How to grasp the degree of classroom teaching

Great changes have taken place in students, teachers and classroom teaching since the implementation of the new curriculum reform. In the past, "silence" has become "speaking freely" and "full house irrigation" has become "independent exploration" Compared with before, great changes have taken place in classroom teaching, students' personality has been publicized, and the teaching atmosphere is extremely active. However, with these changes, we also clearly see that behind the excitement and autonomy, there are still various worrying phenomena, which reflect laissez-faire and impetuousness and a thought-provoking question-how to improve the effectiveness of Chinese classroom teaching? This article wants to talk about some superficial understandings: Phenomenon 1: Various forms, diluting the content. We will often hear such open classes. The learning atmosphere in the classroom is extremely active and the scene is very lively. Enjoy beautiful music for a while and show wonderful pictures for a while; Then there is the role performance, plus the use of various multimedia courseware, which is dazzling and overwhelming. At first glance, students' learning initiative is enhanced and their enthusiasm for participation is also high. After class, ask the students "What did they learn in this class?" They are puzzled. In this process, although students are physically and mentally happy, the content of Chinese itself has not been taken seriously, and some students have gradually become "deformed children" who have a glib tongue but can't move a pen. Phenomenon 2: Free mode and lack of supervision. In order to arouse students' enthusiasm in class, many teachers often encourage them blindly and seldom criticize them. No matter whether the students answered correctly or not, they always praised them: "Great!" "Great!" "You're right!" "Teachers should also learn from you" and so on, or "read whatever form you want, read whatever paragraphs you want, and play whoever you want!" For a time, it almost became a fashionable pursuit in class. Otherwise, we cooperate with each other, and several people can say whatever they want ... So, the classroom is boiling, the children are laughing and playing, or take this opportunity to create chaos ... The classroom has become a "sea of joy" and the children have become runaway wild horses. Phenomenon 3: multimedia is rampant and thinking is frozen. Nowadays, the use of multimedia has become a common practice: introducing fancy pictures-teachers' preset overall perception-intensive reading and appreciation of dismembered texts-expanding and extending a certain point of the text. Teachers' teaching is inseparable from computers, and students' thinking follows courseware closely, lacking their own full understanding and imagination of the text. What is even more frightening is that there seems to be an unwritten rule that multimedia must be used in a slightly larger open class. It seems that you can't get on the table without multimedia. In fact, the real new curriculum reform is to highlight teachers' personal style, highlight the characteristics of texts and form diversified teaching styles. Famous teachers like Zhi Yuheng and Jia Zhimin can have wonderful classes even without multimedia. Therefore, multimedia can only be an auxiliary means of teaching. In view of the above problems, I think we should grasp the "degree" of Chinese teaching in primary schools to improve the effectiveness of Chinese classroom teaching in primary schools. First, grasp the "real degree" and "real degree", that is, the degree of implementation of Chinese knowledge. The teacher once said: "As a Chinese teacher, we must keep a clear head and always remember the surname Yu in Chinese teaching. No matter how innovative we are, we must reflect the characteristics of Chinese teaching. Classes should not be flashy or even grandstanding. The determination to reform is great, but when you reach a class, you must seek truth from facts. " The wind of new curriculum reform makes many teachers "pick up sesame seeds and lose watermelon" in class: they downplay the teaching of Chinese knowledge and despise the cultivation of Chinese ability. In fact, Chinese knowledge is an essential tool for learning to understand the mother tongue and master the language of the motherland, and it is the most important content of "knowledge and ability" at the top of the three sections of the new curriculum standard. Should not be diluted, should not be abandoned! For example, when the teacher teaches dinosaurs, let the students talk about the evolutionary history of dinosaurs and forget the teaching focus of this lesson. After learning the text, students know nothing about analogy and data list writing methods. It can be seen that the cultivation of Chinese ability has been completely abandoned by teachers! How much students have learned can be seen. Therefore, I use teachers and students to appreciate language, taste language, accumulate language, use language, and infiltrate and guide students to learn language expressions such as parallelism, personification, contrast, lyricism, and front-back care to imitate writing. This is to implement Chinese knowledge and "devote to the formation and development of students' Chinese literacy". Two, grasp the "effectiveness" of a class, an important measure is the level of efficiency. The level of efficiency can be fully demonstrated by the students' answers, emotional reactions and feedback from homework. An effective classroom is a meaningful classroom. Students can learn new knowledge in class and further exercise their abilities; Students have a good positive emotional experience in their study, which can produce a strong demand for continuing their study; Students do have cognitive or ideological changes before and after class. For example, when we teach literacy classes in lower grades, the key point