What kind of ability should primary school Chinese teachers have under the new curriculum standard?

"Chinese Curriculum Standard" points out: "Students are the masters of learning. Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences and encourage students to choose their own learning methods. "The emphasis here is on students' autonomous learning. Autonomous learning is the inevitable requirement of quality education and the only way to cultivate talents. It plays an irreplaceable role in carrying forward the initiative spirit of students' personality and developing students' various potential learning abilities, including strong innovation consciousness and pioneering spirit, open thinking quality and knowledge structure, excellent wisdom sentiment and aesthetic ability. When autonomous learning is introduced into the teaching process, the teaching structure will undergo a qualitative change, and the development function of teaching will be fully exerted, thus making a new breakthrough in the teaching theory of "teaching and development". Then, in the teaching of Chinese reading, how should a Chinese teacher who is struggling in the front line of teaching create conditions for promoting students' autonomous learning? Below, I will talk about some feasible methods for educators' reference based on my years of teaching.

First, the formation of a democratic atmosphere.

Classroom reading teaching should be a bilateral activity between teachers and students, and it is an information transmission process in which both sides participate and coordinate to complete communication. Only by fully carrying forward teaching democracy can teachers enhance students' sense of "ownership" in the classroom, exercise students' ability to think positively and dare to question, let students taste the sweetness of "just jump" and let students not only actively participate in learning, but also participate in teaching. If teachers only follow their own way of thinking and traditional teaching methods, or tell students standard answers directly and abstractly, it will be difficult to put teaching on the psychological basis of students, students' dependence on teachers will not be broken, and students' subjective consciousness will not be aroused. They will always be the slaves and pockets of knowledge. Therefore, in the classroom reading teaching, we must abandon the traditional teaching concepts and methods, strive to create a democratic and harmonious teaching atmosphere, try our best to let students participate in the teaching, and reflect real democracy.

In teaching, I let students participate in teaching in a democratic way: the teacher gives students an assignment entitled "Please give me some ideas" and then asks: "If you have any suggestions for reading teaching this semester, please ask as many as possible." A few days later, I received the "homework" from the students. Through reading and analyzing one by one, I screened out feasible suggestions, created a wall newspaper and named it "Students' Golden Ideas", and gradually applied these ideas to reading teaching. This method is strongly supported by students for a simple reason: we often say that students are the main body, and in the process of teaching and learning, students have the most say in the teacher's teaching. Through improvement, the teaching efficiency can be greatly improved, and no thankless things can be done; Besides; The word "you" in the homework "Please give me an idea" is emotional. Students are willing to do it. Saying "give me an idea" instead of "give me an idea" can eliminate students' worries. Students will also actively do it, say "give me an idea" and then mention it when they think of it. It is convenient and feasible, and it is easy for students to do it. It can be seen that this practice should be an effective shortcut.

Second, know how to think in multiple directions.

Knowledge is the crystallization of wisdom, but knowledge does not mean wisdom. Knowledge can be given, but wisdom cannot. From the perspective of individual cognitive development theory, any true knowledge is the product of self-construction in activities, and true knowledge is the unity of knowledge and wisdom. Therefore, in reading teaching, because students have different experiences, different personalities and different understandings and feelings of the text content, I pay special attention to respecting students' unique ideas and viewpoints, not easily denying students' understanding, and encouraging students to understand from different angles and different starting points.

For example, when I was teaching the article "Borrowing Arrows from Grass Boat", some students suggested that the best topic should be changed to "Deceiving Arrows from Grass Boat". The reason is: "Because Zhuge Liang got the arrow from Cao Cao, not borrowed it." As soon as this reason came out, it was like a drop of water falling into a boiling oil pan, and the classroom suddenly exploded. But after a while, a student stood up from his seat like a spring and said, "From Zhuge Liang's command to the sergeant's shouting' Thank you for Prime Minister Cao's arrow', it can be seen that you don't have to thank for cheating arrows, so the title is' Grass boat borrows arrows'. As soon as the voice fell, another student gave his reason: "I think he borrowed an arrow, because Zhuge Liang didn't return the borrowed arrow to Cao Cao when he arrived in Battle of Red Cliffs? People borrow and pay back. "The atmosphere in the classroom is very tense, and the students' interest is also rising. Even better, another student said, "The purpose of writing an article is to praise Zhuge Liang's resourcefulness and resourcefulness.' Cheating' is a derogatory term. The title was changed to "Grass Boat Cheating Arrows", and the center of the article became to expose Zhuge Liang's intrigues. " Faced with so many personal understandings and this fierce debate, I am happy to say a very enlightening sentence: "Your views are so unique and your performances are so wonderful. In learning, as long as you are good at questioning, boldly asking questions, putting forward creative opinions and full of challenging passion, the door to success is not far from you. "

Third, question the choice of inquiry methods.

