What are the problems in elementary school language classroom teaching

(a) The classroom has become a stage rather than a platform

The current elementary school language classroom is changing the closed and rigid situation in the past, and is increasingly open and dynamic. However, it should also be seen that many language classrooms are no longer the sound of books, after the class students are still unfamiliar with the vocabulary, the subject of the text is half-understood. In the classroom, talking and singing, chess, calligraphy and painting, like the stage of the arts performance, and is no longer a platform for teachers and students to learn and exchange.

1, double base doubly cold. In the new curriculum teaching, because the standard put forward the cultivation of humanism, the textbook in the pre-course "pre-testing tips" and after-school "seminars and exercises" will be the knowledge of the content of the weakened processing, some teachers will be in the teaching of the interpretation of the text and the text of the interpretation of the basic knowledge, mastery. Some teachers do not pay much attention to the interpretation of the text and the understanding and mastery of basic knowledge in teaching, do not pay attention to the cultivation of basic language skills, the content of the text in a hurry to pass, words and difficulties are not understood clearly, across the text to do a lot of relocation and play, and do some work on ideological education and spiritual cultivation, as if the teaching involves the "two basics" is not in the new curriculum, and only focus on the "emotional attitude and values". The "emotional attitude and values" of the halo, the "knowledge and ability" on the shelf.

2, the classroom unlimited open. Some teachers do not really understand the "language curriculum standards" put forward by the "efforts to build an open and dynamic language curriculum" concept, one-sided pursuit of interdisciplinary learning, one-sided pursuit of pleasant teaching, one-sided pursuit of an active teaching atmosphere, which led to the phenomenon of non-language activities too much in junior high school language teaching. For example, some teachers are keen on games and performances in the language classroom, some are keen on experiments and operations in the language classroom, and some are keen on letting students fold paper, draw, sing, and so on. These activities make elementary school language teaching on the surface looks lively, but because there are a lot of activities outside the understanding and use of language, coupled with time-consuming, in fact, the elementary school language teaching into a new less, slow, poor, fee situation, the loss of the basic characteristics of the language subject, the fundamental objectives of the language course is lost, the language class has become a hodgepodge.

(2) Teachers have become the chairman rather than the chief

According to the new curriculum concept, teachers should be the chief of teaching, but in classroom teaching practice, due to the deviation of some teachers' understanding of the concept of the new curriculum, the practice of the mechanical, resulting in some of the classroom teacher-student relationship, student-student relationship seems to be equal, but in essence, the flow of discordant notes. Teachers appear in the classroom as if they were the chairman. The main performance in the following two points:

1, inspiration everywhere. Because the classroom problem design is too much too broken, a set of one, students follow non-stop; on the surface, teachers respect students, students around the teacher's question in the non-stop thinking, but this lack of systematic and elasticity of the questioning, it is very easy for students to lead to a one-way thinking of the cul-de-sac, the long term, the students learn to cater to the teacher's intentions, and the lack of self-personalized interpretation.

2, the student involuntarily. Today's classroom popularized some of this language: "You like to read which paragraph on which paragraph to read! , "You want to communicate with whoever you want to communicate with whoever you want to communicate with!" ...... due to the essence, regardless of the occasion mechanical pursuit of "new", coupled with insufficient power to guide the phenomenon of disharmony ensued: many students read the simplest paragraph, singing reading, chaotic reading, haphazard exchanges ... ...At this point, the teacher should not take back the order, the implementation of intervention? Take a step back, the students were ordered to move, but due to capacity constraints, the choice of no depth, away from the focus of the text, and how to do? The classroom to see more - real ideas, fake discussion! After the surface "autonomy" is still "authoritarian", "injection"!