is to help students understand these new words so that they can read, write, understand and use them. If most students can't even write new words in the text after a class, it can only be said that it is a failed class. In addition, if we pay attention to effectiveness in the classroom, we can't be "big and comprehensive". At the end of a class, we have implemented a few or one knowledge point, which is better than the students who are drowned and have nothing. Third, grasping the reliability of "reliability" is the authenticity of the classroom. A real class is one that tries to avoid putting on a show. Open classes, especially Chinese open classes, are the easiest to walk into the quagmire of show. The classroom is full of excitement, teachers and students interact, and sound, film and painting gather together; The students attending the class are very happy, and the teachers attending the class are enthusiastic; After class, I can ask students what is the biggest gain of this class. I can't say anything except fun, happiness and excitement. I remember that once a teacher attended an open class, fearing that the students could not answer the difficult questions on the spot, which would affect the teaching effect, he rehearsed the answers to these questions indirectly. But I didn't expect naive children to come up with such a sentence when talking about those problems: "Teacher, haven't these problems been discussed?" The teacher blushed with shame. Teaching is an art of regret. In this interactive space between teachers and students, there will be many new things between teachers and students. These new things are not preset, many of them are imperfect, even contrary to the teacher's preset effect, which is normal. A truly credible stadium should be one with defects that need to be improved. Therefore, we "would rather be really sorry than fake perfection." Fourth, a basic idea of grasping the new "breadth" curriculum is to "improve students' Chinese literacy in an all-round way and give full play to the educational function of Chinese curriculum". Chinese curriculum should help students acquire more comprehensive Chinese literacy; Carry forward and cultivate the national spirit so that students can be influenced by excellent culture; Guide students to know nature, society and themselves ... according to the spirit of the new curriculum, we should pay attention to the breadth of classroom teaching and guide students to broaden their horizons. Therefore, we should consciously expand our knowledge in Chinese class. Help students know the world better and faster. However, many open classes have completed the interpretation of the text in as short as 120 minutes, and most of the time is spent on the expansion and extension of extracurricular knowledge. I think this is an empty text, blindly pursuing the content of the classroom, which is a kind of teaching that is not worth emulating. V. Grasping "Depth" The so-called "depth" is to guide students to dialectically interpret and understand the text or unfolded materials. We should pay attention to the cultivation of Chinese application ability, aesthetic ability and inquiry ability, and guide students to have a deeper thinking and understanding of nature, society and life. In fact, if a Chinese class is to be meaningful and efficient, teachers must guide students to think deeply according to the text and extended materials, and cultivate students' inquiry ability and thinking ability. I watched a class of Dou Guimei's, and Yan Zi started it. In teaching, Mr. Dou always grasps the text tightly, develops it in a timely and reasonable way, starts students' thinking and encourages them to explore actively. Not only that, Mr. Dou also digs into the cultural connotation of the text, grasps the text, explores the national spirit, emotion and spiritual consciousness in the text, carries forward the excellent national culture, inspires students' thoughts with the life wisdom in the text, and enriches students' survival wisdom. Mr. Dou finally sang with deep affection that "the shadow of the sword is dim, and the drums and horns contend." Vivid faces flashed before her eyes ... "At this time, she slowly erased the words" courtesy, justice, honesty and shame ","justified ","King of Chu ","Yan Zi ","country "and" individual ",leaving only two words-respect. This is not only the connotation of the text, it has been deeply embedded in the students' spiritual world and shocked everyone present. Sixth, grasp the "accuracy" Some people think that Chinese should focus on quality from the classroom and oppose homework. I think this is one-sided. It is true that the improvement of quality should start from the classroom, but it is obviously not enough to learn one or two languages every day. Therefore, it is necessary to arrange an appropriate amount of homework. Homework after Chinese class should be "precise": the amount is not much, but the content should be concise; There is not much time, just stick to it every day! Teachers should also strive to ensure that the assignments are "different from person to person" and must not be "one pot at a time". In this way, in the process of completing "accurate" homework, students can not only better consolidate what they have learned according to their own learning characteristics, but also develop the good habit of "learning new things over time". "It's a long way, and Xiu Yuan is embarrassed. I'll look up and down. "The road to curriculum reform is very difficult, but full of hope and sunshine. It requires each of our teachers to prepare each class in a down-to-earth manner and do a good job in each class. I think, in classroom teaching, if we can always grasp the above "degrees", always reflect on them, and strive to ask ourselves to give students real, effective and meaningful lessons, then today and tomorrow of our curriculum reform will be full of vitality and spring scenery! zhang xiaoli