thinking", that is, reading five times of texts, marking the natural section, and injecting the pinyin of the raw characters and the characters of the words in the text into the text, drawing out the words and sentences that are not understood, thinking After class questions. This is my request for pre-class preparation. In doing so, I can make the students really prepare for the pre-study under the guidance of the teacher, and also enable the students to develop their own autonomy and inquiry efficiency.

The second "four" is the accumulation of four good words every day.

I ask the students to prepare a good copy of the good sentence. Excerpt four good words every day, ask for a back, understand the meaning, and initially use the word to say a word. For a good classmate, add two good sentences. It is allowed to excerpt in the text and encourage transcription outside the classroom. This not only gives children the space to learn independently, but also broadens their horizons. After one semester, the children's language skills are greatly enhanced.

The third "three" is to strengthen the "three-step word learning method."

As mentioned earlier, the wording is not the focus of the third-grade language teaching, but it is still an important part. The first step of the “three-step word learning method” is to “recognize the pronunciation and the glyphs, which are all carried out in the pre-study texts, so that students have a preliminary perception of the correct pronunciation and writing of the new words. The second step is to identify in the classroom. "Shaping the meaning of meaning", adhere to the principle of "words do not leave words". Combine the words in the text to analyze the meaning of words, and initially learn to apply verbally. The third step is the "unit consolidation method." This is an important stage in correcting typos, using near-words, Discrimination, erroneous words and other flexible methods in the sentence, test and consolidate the students' understanding and mastery of the glyphs and meanings in the text, and use the method of red-character circulation in the book to reduce the scope of review. Random inspections.

Fourth, "two" means insisting on reading 20 minutes a day.

Students are required to keep reading for 20 minutes every night. The content is not limited. It can be excellent composition, fairy tales, or newspapers and magazines. After reading, fill out the reading card, the parents sign, and the teacher will check the appraisal every week. In the appraisal, combined with good reading typical, gradually infiltrate the students with relevant knowledge of intensive reading, skimming, and speed reading, guiding students to start from intensive reading, one word, one sentence to read carefully, knowing what each article mainly talks about. Words that do not understand are promptly found in the tool book, and questions that do not understand, encourage students to question and ask questions. This has greatly stimulated the children's curiosity. In the class, a strong reading atmosphere has been formed, which has greatly improved the mastery, understanding and application of student words.

The fifth "one" is a daily diary, one essay per week

In the final analysis, the display of students' writing ability is the most intuitive embodiment of the humanities and tools of the Chinese language. The cultivation of students' writing ability is a gradual and long process. Therefore, although the new curriculum standard puts forward clear requirements for the composition teaching of the third grade, combined with the needs of the discipline and the new textbook, from the day the children enter the school, I always put the composition teaching in a prominent position and always work hard. Practice has proved that its radiation-driven overall improvement is very effective.

Initially, I started by training students' oral expression skills, using the word-by-word method to select some words that are close to life, let students expand their words, and improve their goodness, and then encourage students to say simple words with their favorite words. One semester, to stimulate students' interest in language expression.
The oral statement has a certain foundation, and I guided the students to take the second step ----- write sentences. This stage is divided into three steps: first write a simple and complete sentence, and then expand the sentence appropriately. That is to add some appropriate attributive, adverbial, and complement to the sentence. The third step is to segment the sentence into segments, that is, to further visualize the attributive, adverbial, and complement components in the sentence, to materialize and vividize the original sentence into A paragraph, step by step, spiraling up, makes students interested and willing to learn.

With the ability to write phrase phrases, I instruct students to extract fragments and write diaries. At this stage, I grasp two principles. One is to be close to life and to stimulate interest. I instruct students to observe seasonal changes, guide the writing of scenery, and write fruit. Guide students to remember characters against family members and classmates. Combine festival celebrations, school activities, and guide narrative writing. The second is to explicitly ask for the first step. The first step is to ask for the number of words to be sufficient. The second step is to have wonderful sentences, beautiful words and appropriate rhetoric. The third step is to guide the breakthrough in the intention. This step is mainly done through the composition review class, which is completed by the teachers and students in the discussion. I focus on the pre-writing guidance and the post-reviewing two links, infiltrating the students' outlines, multiple revisions, structural segmentation and other basic knowledge of writing, laying a good foundation for students to write to senior grades.

In the language teaching, I also feel that there is a point that should be particularly valued by everyone. It is to insist on the combination of teaching materials and development curriculum resources. The textbooks of the Beijing Normal University that we are using now have an open unit in each book. For example, this book has a unit called “specialty”. We must teach local texts in such texts. This requires us to do a lot of work under the teacher's class, arrange some small articles and small stories of local special products, and improve students' interest in learning. I love the education of my hometown.

The textbooks of the Beijing Normal University Edition pay special attention to the cultivation of students' language proficiency and the guidance of learning methods. The content of the text is rich and varied, but the content of some regular training in traditional textbooks is greatly reduced. Everyone has a prominent feeling that the textbook is getting less and less taught. In fact, the arrangement is simple, but the teacher's request has been improved. Therefore, it is far from enough to just follow the subject according to the department. Usually we have to intersperse some basic knowledge, such as the training of rhetorical devices, the training of modified sentence sentences, and the training of sentence transformation. Etc., in order to enable students to fully grasp the language knowledge.