(C) students have become God rather than the main

Teachers are "chairman" of the classroom is an extreme, and "students are God" makes the classroom to the other extreme. A class, the teacher in accordance with their own design, let the students do God, on a number of issues to read read read, speak speak speak, have to hustle and bustle, speak freely; and the teacher is only as a roll-call, appreciator, and so, in the "students lose the classroom back to the students" in the wonderful rhetoric, the classroom in the "one word hall" all of a sudden. A speech hall" all of a sudden into a "big sheep". The main performance:

1, personality first. The new standard pointed out that: "reading is a personalized behavior of students,...... to value students' unique feelings, experiences and understanding." Elementary school students' life experience is not as vast as teachers, life experience is not as rich as teachers, life sense is not as profound as teachers ...... text interpretation of the diversity of the students is "no crime". But many teachers misinterpreted the "personalized" and "unique feelings", the students irrational interpretation, do not comment, not timely correction, and even more regarded as innovation! The separation of the text from the main idea, the context of the text to stray from the "unique experience" to ignore.

2, appreciation of the "flood". With the new curriculum concept of learning and penetration, in order to protect the students' self-esteem, evoke their psychological confidence, appreciation assessment in the classroom to get more and more teachers agree. However, under the guise of "Appreciation" evaluation, the commanded praise is endless, absolutist high hats are casually handed out, and appreciation evaluation reigns supreme. Teachers denied the differences between students, ignored the wisdom of the students' performance, ignored the personalized connotation of the students' answers, and different answers were labeled with the same evaluation. Teachers seem to be afraid of offending both the immortal and the bodhisattva, should be a guide, organizer, the chief of the teacher has completely become a guest.

(4) Cooperation has become a statement rather than a practice

Some teachers unilaterally regard "cooperative group learning" as a "gold standard", as if the classroom does not use "cooperative group learning" is not a new classroom. "The first thing I want to say is that I don't want to be a part of the new classroom, but I want to be a part of it! Regardless of what teaching content, do not ask which grade, are to arrange group cooperative discussion. The purpose, timing and process of cooperative group learning lacks a proper grasp of the whole. Some students are asked to exchange results before they have entered the cooperative state. The result can only be learning together but not working together, working separately, and replacing group concepts with individual opinions. Some do not have a clear division of labor, each on their own, do not know how to work together, can only randomly talk nonsense. Some of the small authority of the word, struggling students can only rely on blind obedience. There are also quarrels and quarrels endlessly, communication and cooperation can not be talked about ......

(E) courseware has become the protagonist rather than the supporting role

Courseware can be vivid, image description of a variety of teaching problems, increase the atmosphere of classroom teaching and learning to improve students' interest in learning, broaden the students' knowledge horizons, but it is, after all, only the teaching of the In recent years, it is because of the improper application of some teachers by the identity of the supporting role of the protagonist in the classroom, mainly manifested as: information overload, students can only be surrounded by colorful information in the "intoxicated"; the entire courseware are existing problems and "standard answer", students can only be in the classroom, "the standard answer". ", students can only dance in the framework of the courseware in shackles; a large number of animation and sound, students, "not thinking about the class", diluted the focus on learning, the focus of the difficult points.

(F) heavy knowledge transfer ignoring the overall development of students

The overall development of students is certainly based on the mastery of knowledge, but the mastery of knowledge can not replace the attention to the overall development of students. Some teachers in the students mastery of knowledge, although the occasional success, and in the overall development of students on the effectiveness is very low, the main reason is:

Now the classroom teaching ignored the language has humanistic and instrumental dual nature, both complementary, indispensable. The teaching of tools and light humanities. Such as: focusing on the word strokes, structure and meaning of words, paragraph meaning, etc., while ignoring its use. The stroke order of words appears in the examination, and students are required not to write in the wrong order, and some of the commonly tested words are controversial in themselves. This is mainly manifested in the pursuit of scores, as long as students can achieve high scores, regardless of whether this teaching method is in line with the laws of teaching, whether in line with the physical and mental development of students, are good teaching methods, are worth promoting. For example, the monotonous stereotypes of the provisions of the memorization of this method has been how many people respected, how many students are focusing on memorization of the "standard answer", the reason is that the test test provisions, the students memorized is memorized, but can not really master it, a test, it is almost all "back to the teacher! "The reason for this is that the students memorize the articles, but they can't really master them.

