I. Reasoning
1, in accordance with the law of preconception. In the first week of the school year is designated as routine formation education week. Read to students the "Code of Student Daily Behavior". As well as the school's requirements. And according to the characteristics of the class, add the development of class rules suitable for the class. Organize students in small groups to study and discuss the rules one by one in relation to the actual situation. When educating students on civilized etiquette and routine formation, we focus on making students clear about how to do it, why to do it, and how to do it. So that students as soon as they enter the school in the mind y imprinted routines, etiquette. Although the cultivation of good behavior is a long-term process, can not hope that the first week of school, the first month of intensive education activities once and for all, but after all, through the beginning of the school solid formation education, can make students familiar with the school discipline class rules. Most of the students can be reminded and guided by the teachers, and gradually develop from "other" to "self-discipline".
2. While guiding students to develop good habits, it is necessary to correct bad habits. Problems with students should be "reasoned with, moved with emotion", pay attention to the use of the classroom inside and outside of all favorable opportunities for students to ideal education, good behavior education, learning methods and attitudes to guide. I use the board, handbills, books, class meetings, team meetings and other ways to vivid stories, real examples to tell students, develop good behavior, learning habits will benefit them throughout their lives, it is the growth of people, the development of an immeasurable role. For example: three-one writing posture, I tell them "the words of the eyes", "chest pain" and other far-reaching stories. Another example: when talking about keeping promises, I tell them the story of "Tadpole on the Rock", and another example: three gently, I discuss with them how to do is three gently, what are the benefits, etc., so that the students understand the reasoning, to his behavior plays a great role in guiding, at the same time, we are also a teacher's words and deeds, with their noble personality strength, the art of superb classroom teaching to impress the students, influence the students, cause the students to think strongly about the students, to the students, to the students, to the students. Students, causing students to think strongly ****ming.
Second, the rules constraints
As the saying goes, "There are no rules, not round." At the beginning of the school year, I will be based on the "Code of Conduct for Primary School Students", "Code of Conduct for Primary School Students", "Etiquette Routine for Primary and Secondary School Students", from the study, discipline, health, etiquette and other aspects of the development of a set of "three 4 class student self-management rules", so that the students have a chapter to follow. Teachers, students according to the requirements of the rules, the use of plus points, minus points to record their own performance of the day, a weekly summary, the selection of the week's "outstanding students. At the same time, but also at the beginning of the school year, students are instructed to make a "commitment to paper cranes", write down their own goals for the semester or their own shortcomings to be corrected, hanging in the class, so that it reminds them, if the violation of the time, they will be taken down to look at their own words, and say how they feel. In this way unremitting rules constraints, conducive to the formation of good habits, but also conducive to the improvement of students' self-management skills.
Three, face yourself: I am important. Through classroom education activities, let each child face up to his or her role in the classroom, so that each child facing the class can confidently say: "I am important!" This will increase their motivation to participate in the independent management of the class and realize the transition from otherness to self-discipline.
This semester, I in the classroom around the "six good habits of the star competition" as the focus of a series of targeted competition activities. It is every student in the class in the morning reading, two drill, classroom discipline, order between classes, health duty and other aspects of the performance of supervision and evaluation, highlighting those who rewarded the class civilized speech and behavior, learning activities, excellent performance of the students. When the child raises his hand in class and speaks actively, homework is neat, learning progress, helping others, protecting the environment, caring for public property ...... will be able to get the corresponding "little star" title, their photos appear on the back wall of the classroom! Their pictures appear on the back wall of the classroom in the "Class Appearance Table". A semester down, many children have found themselves in the appearance of the platform, their self-confidence has been enhanced, speech and behavior has become more civilized, learning is also a lot of serious.
Four, develop yourself: I can do. Cultivate the class students learn to manage independently, promote students' own development, realize class management "from self-discipline to self-awareness". Through the practice of independent management of student classroom, students are convinced, each comfortable, each student can proudly say: "I can do! I am really good!" Thus more inspire their determination and confidence to flourish.
To this end, we must play the core strength of the classroom committee. As the saying goes, "A train runs fast, all depends on the front end." A good class group, the role played by class cadres can not be ignored, as a class locomotive, plays a "only Yu Ma Zuishi" role. I immediately organized the class to elect their own class cadres, requiring the newly elected class cadres that is to set an example, take the lead, starting from small things, starting from me; but also to actively carry out the work, bold management. At the beginning, they are very incapable, need to be carefully guided, and at the right time to decentralize their management. For example: class cadres have the power to give points to the class of good deeds, give praise; some bad behavior should be criticized and corrected in a timely and appropriate manner; tree new wind, Yang Zhengqi.
