Summary of the training of key Chinese language teachers

From October 9th to 13th, I was honored to participate in the training of key teachers in the new curriculum of the National Language and Small Languages for Compulsory Education. The content of the whole training activities has been elaborated for us from many aspects such as professional guidance, teacher education, experience sharing, and student forums. Training program. Distinguished experts, scholars and several well-known teachers from the front line started their own experience and talked about their unique views on various fields of education and teaching. I have greatly improved my mind and theory. I have benefited a lot. Here are my experiences:
First, the original understanding of the curriculum reform is not in place. I always feel that it is not a big deal to change it. Is this necessary? After training, I realized that the purpose of curriculum reform is to transform students' knowledge into how to acquire skills. Just as the ancients said, “giving people a fish is better than giving people a fish.” As a teacher, I think this concept is formed. It is very important. With the guidance of this concept, although there may be various problems and setbacks in the future curriculum reform, I will explore and solve instead of avoiding, because hope is ahead!
Secondly, I realize that in order to have a high-quality and efficient Chinese language teacher, we must carefully interpret the text. On this basis, the teacher can grasp the intent of the textbook editor and master the classroom in order to make the teacher and student’s emotions The collision then knocked out the spark of wisdom.
Third, in a harmonious and efficient classroom, teachers cannot be high and must have an equal dialogue with students.
Fourth, the language class should have a Chinese flavor. A classroom with a Chinese taste has vitality and attractiveness to attract students.
Fifth, develop a large number of reading plans, read books, how to read books, how to motivate students to read good books, how to work with parents to do a good job of parent-child reading in the lower grades, how to evaluate, etc. These are our teachers to think about.
Sixth, "teaching with teaching materials, or teaching materials?" In this training, I heard several teachers mentioned such a sentence. Yes, the textbook is the carrier in the teaching process, but it is not the only carrier. It is a virtue. Therefore, the teacher grasps a word, a sentence or a paragraph in the classroom to train the students or the language, emotional stimulation, or It is enough to develop students' thinking and imagination skills, not to cover everything. It is good for a teacher to use a textbook to enable students to achieve a certain ability.
Seventh, the reading of small and medium-sized students is a process of cultivating students' interest and habits of reading. Chinese teachers must first cultivate students' reading interest and how to cultivate them? Every teacher has his own different approach, but the common ones are inseparable from the colorful, lively and interesting, poetic language classes that students have created. In addition, reading interest should be stimulated early and can be from the first grade. Don't drag to the second grade at the beginning.
Finally, what I want to say is that during the training process, every expert and every first-line teacher I met was such a learned and dedicated. They were good at research, good at reflection, and good at summing up, so they made them rich. The poetic classroom and the teaching ideas of composition and life have also made their happy journey of life. And I, although the teaching age is not short, but the road to teaching is still very long, I will go up and down!

Summary of the training of key Chinese language teachers

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