Chinese teaching completion report

Liuzhou North Station Road Guoxiao Research Group wrote: Zeng Haixia

[Content Summary]
There are two kinds of tendencies in the Chinese language classroom: 1. Put the language class into a language analysis text training class; 2. Overhead language materials, blindly "innovative" teaching conditions. Specially conducted three levels of research on "sense-accumulation-utilization". The methods and means of this research are based on literature review, experimental methods, supplemented by survey methods, and research through case analysis, experimental data statistics, and experience summarization. Therefore, the authors study the four methods of comprehension and comprehension, the cloze, the key words and the concatenation and other accumulations of six methods, the situational sentence and the use of the use of the five methods, in addition to the construction of our school "three levels" basic language teaching mode. Through research, teachers change their teaching concepts; students form a good sense of language, develop the consciousness, ability and habits of self-conscious accumulation inside and outside the classroom, improve the level of Chinese reading and writing, and make great progress in the students' language practice ability. [keyword]
Perception, accumulation, use, teaching, three levels, literacy

I. Problem Proposal, Background of Subject Research After the comprehensive reform of education, Chinese teachers began to think deeply about their own teaching concepts and behaviors, and gradually realized that the fundamental task of Chinese teaching lies in "directing students to correctly understand and use the language of the motherland, enriching The accumulation of language and the cultivation of language sense." It can be seen that to achieve the overall goal of comprehensively improving students' language literacy, it is inseparable from students' participation in language practice activities, the humanistic connotation in language materials, accumulation and internalization of language, and thus improvement. Promoting the development of students' perception, accumulation and application in Chinese teaching has become the research direction of educators.
However, in the actual teaching, there are two tendencies in the Chinese classroom: 1. The language training class is a language analysis text training class. 2, overhead language materials, blindly "innovation." No matter which tendency, it is difficult for students to really feel the beauty of language. The reason can be considered in several factors: whether the teacher accurately grasps the nature of the Chinese curriculum, whether it recognizes that students must become the main body of language learning, and implement the "sense, accumulation, and use" language teaching mode and method.
From the characteristics of Chinese education, the humanities of the Chinese curriculum are rich in content and practical, and have an impact on literacy, thinking and development. The "National Chinese Language Curriculum Standards" states that "reading is the individual behavior of students" is "an important way to collect and process information, to understand the world, to develop thinking, and to obtain an aesthetic experience." Therefore, the process of Chinese teaching is that students learn under the guidance of teachers. The process of language, perception of language, accumulation of language, and use of language, modern cognitive psychologist Piaget believes that the understanding of language is a process of "assimilation" and "compliance." In teaching, especially in reading teaching, it is necessary to avoid cumbersome and redundant content analysis and turn to "sense, accumulation, and application" - this is in line with the law of language learning. In active and active thinking and emotional activities, students can deepen their understanding and experience, feel and think, be emotionally inspired, gain enlightenment and enjoy aesthetic pleasure. "Emotion is the root of Chinese teaching". Under the premise of emotional shift, it is easy for them to consciously carry out knowledge, emotional accumulation and language internalization. With accumulation as the basis, students' language practice ability can be improved more quickly. It can also be seen that "sense, accumulation, and application" has the layered nature of learning, which constitutes the "three levels" of classroom teaching that is promoted step by step in Chinese teaching.
The curriculum reform focuses on the three latitudes of teaching: knowledge and ability, process and method, and emotional attitude values. The “sense, accumulation, and application” in Chinese teaching is not only consistent with the law of language learning, but also the same as the three latitudes in respecting the subject status of learners. Ability is based on knowledge, and the accumulation of knowledge determines the gradual formation of ability: the width and thickness of the knowledge base determines the height and intensity of the ability pyramid. The so-called "smart woman is difficult to be without rice." "The roots of the people are actually swearing, the smear of the sorcerer's brilliance" is the same truth. While the students accumulate, feel and use the text, the vivid "life image" in the text promotes the development of students' knowledge, ability and emotion. Traditional Chinese teaching attaches great importance to students' feelings and accumulation of fine-point written language, and “opens up” on the basis of a large amount of feeling and accumulation. Open the lecture, which is a comment on the language material, designed to help students understand the use of language. In the process of speaking, it also pays attention to the self-realization of the students and guides them to use the shackles to "practice and love the language." Modern teaching practice proves that only when the students' reciting amount reaches 4.5 times of the textbook, it is possible to form a way of Chinese teaching, which will help to cultivate students' love for the motherland language.