Class affairs for everyone to do, their own responsibility to bear, strengthen independent management, enrich the role of classroom management, should also allow more students to take responsibility in the collective, service collective. Enhance the students' collective consciousness and class cohesion, stimulate students' enthusiasm and initiative, exercise their management ability, and let them learn from the role of managers to manage others, learn self-management, so that "class matters, everything has someone to do; class people, everyone has something to do." This semester, in addition to the usual classroom cadre positions, my class has created many additional management positions. Such as: "lead reader" is responsible for organizing the class students to read in the morning; "red scarf, supervisor" to urge students to wear a good red scarf ...... class to implement the "post responsibility system", to the classroom, the classroom, the classroom, the classroom, the classroom, the classroom, the classroom, the classroom and the classroom. Post responsibility system", the class cadres, class representatives and other students have clear and specific job responsibilities, so that every window, every door, every item, every job in the classroom has a responsible person. For example: the students responsible for the lights, classroom light when the light is dark in time to turn on the lights, classroom light when bright or no one in the room in time to turn off the lights; responsible for wiping the blackboard students, to ensure that every class before the blackboard and the podium clean, and at the same time is responsible for not caring for the chalk scribbling, littering chalk head of the students education and punishment; responsible for the opening of the windows of the students to open and close the windows in a timely manner, to ensure that the people in the window to open, the people away from the window closed; responsible for the opening of the door students, in the classroom when no one is in the classroom to close; responsible for Students responsible for opening the door should close the door in time when there is no one in the classroom. ...... Half a semester down, the class produced a number of "post masters", while some of the students who are not competent to perform their duties have been adjusted appropriately. The children all have management service positions, in the process of letting them know the responsibility, understand the responsibility, responsible, and gradually try to let them self-service, self-supervision, self-management. At this time, passive management becomes active management. "Other" will be transformed into "self-discipline", forward, upward internal drive in this has been stimulated.
Fifth, beyond themselves: I can do better. Through my guidance, the implementation of classroom student self-management, so that each student from a single manager to become a manager, from self-discipline to self-awareness, self, take the initiative to create a wave of "for the collective honor and glory," the tide of participation in classroom self-management of the students are able to confidently say: "I can still do it! Better!" Students are willing to self-management, good at self-development, can give full play to the subjectivity in the class life and realize effective self-transcendence and innovation.
For example: sometimes the classroom is a child in the development of activities due to a moment of excessive excitement, many children are a little forgetful. It seems to have forgotten that I exist on the podium. At this time some class cadres found my face changes, immediately with the shouting of the command: "Please sit down!" "Please be quiet!" After a few shouts, the children quickly quieted down and did their work properly. This not only saves time, but also helps me maintain my image in everyone's mind and prevents me from shouting or losing my temper in class. Another example: Friday after school is my busiest time, when I am pestered by parents to communicate with them about their children's learning in school, so I can't bother to instruct my children to clean up and set up their desks and chairs in the classroom. However, on several occasions, after I finished my work, the little class leaders had already instructed the children to clean the classroom. Whenever there is such a performance, I will catch a few "little teachers" and "little masters" and praise them greatly in the class. The children who were praised became more and more energetic, and the children who were not praised also tried their best to win the teacher's praise. In this way, one person's action leads to a few people's action, a few people's action leads to the whole class action, the whole class of children in the small class drive to consciously do the things that the teacher asked to do.
Of course, the cultivation of good self-management ability must be persistent, but also constantly according to the changes in the situation to modify the refinement, used to regulate the students of the "rules of self-management" to make it more perfect, more scientific. In the process of student practice, teachers should also pay close attention to the progress and methods of continuous guidance. It is in this way, in the teachers and students both *** with efforts to enhance the children's sense of ownership, many of the children's self-management capacity has been improved, and changed some of the previous bad habits.
The purpose is to motivate students to learn, to help students effectively regulate their own learning process, to enable students to obtain a sense of achievement, enhance self-confidence, and develop a spirit of cooperation. In cultivating students' sense of autonomy is conducive to the transformation of students from passive recipients of evaluation to the subject of evaluation or active participants.