The above is my rough experience in teaching practice, so as to learn from everyone.


Chapter 4:

As a small Chinese language teacher, how to teach students how to be competent in this mission? I deeply feel the responsibility. In this long road of exploration and continuous advancement, I feel that to get a good class, you should understand the teaching materials, understand the author's intentions, and temper the students.

At the beginning of the school, I browsed the new book and developed the corresponding teaching plan according to the teaching materials and the students in my class, reflecting the editor's intention as much as possible. In the preparation of the lesson, carefully study the text, according to the outline, editor's intentions and the training focus of this unit, to follow the author's ideas and resonate with the author.

The premise of a good class is to prepare a class, but to prepare a class, you can not rely on "teaching", you must let students learn a text, teachers must first study the text, find out the text, grasp the key words To clarify the key words and the thoughts and feelings expressed; to distinguish the paragraphs, sum up the meaning of the paragraph, and capture the central idea of ​​the article. In this regard, I think I am doing a good job.

The second is to design a good teaching link. In my opinion, when developing the teaching process, the teacher should carefully design a class activity program that guides the students to practice themselves, which is hierarchical, clear, and effective. According to the content of the textbook and the actual situation of the students, we must grasp the key points that must be highlighted in the teaching and the difficulties that need to be solved. Focus on a "reading" word, so as to ask for reading and reading, and to understand and read. The student's self-reading, teacher's reading, and the reading of teachers and students are organically arranged in various teaching links such as first reading, fine reading, and intensive reading. It is necessary to carefully design the classroom questions, and every time you let students study, they must read with questions. Put an end to the "small monk chanting, there is no heart" reading. Classroom questions must have the capacity of thinking, the value of thinking, and the appropriate depth. The focus should be on the key points of the article, the author's elaborate ideas, the connection of things, the unintentional part of the students, the development of emotions, and the contradictions of content. At the office. I believe that if you can do this, it will be a good lesson. In the actual operation process, there are always too many disappointments. Sometimes it is an idea, but it becomes a b method in class. The more I think about it, the easier it is to make mistakes, immature, and make me feel ashamed.

Some people say that it is a science and an art. As a language teacher, it is also important to create a good classroom atmosphere in order to achieve a multiplier effect in teaching. Teachers are the organizers and leaders of classroom teaching. Their knowledge, personality and prestige are a huge spiritual force, which has a great shock effect and is a key factor affecting students' emotions and restricting the classroom atmosphere. Every time a teacher takes a class, he should pass on the knowledge and skills to the students in a positive and enthusiastic state, so that the students' hearts will rush with the teacher's emotions. As long as we love students from the depths of our hearts, care for students and caring for students, and actively create conditions, so that students will be subtly influenced and infected, the classroom will no longer be empty, and students will no longer be poor. listener.

An educator in the United States pointed out: "The extension of the classroom is equal to the extension of extracurricular activities. With classroom learning as the core, it can effectively extend and expand the students' school life, family life, social life and other fields of life, so that classroom training and Extracurricular behavior training forms an orderly, interesting, powerful and effective combination, and achieves the overall benefits of Chinese teaching." Under the guidance of the new curriculum standards, we have extended the reach of Chinese teaching to a vast world. Through the collection and reading, it laid the foundation for understanding the content of the text. For example, before teaching Jiuzhaigou, I asked the children to collect information about the water village on the basis of a certain understanding of the text. In class, not only teaching texts, but also telling some extracurricular knowledge, inspiring children's interest, and laying the foundation for reading.


Chapter 5:

Among the freshmen I took over this year, one student asked in the diary: "Teacher, why didn't you lead us to analyze the text one sentence at a time? I think you should talk more carefully so that we can understand better. This shows that students have been transformed from a "memory warehouse" that passively accepts and passively stores knowledge in the past to new students who dare to question, dare to express different opinions, and dare to refute teachers.

Today's national language education has undoubtedly strengthened the cultivation of students' expressive ability, which is more prominent in their oral expression. Whether it is self-introduction at the beginning of the school or a speech in the classroom has proved this.

In addition, the Chinese language teaching for students has begun to pay off. Take this year's freshmen as an example. They know more about reading requirements and perform better.

It should be said that the current Chinese language teaching is more focused on the training and training of students' ability than the previous "test-oriented education" teaching, but we still feel that there are several shortcomings in it:

First, the teaching of pinyin needs to be improved. This problem has been evident in recent students. For example, when the finals iou, uei, and uen are spelled in front, they should be written as iu, ui, and un, and many students still spell the middle letters. Another example is the finals starting with "i". If there is no initials in front of the spelling, the "i" should be capitalized. For example, "night" should be spelled "Ye" instead of "Yie".

Second, common words are not accurate. For example, the usage of "I" and "Yes" is not divided, and it is often mistakenly written as "I" and "After". In short, the typos phenomenon is more common, because it is preconceived, and it is very difficult to correct these errors in the middle stage.

Third, the teaching of Chinese language should further strengthen the cultivation of students' observation and comprehension skills, so that students can experience life more. The shortcomings in this respect are mainly reflected in the students' writing, whether writing family life or writing school life, the selection is still narrow and the content is not new.

It is hoped that while the small Chinese language teaching focuses on the cultivation of students' ability and innovative spirit, it can further strengthen the basic teaching, because only by laying a solid foundation can we have greater development.