What activities are there in the reading forum?

Think in practice and accumulate in thinking.

Einstein once said: Asking a question is often more important than solving a problem, because solving a problem may be just a teaching or experimental skill. Putting forward new problems, new possibilities and looking at old problems from a new angle all require creative imagination, which marks the real progress of science.

In the development of school-based curriculum for several years, we are all trying to cultivate characteristics to promote the all-round and harmonious development of students.

First, beauty is novel, creative and the product of constant pursuit. The law of "the innovator is superior and the conservative is weak" is also applicable to bodybuilding teaching. When you come to the music literacy and bodybuilding class, you will see all kinds of students, tall, short, fat and thin. They danced with the melody of the music and under the guidance of the teacher. Teachers who don't know this course once suggested: Will it be more effective to select a group of students with figure, appearance and dance foundation for unified training? Our answer is: we are not training the dance team here. Being tall, short, fat and thin can't stop students from loving music and fitness. They have the right to choose the courses they like. We are developing courses, focusing on the needs of students, not to produce so-called results. To tell the truth, whenever I see the students' high-spirited faces and confident expressions, I am really touched. Zhou, when teaching students to learn to dance Tujia hand-waving, first let students look up pictures and materials about Tujia culture on the Internet, and then emphasize labor-related movements, so that students can experience dance through linear art, and then let students express this dance with their own bodies in music full of local Miao customs, so that students can boldly innovate. This not only helps to cultivate students' potential creative consciousness, but also helps to make their bodies, behaviors, manners, temperament and other aspects achieve good norms and enhance students' self-confidence.

Second, the popularization and application of folk sports and entertainment activities in primary school physical education teaching.

After two years' edification, the fourth-grade students have a preliminary understanding of national culture and mastered some simple sports and entertainment skills and practice methods. In order to consolidate the previous educational achievements, we should not only review the interesting sports and entertainment activities we have learned, but also carry out ethnic sports and entertainment activities that are difficult and suitable for students of this age. Such as: Ding Dingbu, stilt-walking, hopscotch, swinging, lotus-beating, bamboo-horse riding, shuttlecock kicking, wrestling, diagonal chess and so on. Xu Xiaohua, a teacher in our grade, specially developed this folk sports and entertainment activity this semester, because the bench dragon is a treasure in Miao local culture. It is said that a long time ago, during the Lantern Festival, when everyone watched the dragon lanterns, three Tujia youths became more and more excited, dancing, eager to try, and in a hurry. They raised the bench and imitated the dragon lantern dance, having a good time. Therefore, the development of Wolong skills can inherit the cultural treasures of indigenous Miao people, strengthen their health, exercise their personal thinking ability and be agile.

Thirdly, our Tujia poetry is a wonderful flower in Miao culture.

The most famous Tujia literature is narrative poems, folk songs and lullabies when dancing. There are big wave songs and small wave songs, and big wave songs are epic. Wavelet songs are mostly bitter songs and love songs, which belong to lyric works. It has strong national characteristics and unique Shan Ye flavor. The long narrative poem "Golden Rooster" is composed of four folk songs, which are expressed by duets between men and women. It takes the love story as the main line and reflects the broad social life. The representative works of Tujia folk literature include The Divine Comedy of Horse Body, General Bapei, Xiang Lao Guan Ren, Xilang Kabu, Weeping Wedding Song, Grass Song, Gong and Drum, etc. Among them, "Weeping Wedding Song" and "Song of Grass, Gong and Drum" are closely combined with the marriage and working life of Tujia people, with obvious national characteristics and strong life breath. Zhuzhi Tujia folk songs are simple, fresh and unique. In the Tang Dynasty, Gu Kuang, Liu Yuxi, Bai Juyi and some later poets wrote "Zhi Zhu Ci", which was deeply influenced by this kind of Zhi Zhu folk song. There are many forms of Tujia folk songs, such as seven words and four sentences, seven words and five sentences, eight sentences and so on. Flexibility and freedom, harmonious phonology, homophonic pun, vivid metaphor and rich image association. These local characteristic resources have become the rich content of our reading and writing class. We lead students into Tujia culture, and students visit folk artists to collect information about Tujia culture on the school's information resources online. "Reading Tujia Poetry" column, "Telling Tujia Myths and Legends" and other unique forms have emerged. In the dialogue between children and literature, the national spirit has been integrated into the soul and become a part of children's life.

For the evaluation of reading and writing, we have also explored an innovative way. For example, in the reading class, we designed a reading accumulation book and a reading record card, so that students can participate in the evaluation themselves, while teachers adhere to the principle of developmental evaluation, regularly check and seriously comment, and praise and encourage students who read a lot and have high quality. At the same time, we also use flexible and diverse forms of activities to evaluate, such as "poetry contest", "story contest", "my favorite national hero", "reading report speech" and so on.

Fourthly, the school-based curriculum development of situational English.

First of all, our development goals are:

1, to stimulate students' interest in learning English and cultivate students' good pronunciation, intonation and sense of language.

2, through listening, speaking, reading, writing, singing, acting, reciting and other forms of learning activities, cultivate students' comprehensive language application ability and improve their comprehensive English quality.

3. Strengthen the cultivation of learning strategies and improve students' autonomous learning ability.

The following is an introduction to the contents of English school-based curriculum:

According to the physical and mental characteristics, cognitive development level and emotional needs of primary school students, the two teachers in charge of development studied and determined that the contents of school-based curriculum were songs, ballads, textbook dramas and daily expressions. Teachers have determined the specific content of each item through searching materials and questionnaires, namely 16 ballads, 10 textbook dramas and 300 classic daily expressions, as shown in table 65438.

(A) songs and ballads teaching

1. permeates every class. Enjoy or sing before each class to create an English learning atmosphere. Through repeated appreciation, brief description of the main meaning of words and gradual singing, it is carried out in the form of natural acquisition.

2. Flexible use in all teaching links. Used to create an atmosphere before learning new content, and to adjust and relax students' emotions when they feel tired after learning new content; Use it to consolidate before class and let students feel the lingering sound after class.

3. Combine singing with performance to cultivate students' artistic temperament. Encourage students to try to compose new songs with old music, try to compose their own ballads, cultivate students' innovative ability, and consciously strengthen the guidance of students' learning strategies.

(2) 300 daily expressions

300 daily expressions are closely related to students' life, including clothing, food, housing, transportation, travel, shopping and other aspects, and the content is from easy to difficult.

1. In teaching, teachers create situations or take students to learn in real situations according to the teaching content, and integrate daily expressions into situational performances, so that students can learn in situations, practice in performances and use them in communication activities.

2. Conversation performance is divided into three steps: language demonstration performance, which is completed by teachers or teachers and students, and should be in place for students to understand; Language consolidation performance, in the case of two or more people, such as large group conversation competitions, boys and girls groups, groups, classes and other forms to encourage all students to participate; Develop the creative expression of language, arrange on the basis that students have mastered certain language knowledge, encourage students to combine flexibly and expand conversations.

(3) textbook drama

On the basis of students watching VCD repeatedly, the teacher tells the key words, the students read and rehearse the story, and then imitate the performance. Finally, students are encouraged to freely combine and perform creative textbook plays. (