(VII) teaching methods backward rigid

First, the master plan for teaching: classroom teaching is carried out in accordance with the plan, each lesson without exception must be in accordance with the plan to complete the required teaching progress (classroom tasks), there is no excuse, but if you can never cross the plan step, regardless of whether the students know, mastery, improve the students to the designated steps to rush to the designated steps to the completion of the plan, the purpose of teaching is also reached. The purpose of teaching is also considered to have been achieved, that would be a big mistake. This point in the young teachers show more sudden and surprising. This is actually a closed teaching, so that classroom teaching becomes mechanical, lack of life and fun.

The second is to unify the standard consistency of teaching:

In the classroom teaching, we are used to using a ruler to measure all the students, emphasizing the intermediate state of the students as the standard of instruction, which leads to more than the general level of the students feel too simple, the lack of challenge and psychological inhibition, distraction; and the development of students below the general level of the students, due to the inability to keep up with the The students who are below average developmental status are struggling to keep up with the pace, generating a sense of failure and helplessness. The existence of this situation makes it difficult to achieve the goal of maximizing the development of students at different levels. And now there are many classroom teaching such a phenomenon: teachers focus on playing the role of the main body of the students, and the main role of the students to play a good role is precisely to accept the ability to faster, better academic performance students, they often put forward some of the fresher insights and propositions, the teacher mistakenly thought that he guided the law, followed these "main role" of the students to play a good role! "play well with the students" go "while the middle students and relatively poor students are lost" play "opportunity. This phenomenon is relatively common in open class, contrary to the principle that teaching should be oriented to all students, thus limiting the majority of students to play the role of the main body. For the elementary school language classroom teaching problems, it is necessary to do the following in the classroom teaching:

(a) so that equal interaction between teachers and students to become the main line of the relationship

The classroom is the main place of teaching, teaching tasks are mainly completed in the classroom. On this platform of teacher-student interaction, students not only need teachers' smiles and appreciation, need teachers' targeted evaluation, but also need teachers to create a relatively equal competitive atmosphere, so that they can obtain the spiritual level of deep equality in the process of learning. To do this, we need to deal with the following relationships:

1. Deal with the relationship between student autonomy and teacher-led. We oppose the practice of teachers in the past with the compulsion to require students to accept the conclusions of the teaching, but also against the current phenomenon of excessively highlighting the student's subjectivity and weakening the teacher-led phenomenon. Teaching, the teacher is the organizer and guide, if the teacher in teaching in accordance with the design of the problem and steps for students to complete, is to fulfill the role of the organizer's duties, then, the teacher in the teaching of their own deep language literacy, unique experience of the text, perception, grasp and may be higher than the students' insights on the students to correctly oriented to open up the thinking, timely demonstration, essential comments, efficient dialogue, is to fulfill the role of the guide. Dialogue, is to fulfill the role of the guide's duties. Imagine, if the classroom to the students, the classroom is left to the students to decide everything, a plate of loose, free and free without teachers to organize and guide the words, then also want teachers to do? Schools may not have the need to exist.

2, to deal with the relationship between individuality and value guidance. The pursuit of "personalized" reading, so that students have "unique feelings, experiences and understanding", this is right. The problem is that language teachers should have the heart and eyes to find the fulcrum between the unique experience and value orientation! It must be clear that the new standard requires respect for the unique experience of students is based on "pay attention to the role of language cultivation and infection, pay attention to the value of the teaching content," on the basis of. Otherwise, our education will be in the weightlessness and inverted error in the creation of hidden dangers. The mainstay of language education is to mention the flavor of life, pottery melting humanistic feelings, contains the spirit of rhyme ...... text and heart of one, the book and the person with the melting.

3, to deal with the appreciation of the evaluation and the relationship between right and wrong. Appreciation evaluation is the right direction, but education can not be without criticism and punishment. In the classroom, we have to think according to the level of hierarchical appreciation, but also to face up to the problem, artfully and pragmatically pointed out the shortcomings. To give students a clear "right and wrong code", so that their minds are focused on the classroom teaching. Thus, the scientific practice in the classroom is to clarify the trajectory of students' thinking, when the students' point of view is correct and unique, it is justified to give praise, affirmation, amplification of the "highlights"; when the students' insights are incomplete, it should be relentless to click, cultivate "generation point "; when the students' understanding of bias, it should be bluntly guide, correct the "error point", so that students in the equal classroom personality development.