The Chinese Language Teaching and Research Group of our school has therefore put forward a research topic on the three-level study of Chinese teaching of "sense, accumulation and application".
The main content of the research and the interpretation and definition of its main concepts
1. The main content of the study:
1. How to promote the close integration of teachers' theory and practice through scientific research to improve the quality of teachers.
2. Inspire students' motivation for active learning, and build a learning mechanism to change students from hard learning to music learning.
3. Start with a large amount of reading, explore ways to promote students' perception and accumulation, and standardize students' language accumulation, and lay the foundation for internalization and migration language.
4. Explore ways to improve students' language literacy and enhance students' language practice ability.
5. Exploring the intersection and integration of “sense, accumulation, and application”, and constructing teaching models and methods with theoretical support.
2. Interpretation and definition of the main concepts 1. Contents of “sense, accumulation” and “use”:
Feeling, that is, feeling comprehension. "Suddenly realized", "concealed taste, and wonderfully realized" is an image description of sentiment. In teaching, students are made aware of what they have gained.
Accumulation refers to both the student's life accumulation and language accumulation.
Application means that students can use the accumulated language flexibly in life and study. 2. The relationship between “sense”, “accumulation” and “use”:
Comprehension of language is the foundation and the premise; the accumulation of language is preparation and guarantee; and the use of language is the ultimate goal. Only by integrating the language's sentiment, language accumulation, and language use into reading teaching can we maximize the students' comprehensive language quality.
3. The main theoretical basis of the subject research is based on the teaching axioms of education, the "Outline", the "Course Standards" and the cognitive pedigree Piaget and Ding Youkuan's "literacy combination", Jiangsu Li Zundong and Li Guozhong two teachers studied "Four readings, four trainings" are the main theoretical basis.
4. The purpose of this research is to study the "three levels" of Chinese teaching. The main purpose is to highlight the language color, strengthen the training of language and writing, pay attention to the "sense" of the text language - enhance students' understanding ability; strengthen language And the "accumulation" of knowledge - the foundation of thick students; the "use" after strengthening the accumulation of feelings - to effectively improve students' ability to speak and write.
Second, the research methods and processes, the basic methods of research
1. The research object of the study was originally 8 classes in our school, which is the teaching class where 8 research teachers of this group are located. Three teachers on the way were transferred from our school, and another teacher participated in the study. One year later, the teacher was also transferred from our school. In 2006, the research group developed horizontally, and the research results were promoted to the whole school language teachers.
2. The application of research methods This topic is positioned in the three levels of "sense, accumulation, application" Chinese teaching, so the research methods and means are based on literature review, experimental methods, supplemented by investigation methods, through the research process Case analysis, experimental data statistics, and experience summarization were used for research.
3. The specific definition of variables and their operational definitions:
Self-variation 1. Learning and research of teaching theory among experimental teachers. Specific methods: collect certain well-known words and phrases about education and teaching every month, and keep a close eye on it; carry out study activities of the research group every month; attend scientific research seminars; participate in experimental design.
2. In order to improve students' language literacy and develop students' comprehensive practical ability in language, carefully design and carry out various teaching activities. Specific way:
Students are encouraged to take excerpts, post-reading feelings, hand-written reports, etc., to use the language practice activities classes for exchange presentations, and to conduct language competitions on various topics.
Because of the variable 1. The change of teachers' education and teaching concepts and the improvement of teaching ability.
2. Students feel the ability to accumulate language.
3. Students' language learning interests and language learning ability.
The main process of research
1. Personnel participating in the experiment of this subject: Qun Quoruo, Zeng Haixia, Peng Suxiang, Jiang Bing, Huang Caiqiong.
2. Experimental program 1. In the early stage of the research implementation, the project will be opened, participate in the training courses organized by the general research group, observe the learning activities, change the teaching concept of the executive teachers, study the specific research objectives, and formulate detailed and pragmatic implementation plans; Collect raw materials; conduct research on the relevant content of the first phase.