Small cloud is a boy in my class, active thinking, responsive, just can not control themselves in class, for which I had a broken heart. Then I tried to motivate him to listen in class by making him an "official". At the beginning of the school year, I encouraged him to run for the post of "Minister of Labor", but in less than two weeks of class, he couldn't control himself again. In the third week of music class, he even made funny faces, which made everyone laugh, and he also joked and intentionally violated the classroom discipline. After class I called him to the office and criticized him, he cried and promised to change his ways. But I did not expect that the next day in manual class he again made a mess, the previous day's "hard criticism" does not seem to have much effect. After school, to his surprise, I sat with him on a chair in the shade of the campus. Under my guidance, he recalled the classroom discipline situation, and took the initiative to point out his own mistakes. So I took out my notepad and wrote, "September 25, the Minister of Labor Xiaoyun promises to be a good cadre, take the lead in discipline in class, and not to talk casually ......". He happily signed his name and wrote on the title page: "Xiao Yun's Diary". Then I said to him, "Starting today, you use your actions, I use the pen in my hand, we'll keep a diary together, okay?" "Yes!" He looked at me with surprise. In the next few days, he was serious and responsible for his work, and his performance in class gradually improved, with less black letters for shortcomings and deficiencies in his diary and more red letters for progress. Other teachers and students also said that Xiao Yun has changed.
How to implement the "reading and writing" in classroom teaching, and effectively achieve a simple teaching language, solid learning language it? In fact, every text in the elementary school language textbook is an example of students learning to write. In addition to the combination of each unit of focus on the training program or combined with examples of teaching writing, we should be good at tapping the potential of the materials, looking for the combination of reading and writing of the generation of the point, the design of a variety of forms of fragmentation exercises, reading and writing of the basic skills of training, and training students to develop reading and writing skills. In the classroom teaching, I "reading and writing" is divided into two different nature, one is "external", that is, after learning a text, excerpts of good words and sentences, learn the author's writing order, and in the exercise to use these good words, or imitation of the text sentences. The other is the "inner" one. The other is "internal", that is, after learning a text, learn the author's method of expression and writing characteristics, gradually understand, digested into their own things, and play a subtle influence on future writing. Specific practices are as follows:
One, excerpts accumulated use
I have always warned my students, other people's good things, we must learn to learn from. The famous playwright Shakespeare used 16,000 words in his works, and without such a large vocabulary, I'm afraid it would be difficult for him to write a world-famous monumental work. After all, the vast majority of human knowledge comes from the experience of previous generations and is learned from books. If all knowledge has to come from their own practice, it is impossible and unrealistic. Therefore, I advocate that students do excerpts when reading, bring the good words and sentences in the book for my use. Moreover, after each text is finished, I will point out some good words, sentences and passages to students from the teacher's point of view, and ask them to memorize them and consciously use them in writing and composing. After each unit of study, we also focus on the theme of the unit, so that students can organize and recite the beautiful words, sentences and paragraphs of the unit, and initially learn to use them. For example: after learning the words "endless stream, happy to see, singing and dancing", many students use the words in their essays to describe the streets of their hometowns, fairs, or activities held at school, making the essays more specific. This is a practice that I believe almost every language teacher does and does better.
Two, multi-level imitation writing
Language learning research shows that one of the basic ways of children's language learning is imitation, and psychologists tell us that children's knowledge is poor and inexperienced, and imitation is their nature. I myself also believe that imitation is a shortcut to writing, imitation is to make other people's content for their own service, so that their writing level can be improved. Since the text provides students with a lot of resources for imitation, we should make full use of it. It should be noted that imitation writing is not plagiarism, nor is it a raw and living type of use. It is necessary to read and understand other works worthy of imitation, to recognize the best of their own, to understand the spirit and style of the basis of selective "to bring". As Guo Moruo said, "in the law in the law to seek the law, after the law to seek its own", this is what we advocate imitation writing.
In my teaching, I mainly from the following aspects to do:
1, imitation writing sentences.
Teaching "Jiuzhaigou" a lesson, in the guidance of the students read aloud emotionally "large and small lakes, like a jewel inlaid in the colorful gullies. The lake water is crystal clear, and the rocks at the bottom of the lake are colorful." After a sentence, I guide students to think why this sentence gives people such a beautiful feeling? This leads to the rhetorical device of "analogy". After understanding what is "analogy", I took out the students common "glass marbles", let the students use "analogy" method of making sentences. Colorful, colorful marbles immediately aroused the interest of the students, some students said: "This a black marble is like the eye of the oolong, mysterious." Some students said, "This red marble seems to be the coral at the bottom of the sea." The same method I also applied in the lesson "Ansai Waist Drums". I specially designed a multimedia courseware for this purpose and found many relevant pictures from the Internet. When I showed it to the students, all of them were y attracted by the Ansai Waist Drum and said a lot of unexpected words. As long as we insist on long-term training, the students' language expression ability will surely be improved.