(ii) let independent cooperation become the mainstream of learning

At present, the problem we encountered is not that teachers do not give students the opportunity to cooperate with the independent and time, but the teacher in the let students learn independently, the lack of appropriate methods of cooperative learning guide, make cooperative learning in form. Therefore, it has become imperative to teach students the methods of cooperative learning. Teachers want to advocate is in the self-study, self-understanding based on various forms of cooperative learning, through the students to inspire each other, *** with the inquiry, not only to discover, learn something, but also to cultivate the spirit of cooperation and collaborative ability. Only on the basis of students' full independent thinking, and then strengthen the exchange and cooperation between students, in order to make them complement each other's strengths and weaknesses, and become richer in knowledge and more comprehensive ability. Teachers should carefully organize learning activities. First, to organize a good self-study, the core is to enable each student to think independently; Second, to organize a good cooperative learning, both to do in the interaction of learning into depth, but also to do according to the ability to strengthen individual tutoring; Third, to organize a good exchange of the whole class, in the exchange of strengthening the guidance, regulation and control, in order to fully achieve the objectives of teaching and learning. In short, the teacher should through effective learning activities, through teachers and students, students and students exchange, so that students continue to self-organization, self-construction, in this organization, construction, and gradually improve students' language literacy.

(C) Let the text interpretation become the theme of language teaching

The new curriculum standards point out that: we should let the students read fully, in the reading of the overall perception, in the reading of the sense, in the reading of the cultivation of the sense of language, experience taste. To do this, we must solve the following problems:

1, solve the problem of humanism and the implementation of the double base. The new curriculum language teaching focuses on humanities, but can not ignore its instrumental side, should make the language of the instrumental and humanities blended, and can not go from one extreme to the other. From the perspective of teaching purposes, if a student even mispronounces words and often has misspelled words and sick sentences, it will be difficult for him to express himself even if he has a strong literary sense. We cannot sacrifice students' comprehensive language ability for a hot and bustling language classroom. To make the students in the process of learning the basics of language, the formation of basic language skills, learn to learn, and obtain the correct values of this discipline.

2, to solve the problem of expanding innovation and interpretation of the text. Curriculum standards require the strengthening of student reading, reading teaching is a process of dialog between students, teachers, text. If the students do not fully study the text, then the expansion and innovation has become a useless, unproductive water. It is necessary to advocate the dialog between students and texts, students and teachers, and students and different cultures. Especially the dialog between students and the text. It is important to emphasize reading aloud, so that students can fully read, taste and figure out the language in reading, so as to have a sense of understanding, which is the basis for expansion and innovation. To allow students to fully study the text on the basis of understanding and accumulation of language, and gradually learn to appreciate, to prevent the understanding and appreciation of the work into a fragmented analysis and teaching of literary knowledge, but also to prevent the detachment of the text of the overhead analysis and expansion, advocating that the students in the reading and thinking on the basis of the independent opinion, in the practice of reading and gradually learn to think, learn to read.

3, to solve the problem of the use of media and class-based. Courseware is the classroom "to" pieces. But this "to" does not mean the main, necessary, but important. We can not deny the important role of courseware in some parts of the classroom and knowledge, but not all the classroom needs it, all parts of the classroom are inseparable from it. We always have to understand that courseware is for the service of teaching this point, if it does not serve the role of service, is to add to the snake, is to overpower the main body, our use is a failure. Therefore, courseware producers to set up a modern educational ideas before production, class-based; production, to focus on stimulating students' interest in learning, beyond the limitations of traditional media, change the abstract into an image, simplify the complexity of the better to help students break through the key points, rather than focusing on the colorful pictures, lively animation. So that after the production of no or few regrets, courseware can play a role in the role of the finishing touch, the prosperity of the end of the see true Chun.