Reflections on shadow teaching of Chinese in senior one.

The traditional Chinese classroom model can be defined as a teacher-oriented Chinese classroom model, which makes it difficult for students to get rid of the disadvantages of the education system, the situation that teachers control and dominate the Chinese classroom, and even the potential of students is difficult to play. It is difficult for students to invest in the learning content, and their interest naturally declines, and their learning efficiency declines. Teacher-oriented Chinese classroom is actually an educational system designed for teachers to teach well, but it is often unacceptable to students because of the different cognitive laws and wills of teachers and students.

Students' instinct is different from the teacher-oriented Chinese classroom, which makes students get rid of the shackles of the original education system and the situation that the Chinese classroom is completely controlled by teachers. Teachers are the organizers, instructors and hosts of Chinese classes, which enable students to give full play to their potential. The most important thing in student-oriented Chinese classroom is to pay attention to the transmission of teaching. Teachers should let students move as soon as possible to acquire knowledge and solve problems, and give entrusted teaching to students. It is an educational concept and teaching method that depends on and is designed for students. The role of teacher guidance is to design the process of "doing before learning, meeting before learning", rather than over-analysis of teacher-style Chinese classroom-teachers teach bit by bit and students learn bit by bit.

The Chinese classroom teaching process under the new curriculum should become students' happy emotional life and positive emotional experience. Teachers should pay attention to whether each student is cheerful or indifferent in the teaching process while imparting knowledge. Whether it is happy or frowning and other emotional experiences. The new curriculum emphasizes the development of each student and students' emotional life and experience. In order to make every student develop, I will start with students' emotional experience and strive to create a vibrant student-oriented Chinese classroom. Take Shadow as an example. Here's what I did:

First, the creation of scenarios, focusing on experience

Confucius said: Knowing is better than being kind, and being kind is better than being happy. The teaching process should be a happy mood and a positive emotional experience for students. The article Shadow describes the inseparable characteristics of shadow and people in the form of nursery rhymes. Before class, I learned from the students that they didn't know any other characteristics except that the shadow was black. How to make students understand other interesting phenomena of shadow vividly? I think the game is an activity. "Chinese Curriculum Standard" points out: "Different teaching contents have their own laws, so we should adopt corresponding teaching strategies according to the characteristics of students in different classes and different teaching contents." For the first-year students, games are their favorite and tireless activities, and their emotions are easily infected in games. So, during the break, I designed and organized the children to play the game of "stepping on the shadow". They are a group of two, you chase me and run, you step on me and hide, and unconsciously find interesting phenomena of shadows in a relaxed scene. In class, when the teacher asked, "What interesting phenomena did you find in the game?" The students scrambled to raise their hands, and some found that the shadow had been following them, and he did whatever he did; Some found themselves hiding behind the house, and the shadow disappeared; Others found that when the sun came out, there was a shadow. On cloudy and rainy days, there is no shadow without the sun. The students who can communicate and talk are radiant and full of joy. Students who have not arrived because of time can only make a little noise from the nasal cavity and take back their little hands.

Second, blend true feelings and enjoy happiness.

Student-oriented Chinese classroom teaching is to update the traditional teaching concept, change the role of teachers, liberate teachers from monopolists and imparting knowledge, and become guides, helpers and participants of students. During the two or three minutes' recess activities in Chinese class, I also designed a game of "finding shadows" according to the content of the text to enrich students' Chinese classroom life and satisfy their emotional experience. When designing this activity, I first participated with the students, and then the students and students completed it together. This design makes students feel that teachers are equal to them and are their friends. It is from the students' point of view that we should seize students' interest and desire in learning to design activities and win students' welcome. They are all in high spirits, and every inch of space in the classroom can feel the happiness of the students. After the game, students can quickly put all their enthusiasm into the next link of learning, and the learning effect is obvious.

Good emotional experience often comes from the real blending between teachers and students. When intelligence and beautiful emotional experience blend, the driving force can break out, and the harmony between teachers and students is based on emotion. The blending of true feelings makes both teachers and students feel the infinite interest and immeasurable potential of teaching and learning at the same time. In Chinese classroom teaching, I always naturally integrate my feelings, communicate the feelings between teachers and students in time, and create an equal, friendly and harmonious teaching atmosphere between teachers and students. In the dialogue, exchange and communication between teachers and students, I will change from true feelings to spiritual feelings, thus forming the mutual promotion of teaching and learning.

Third, group cooperation, the classroom as a learning room.

Collaborative learning is a strategy to organize students' learning through groups or teams. The group cooperative learning method emphasized in undergraduate Chinese class means that several people form a study group (usually four people), which appears in the form of a group, including group cooperation to answer questions, ask questions, solve problems and discuss problems, and fully cultivate the cooperative spirit and coordination ability of the student team.

That is, when students face new teaching content, some students may have mastered all or part of the content through self-study or the help of family and friends. Faced with this situation, we can let students come out and let them be "teachers" of our classmates. Especially in the teaching of new words, some students are good at recognizing new words and pronouncing them very accurately. I will let them be "little teachers", lead the students in the group to know new words, and under the guidance of "little teachers", teach them to read, drive trains, listen to voices and find friends. Students teach students, which truly shows that students are the masters of Chinese classroom and learning. Seeing such a strong learning atmosphere, I feel that Chinese classes can only be given life if they are given to students.

Fourth, face life and respect individuality.

Chinese curriculum standard points out: "Chinese is an important part of human culture", and its basic feature is "the unity of instrumentality and humanism." Its "humanity" is manifested in its rich humanistic characteristics and the author's rich emotions. Therefore, Chinese is not only a course to cultivate students' ability to analyze and use language, but also a carrier to cultivate sentiment, develop personality and cultivate students' personality. Under the guidance of the new curriculum standard, our reading is not only to teach students to read and understand the text and gain written knowledge, but also to let students with fresh ideas, unique personality and independent personality pour out their feelings when reading the text, melt their feelings into the country and resonate with the author. So, I went deep into the text and recited it repeatedly, and understood the meaning of the text and the author's feelings. Try to find a topic close to students' life as a starting point, so that students can realize themselves.

After analysis, I chose the word "little black dog" as the topic of communication with students: "Do you like little black dog? Why? " Puppies are familiar things in students' lives. When choosing this topic, I think the cute image of the puppy must be vivid in the children's minds, otherwise the students will raise their hands for fear that the teacher will not order him. From the love of puppies to the inseparable characteristics of shadows and people, they are as cute as puppies, so they naturally express their love through the language in the text. Because of different feelings, the sense of language read is different. Some people read: "the shadow is one, little black dog, I will go and it will go." Some wrote: "Shadow is a little black dog. If I go, it will go. " I don't dictate how they should read, but encourage them to read their own unique feelings.

In the whole teaching process, I always stand on the students' point of view, organize teaching in the position of equality first, fully respect students' unique feelings and existing cognitive level, pay attention to how students design teaching activities, reflect students' dominant position, and strive to create a vibrant student-oriented Chinese classroom.