2, imitation writing paragraphs.
On the basis of writing good sentences, with the increase in accumulation, I also focus on combining the characteristics of the text, select some of the students in line with the law of understanding, and students write a closer combination of paragraphs for students to write imitation. Such as teaching "Dunhuang Mogao Grottoes" class, after learning the central sentence, I guide the students to imitate the key passages in the text, learn "around the central sentence to write a clear paragraph"; teaching the "Pearl Bird" class, when learning the Pearl Bird's appearance description, I guide the students to focus on the order of the description and the method of description, that is, from the part I guided the students to focus on the order of description and the method of description, that is, the order from part to the whole and the method of making an analogy. After that, I asked the students to try to use these two methods to describe the appearance of their own side of the small animals; teaching the "Egyptian pyramids", "The House of Three Flavors", combined with the questions in the end of the lesson, "to understand the study of methods of expression" requirements, in the teaching of the second lesson, I guided the students to experience the author of how to describe, the students quickly found the "list of figures". The students quickly found "list of figures" and other methods. On this basis, I let students use the method of listing numbers to describe their own familiar classroom or bedroom. Such training lays a good foundation for students' future writing.
3, imitation writing ideas.
There are many articles in the textbook, the author's writing ideas are very clear, clear, and students can easily understand and can accept and use. Therefore, in teaching, I have seized this valuable resource. For example, when teaching Tiananmen Square, students are guided to learn the order of Tiananmen Square - Monument to the People's Heroes - Chairman Mao's Memorial Hall - National Museum of China - Great Hall of the People. After the class, the students were asked to recall the places they had visited, and practice writing in accordance with a certain direction of the tour order.
This kind of training can promote the students to learn by example, the transfer of learning, the development of reading and writing ability, for the future development of the foundation.
Three, imagine fill in the blanks
Reading and writing are interconnected and mutually reinforcing. There are many ways to combine reading and writing, you can expand and play on a simple sentence in the text, you can give a continuation of the text, or assume another situation for writing, you can also fill in the blank spots in the text. Imagining parts of the text that do not go on or are not said according to the text is one of the more popular ways for students to write. Albert Einstein once said, "Imagination is more important than knowledge, because knowledge is limited, while imagination summarizes everything in the world ...... and is the source of knowledge." Imagination is not only extremely important for composition, but also has a very close relationship with creativity. Therefore, we must enlighten, develop, improve and develop students' imagination. Utilizing textbook content is the most direct and effective way. Such as: "the forest of life" in the Xuanzang decided to stay, and then saw the man who persuaded him to leave the Famen Temple, they will say something. Lin Chong beat Hong Cao Tou with a stick, who did the silver go to in the end, around the silver belonging to the students can write a paragraph. Another example is The Swan's Tale, what did Sjepan do afterward, you can also let the students write about it.
This combination of reading and writing on the one hand increases the opportunity for students to practice writing, which is conducive to improving students' writing ability, on the other hand, because writing is born from the reading, writing can effectively promote the understanding of the reading. Through the combination of reading and writing, the purpose of reading and writing is achieved.
Four, expanding extension
Expanding extension refers to guiding students to extend the content of the text from the classroom to outside the classroom, to do further excavation. This is not only a deeper understanding of the text, but also a good form of improving the level of students' work. For sixth-grade students, the cultivation of the ability to sense is the focus of teaching and difficult, so the training in this period of practice more. Such as learning "bring my heart back to the motherland", arranged for students to write if Chopin wrote a letter to Mr. Eisner and his classmates during his lifetime, the content of the letter will say what? Many students were able to combine their understanding of the article to express Chopin to the fullest. Zhang Xin wrote this:
Dear Mr. Eisner, classmates, when you receive this letter, I may not be alive, please do not be sad, although I am dead, but my heart is still alive, I will always remember our motherland, Poland, and remember you, you have to know that my heart is always connected to you, I hope that more people will be able to turn sorrow into I hope that more people can turn their grief into strength, take up the music in their hands as a weapon and turn it into a great strength, I also believe that our tenacious Polish people will stand up again and drive away the invasion, let us **** together and work hard to resist the war! Goodbye teachers, goodbye classmates, goodbye my beloved country Poland, I will always remember all this. I wish you to drive the invaders out of your country one day earlier and achieve the final victory! I hope this day will come soon, so that I will be able to smile in the grave, and I will be very proud of the people of my country! Chopin autograph.