In reading teaching, students' learning can be roughly divided into two types: autonomous learning-solving problems in existing development fields, that is, problems that students can solve independently through their own efforts; Cooperative learning-solving problems in recent development zones, that is, problems that students can't solve independently through personal efforts. Among them, teachers don't talk about the problems that students can solve independently, so that students can complete in self-study since since the enlightenment, and the problems that need students' cooperation to solve are not only the proper choice of teachers, but also the free choice of students to find study partners and explore ways to solve doubts.

In reading teaching, I often let questions come from students and return to them. Except for those problems that students can solve by reading, thinking and discussing with existing knowledge under the guidance of teachers, the problems that can't be solved can be "you say a word, I say a word", and the whole class works together. Of course, students can also combine freely, form study groups, and choose solutions freely. Such as reading, experiment, discussion, giving examples, connecting with practice, etc. Students can freely choose which one they like, and then let them freely express their understanding of related issues and unique creative opinions, so as to improve their ability to solve doubts and cultivate their innovative ability.

Fourth, determine the goal of self-study independently.

As we all know, the development of students' learning ability is unbalanced, that is, differences. Therefore, it is difficult to overcome or narrow this difference in quality and quantity in pre-class preparation, mainly because students with strong learning ability will master more and learn well and quickly, which undoubtedly poses a severe challenge to the teaching of classroom reading. How to meet the needs of students with different development levels? How to encourage students to participate in learning independently? In my opinion, we should not only cultivate students' awareness and habits of autonomous learning, but also consider their individual differences. The goal of self-study before class should be drawn up by students themselves, which is the premise of students' autonomous learning. Teachers should not replace students' self-study goals with collective self-study goals across the board, but should properly handle the relationship between * * * and personality.

For example, when teaching the article "Dong Cunrui gave his life to bomb the bunker", in order to increase students' awareness of autonomous learning and make students actively participate in learning, I guided students to set their own independent learning goals:

The teacher asked, "Everyone has previewed the article" Dong Cunrui laid down his life to blow up the bunker ". Who wants to tell you his deepest feelings? " The students are scrambling to raise their hands.

Life: "Dong Cunrui's wit and courage, and his spirit of not being afraid of sacrifice are very valuable."

Life: "In the article, the description of the psychological activities of the characters is particularly detailed and wonderful."

Life: "The article is short, but the content is profound and touching."

Life: "The author's language is vivid and his words are delicate."

In this way, seven or eight students talked about their feelings in succession, and then I threw out a bait: "What is the goal you want to learn most from this text?" What method do you want to learn? "The students raised their hands like mushrooms after the rain.

Life: "My study goal is to learn from Dong Cunrui, and my study method is to study carefully the sentences describing Dong Cunrui".

Life: "I take the description of psychological activities as my learning goal, and learn positive description and side description." The way to learn is to grasp the sentences describing psychological activities and taste them. "

Life: "My learning goal is to describe the details, and I want to learn through practice."

Life: "My study goal is to read the text with emotion. The method is to use empathy and empathy to make yourself feel profound. "

I affirmed all the learning goals set by the above students and asked them to spend five minutes studying according to their own learning goals and methods. It can be said that all the students participated in the study with a positive attitude and made great achievements.

In a word, as long as every teacher can use his brains according to teaching practice, he will certainly create newer and more effective methods and create a good autonomous learning situation for students.

Let the Chinese activity class "move"

Xiuyu School District Qianyun Primary School Huang Ruiying

Chinese activity class is an important part of Chinese teaching. To improve students' Chinese quality in an all-round way, we must do a good job in Chinese class while doing a good job in classroom teaching. Activity classes are of great significance to enrich students' life, broaden their horizons, stimulate their interest in learning, deepen their language experience, improve their personality and improve their comprehensive quality.

How to teach Chinese activities well?

The author believes that in the organization and implementation of Chinese activity classes, students' autonomy should always be put in the first place, so that students can participate independently and actively, use their brains, cultivate internal motivation, stimulate their wisdom potential, develop their individual strengths, and promote individual initiative, harmony and all-round development. "Motion" is the biggest feature of activity class, which should run through the whole process of organization and implementation of activity class.

First of all, choose the right content and let the students "move"

As a course, Chinese activity class has its own purpose, that is, it must focus on obtaining direct experience. Instant information, with practical characteristics, guides students from books to life, from classroom to society, and comprehensively improves students' Chinese quality. Activity classes are more flexible than subject classes, and we can well reflect "mobility" in the choice of content.

1, practical content. Practicality is the main feature of Chinese activity class, which changes the way of imparting conclusive knowledge to students in subject teaching and allows students to expand their knowledge and develop their abilities by participating in observation, brain thinking, oral English and practical activities. In a Chinese activity class, I organized students to go to the market for investigation and interview, and then wrote a short message. Many students have truthfully described some problems in the market. For example, "eat whatever you want", "selling indiscriminately is nobody's business" and "vegetable farmers are worried about low vegetable prices". In this activity class, the students are very active, not only learned to investigate and practice writing, but also understood that "writing has materials everywhere, as long as you are a conscientious person."

