Normal University Student Summer Teaching Social Practice Report

This is the second summer vacation after entering the university. In order to enrich this long summer vacation, in order to test the knowledge and skills developed in the past two years, another test besides the final exam, Therefore, as a student of a normal college, I conducted a tutoring practice in this summer. The specific situation of the practice report is now reported as follows:

Practice target: a first-year student of the National Primary School of Sichuan Normal University;

Practical purpose: to comprehensively review, consolidate and improve the knowledge acquired in the first grade of life, so that it can make a preliminary understanding of the second-year knowledge to be studied;

Practice process:

In the first two or three days of the whole process, I did not rush to carry out substantive teaching activities. I first read through the student's homework and test papers for the first semester, and I learned some things from my parents. I have a basic understanding of the basic situation of the student: because the student has been living in the school, the parents are less managed, resulting in learning. The long-term slack, the foundation is poor, the specific performance is: the addition and subtraction within 20 can not be accurately and quickly calculated; the pronunciation and correct spelling of the pinyin letters are difficult;

In response to the above situation, I have developed a three-step coaching program for the student: “Consolidating the Foundation – Gradually Improving – Learning ahead”:

The first phase of "solid foundation":

Within 20 plus or minus, I have a few sets of special training to practice:

Example: the same sum: 1+4= 1+5= 1+19=

2+3= 2+4= 2+18=

4+1= 3+3= ...... 3+17=

3+2= 4+2= 4+16=

The same difference:

Addition and subtraction parallel: 1+2= 8+7=

3-1= ...... 15-7= ......

3-2= 15-8=

......

After about a week of practice, the speed and accuracy of the student's calculations reached a satisfactory level. I don't think there is much method or skill in this stage of teaching. The key is the proficiency, the so-called "practice makes perfect." So in the past two weeks, I have ensured that I have enough written exercises every day to practice, and I will investigate them at any time to deepen my impression and consolidate my results.

In the "Pinyin" aspect, for the "letter recognition of letters", according to my observation, the student belongs to the "field dependent type" - borrowing a term from psychology. In the initials, finals, and syllables listed in the textbook, it is basically correct to read them in order, but once the order or single extraction is made, the students are prone to confusion and errors, and even cannot read. This situation is quite obvious when I remember the complex vowel. In response to this situation, the approach I took was:

"The gradual reduction of the 'field' that it depends on" and the "transformation-dependent field"", I have divided the complex vowels according to the principle of "similarity" and "easy to confuse":

Ai ao an ang en eng ei ie iu ui in ing ......

Ai ao an ang ei er en eng iu ie in ing ui un ......

After teaching it to repeat reading in this way, it was dictated, gradually began to disrupt the order and single extraction, and the phenomenon of confusion and error was greatly reduced.

The above two are carried out simultaneously, and the time-consuming seems to be a little longer, but I think that "the sharpening of the knife does not mistake the chopping of the firewood", only the solid foundation can be carried out smoothly.

The second phase is the “gradual improvement” phase:

Since the first stage of the work is solid, in the "computation" aspect, after the 20-100 calculation teaches its calculation rules and a small amount of practice, the addition and subtraction within 50 is easier than the oral calculation and the calculation; 50-100 addition and subtraction The calculation of the mouth is a bit difficult, but there is nothing wrong with the calculation. The only problem that is easy to occur is that in the calculation, the carry-in and the abdication are ignored due to carelessness. Simple calculation questions have no intellectual barriers for the student.

However, the student has great difficulties in the “actual application problem”, and the counseling of the application is the most time-consuming and laborious part of the whole process. The main obstacles that the student has in answering the set of questions are:

1 insufficient understanding of the expression of language and text;

2 The analysis of the quantitative relationship is not accurate;

3 migration ability is poor.

In solving this problem, we still adhere to the principle of “from shallow to deep, step by step”. I am at the beginning of the process of writing a set of questions for it:
The language narrative is as straightforward as possible, the quantity relationship is as simple as possible, and the value is less than 20; after this pass, I gradually increase the difficulty, the language narrative, the quantity relationship is slightly complicated, and the numerical value is expanded to less than 100. At the same time, in order to cultivate the student's ability to migrate and speak in language, I will use the subject matter that has been practiced to change the theme and then extract the "conditions" or "problems" to complete the answer. After this counseling, the student's obstacles to answering the set of questions were basically removed.
On the question of "correct spelling and spelling of pinyin": I first made it clear the basic rules of spelling and spelling, and then found out the erroneous and confusing syllables in his textbook. To help them identify and read. Next, I will classify the word list according to the principle of “same rhyme, homophone” and let it be phonetic; write the pinyin of the new words and let them write Chinese characters. In order to deepen its impression of glyphs and pronunciation, spelling. After completing this exercise, I will sort out the mistakes in the exercise, first provide the correct answer for it to recognize, read, and dictate. Repeat this several times, "gradually narrow the encirclement" and sweep away the "dead corner." In the end, the student is doing a "call to the word", "look at pinyin, write words" type of exercises have a very high accuracy rate.
In the third stage, the “advance learning” stage: that is, some preparations for the contents of the third volume. At this stage, I did not make too strict requirements and exert too much pressure on the birth.
Because the second grade is about to be exposed to multiplication, I initially explained the meaning and operation of the multiplication, and let it recite the multiplication table. In terms of language, he mainly let him know some new words through pinyin.
Practice results:
Finally, let the student do the simulation test, the language and mathematics can reach 90 points or more; understand the meaning of multiplication, master the operation method of multiplication, complete the memorization of the multiplication table; the third book of Chinese is more than half, new text Read fluently. Basically achieved the desired effect.

Practice experience:
First, engaging in teaching requires "concentration": I have invested a lot of energy in this practice. Although I don’t care about the knowledge of the first grade, I still found the textbooks and teachings to concentrate on preparing lessons, and strive to be accurate in knowledge; in addition to "teaching what", I am "how to teach" I dare not sloppy. I read the professional books such as "Educational Psychology", "Development Psychology", Chinese Language and Mathematics, and Mathematics Teaching Method. I queried the relevant experience exchanges and conducted teaching under the premise of fully respecting the laws of children's physical and mental development. activity.
Second, engaging in teaching requires “patience”: in the face of a 7-year-old first-year student, he has characteristics and limitations on the methods and abilities of knowledge acceptance and memory. We cannot start from our own subjectivity in teaching. "Think of it." To explain the obstacles encountered by students in their study, they should be "patient". If they can't do it twice, they can't do it twice, and they should also reflect on whether their teaching methods are right or not, and they should not be "simple and rude." Third, engaging in teaching needs to be "communicating with others": in teaching, it is not possible to "close the door to build a car", "one leaf is blind, not to ignore Taishan", to communicate with the outside world, to acquire more information, and to enrich your educational background. I paid attention to the communication with the parents. On the one hand, a deeper understanding of the students' situation is conducive to my "targeting"; on the other hand, I timely feedback the teaching progress to the parents in time, which is conducive to the cooperation and support of the parents. At the same time, I also consulted many of my former teachers, and their experience has given me great help.
Through this one-and-a-half-month practice, I tested my own learning situation from another aspect, and cultivated my ability to discover, analyze, and solve problems. I also found some shortcomings that I will study in the future. Constantly make up and improve. It can be said that this practice has made me "beneficial." a