Learning "Captain Halway", I let the students write a write Captain Halway, I want to say to you ---, the students are from the heart of their own respect for Captain Halway to express, so that the article expresses the ideological feelings of more profound understanding. After learning "bad luck can not break the faith", "AIDS little fighter" and other texts, I let the students write a write after reading or ---, I want to say to you, direct expression of students from the text of the emotion. After learning "Say Diligence", let the students write about their attitude towards diligence and their future plans. Through long-term persistent attempts, students not only improve the ability to express themselves, but also the understanding of the article comprehension has been raised to a higher level.
Fifth, change the person
Changing the person writing, in our reading and writing is also often applied. Learned some text, we can put it inside the person to change, the first person can be changed to the third person, or the opposite. Such as in the study of the "new glass" text, the text introduces five kinds of new glass, I asked students to pick their favorite kind of new glass, with the first person to introduce their own characteristics and role, in this way, improve the enthusiasm of students, so that such a boring illustration of the text has become interesting, the exercise of the students' ability to express themselves orally at the same time, but also to give students the opportunity to practice writing.
Sixth, change the style
The text has a narrative, illustration, poetry and so on, we can change them into other styles in teaching. Let the students to be rich in imagination, the description can be changed to a fairy tale, poetry can also become a short story. For example, in the teaching of "grassland" a lesson, let the students imagine, specifically write "the deep love of Mongolia and Han can not bear to part, the end of the world, the blue grass words slanting sun," the two lines of the poem depicted the situation. Students combined with the text not only wrote out the beauty of the grassland when they parted, but also boldly imagined the words of the people of Mongolia and China who were reluctant to part. Another example is Li Bai's "looking at Lushan waterfalls" poem, I let the students play their own imagination, the poem will be written as a paragraph of the article, you can write about the magnificence of the waterfalls, you can write with the poet Li Bai to meet the conversation. A student wrote: "Yesterday, I met with the great poet Li Bai at the Lushan stage. Conversation, Li Bai learned that I also want to go to see the Lushan waterfalls, so a strong boast open: 'Lushan waterfalls really beautiful ah! From afar, the waterfall seems to be shrouded in purple smoke, because I went when the weather was sunny. The waterfall is so long that I thought it was the legendary Milky Way falling from the sky! Check it out, you'll be in awe for sure. See, the students write like a small thing in life, it is easy to dissolve the scenery depicted in the poem into the conversation, in this way, not only can let the students more y understand the meaning of the poem, but also let the students training writing, truly read-write combination.
In general, the language of teaching we should not increase the burden of student learning under the premise of making full use of teaching materials, adhere to the organic combination of reading and writing training. This is also the language teaching reform to return to simplicity, deepen the development of the inevitable trend.
The text has a narrative, description, poetry, etc., we can change them into other styles in teaching. Let the students to be rich in imagination, illustration can be changed to a fairy tale, poetry can also become a short story. For example, in the teaching of "grassland" a lesson, let the students imagine, specifically write "the deep love of Mongolia and Han can not bear to part, the end of the world grass talk about the slanting sun," the two lines of the poem depicted the situation. Students combined with the text not only wrote out the beauty of the grassland when they parted, but also boldly imagined the words of the people of Mongolia and China who were reluctant to part. Another example is Li Bai's "looking at Lushan waterfalls" poem, I let the students play their own imagination, the poem will be written as a paragraph of the article, you can write about the magnificence of the waterfalls, you can write with the poet Li Bai to meet the conversation. A student wrote: "Yesterday, I met with the great poet Li Bai at the Lushan stage. Conversation, Li Bai learned that I also want to go to see the Lushan waterfalls, so a strong boast open: 'Lushan waterfalls really beautiful ah! From afar, the waterfall seems to be shrouded in purple smoke, because I went when the weather was sunny. The waterfall is so long that I thought it was the legendary Milky Way falling from the sky! Check it out, you'll be in awe for sure. See, the students write like a small thing in life, it is easy to dissolve the scenery depicted in the poem into the conversation, in this way, not only can let the students more y understand the meaning of the poem, but also let the students training writing, truly read-write combination.
In general, the language of teaching we should not increase the burden of student learning under the premise of making full use of teaching materials, adhere to the organic combination of reading and writing training. This is also the language teaching reform to return to simplicity, deepen the development of the inevitable trend.