2. Necessary content. Choosing content according to students' current needs or topics of concern can arouse students' enthusiasm. For example, in the sixth grade, many students write messages to each other. At this time, an activity class of "Give you a word" will be held, so that students can collect and write some meaningful and positive aphorisms. In this way, the students in this activity class must be enthusiastic and active in communication and creation. They can not only appreciate the profound meaning, structure and rhetoric of proverbs, but also enlighten and educate students and improve their taste in writing news.

3. Competitive content. Wei Shusheng said: "Even for intellectual activities with no direct interest, students' indirect interest in winning the competition will make them forget their boredom and devote themselves to the competition with interest. "Indeed, in the competition, things you don't like are also liked, and boring things become interesting.

Second, let go of guidance and let students "get real".

In order to make students' subjective initiative fully reflected in the activities, students should be involved in the design, preparation, implementation and summary of the activities, so that students can feel that this is their own "activity" and really move.

1, let students participate in the design of activities. At the beginning, teachers can ask students for their opinions on the design and content of the activity. With the in-depth development of activities, part of the contents can be handed over to students for collection and preparation, which is actually a process of student activities. For example, "interesting two-part allegorical sayings" can let students recommend some interesting topics to their teachers. After some activities are familiar, students are allowed to design freely, and teachers mainly guide and improve them. Students' participation. Design activities will "move" with special input. The author asked the students to design an activity class of "Poetry and Painting Welcome the New Year" independently, and the students designed Spring Festival couplets, a design contest of greeting words, riddles, idiom performances and New Year's resolutions, which received good results.

2. Let students participate in the activity preparation. From the collection of activity content, the production of learning AIDS and the layout of activity scenes, students can participate, and teachers' sovereignty is the guidance of small hosts. For example, in the activity class of "Greeting the New Year with Poetry", students not only arranged a jubilant classroom, but also prepared fruits, sugar, cakes, cards and other prizes themselves.

3. Let the students show their skills in the activities. The activity class focuses on the process. As long as the students fully use their brains, hands and mouths in the activities, even if the students have not completely completed a certain content of the activities, this class is successful. For example, at first, many teachers thought that it was difficult for most students to complete the activity class "handwritten newspaper competition". Later, students were allowed to design their own layouts. As a result, even the worst students can finish it, and the exquisiteness of some handwritten newspapers is amazing. When the students saw the works on display in the classroom, they were all deeply proud.

4. Let students participate in the activity summary. In this way, students can experience the joy of success in summing up experience, first know and discuss, then communicate with the whole class, and finally the teacher summarizes and sublimates. For example, at the end of the activity class "I can do it", the teacher said, "What have you gained? I want to interview some students. " This is a way to guide students to summarize with activities. After each activity, if students can be guided to write a diary with activities as the main topic, it will make students' summary produce greater benefits.

Third, create situations to make students "willing to move".

On the one hand, we should do a good job in the layout of activity venues and create a harmonious atmosphere; On the other hand, vivid language, scene rendering, physical demonstration and hands-on operation can be used at the beginning and during the activity to stimulate students' strong desire to see, speak and do; Secondly, make full use of the characteristics of the combination of inside and outside the activity class, inside and outside the school, bring students into social and natural situations, and create an atmosphere in which students are willing to move. For example, the activity class "Looking for the Footprints of Spring" takes students to nature. The newly drilled grass, the buds on the branches, the small flowers and the slight wind in the wet soil can all arouse the students' senses at once and can't help but blend into the activity.

Fourth, choose the form skillfully, so that students can "all move".

Chinese activity class must avoid the scene of "top students performing". In every activity, every student should be moved. There are various forms of Chinese activity classes, such as reading appreciation, eloquence training, performance evaluation, investigation and observation, and Chinese skill competition. From the perspective of providing students with opportunities to "move", choose the form of activities skillfully. For example, the textbook theater exhibition competition, due to time constraints, only some people decided to perform. How to let the rest of the students be judges and make written and oral comments and scores on the performance.

Fifth, optimize the structure and let students "move all the way".

In order to ensure that students are "active" in every link of the activity process, teachers should not only let students participate in the preparation of activities, but also design scientific, reasonable and orderly activity programs according to students' cognitive laws and optimize the classroom structure of activity classes. For example, in the program design of the activity class "I can do it", first introduce the situation in passionate language, and then "select the judges" to grab the answer and set off the first small climax. When reporting "discovering the advantages of others", because everyone wants to know what others think of themselves, they will attract students like magnets. "Discover your own strengths" is very demanding, but it satisfies the child's desire to express. Then a competitive but relaxed "performance" was arranged to ease the tense atmosphere. The final "Top 100 Class Selection", Every article "most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... Most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ... most ...

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