2. In the middle stage of research and implementation, according to the objectives and contents of the research, organize teachers to learn relevant theoretical knowledge, combine teachers' own classroom teaching activities, combine subject teaching and research activities, and combine classroom activities such as classroom teaching seminars, exhibitions, competitions, etc. Cases and materials, based on the progress of the research, a phased summary.
a. Establish a subject management mechanism based on people-oriented.
The research team is led by the school's supervisory vice president, and in accordance with the operating system of “teaching department – ​​research group – teacher”, the division of labor, responsibility to people, and the development of a sound project implementation plan.
b. Organize teachers to learn about theory and knowledge.
In the survey, it was found that the members of the research team did not know enough about the content of the subject. To this end, we printed the information and adopted a combination of organizational learning and personal learning. Help teachers to enhance their theoretical understanding of "sense, accumulation, and application", broaden their horizons, release their ideas, and enrich the methods and approaches of research, so that the research of the subject can be carried out in depth and organically. Help teachers improve the theoretical level of scientific research, master the basic methods of education and scientific research, and provide technical support for research projects.

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c. Combine school-based teaching and research activities and carry out research on topics. In the past two years, we have combined school-based teaching and research activities to carry out research projects. It encourages teachers to reflect on the usual classroom education, take advantage of the normal working conditions, bring a research perspective in the classroom, and enter a new curriculum with a new concept to realize the transition from career to profession.
3. The summary stage of the study organizes various materials, writes a final report, and meets the final work.
In the research of the subject, the teacher was organized to visit the Labao Experimental Elementary School for many times to learn, to learn from the experience group to conduct research; to actively participate in the activities organized by each of the General Task Forces, to write a learning experience after the event, or to conduct a “Sharon” discussion. and many more.
Third, the research results, the comprehensive quality of teachers continue to improve the subject experiment so that the experimental teachers' teaching concepts and methods are constantly updated, the teaching level is constantly improving, they won the first, second and third prizes in various teaching classes held in the school. Teacher Peng Suxiang won the second prize of Liubei District Youth Teacher Competition, and Dong Yan was awarded the second prize of Liuzhou City. At the same time, the teaching theories and experience of experimental teachers are also constantly enriched. More than a dozen papers, cases and teaching plans have been awarded the first, second and third prizes at the national, provincial and municipal levels.
The students' interest in language learning and the ability to learn Chinese have been greatly improved over the past four years. The students' reading interest has been significantly enhanced, the reading method is appropriate, and the reading and reading volume have been greatly improved. In the pre-test, 50% of students have little interest in reading. Reading is forced by parents to read in order to complete homework; 60% of students only read cartoon stories, animated stories, martial arts novels, battle stories, etc., and only look at the plot. 70% of students only read a book for one or two weeks, and they have no habit of reading notes; 90% of students do not have a reading method. In the post-test, 100% of the students like to read actively, read a wide range of literary works of almost all genres, and read more than three extra-curricular books per week; and students can consciously understand life, literary works, and sentiment The expression method of famous masters has formed their own unique insights and developed the habit of making reading notes. Through the series of "telling the truth, *** things, 抒 true feelings" training, writing ability has been greatly improved. The students in the experimental class have high quality of work, and each semester can get the top three in the essay competition, far exceeding the level of the comparison class. In 2005, more than 40 people won the National Innovation Cup essay competition.
The "teaching and research" and "scientific research" integration of teachers' scientific research stems from the regular teaching. Therefore, in the past two years, the research of the subject has been rolled out to the teachers of the whole school, and it has been integrated with the regular teaching. The research team also hired the former director of the Institute of Education, Mr. Huang Yaoguang, to lead the profession and launched the “Friday Discussion Day”. All Chinese teachers conduct teaching and research around the topic "Three levels of perception, accumulation and application of Chinese teaching". Each teaching and research group prepares lessons in the group first - large group preparation, expert guidance - group reflection, re-preparation - coaching teacher, class Commenting on the class, rethinking the teaching plan - continuing to coach in the class, reflecting on the formation of a boutique teaching plan. For example, "Mei Lanfang Xueyi", "Little Dew", "Crow Drinking Water", "Aesop's Fables" and so on have formed our school's fine teaching plans. “Friday Discussion Day” was greatly welcomed by teachers and the attention of the brothers’ school.