The introduction method of junior middle school Chinese classroom 1 1, the introduction method of the import box.
There is a reading guide box before each class in junior high school Chinese textbooks, which may introduce the author, reveal the main idea of the article, ask questions or clarify the reading requirements. Teachers should make full use of teaching material resources, properly use the lead-in box to lead in texts, and stimulate students' interest in learning. For example, when teaching "Spring", students can read the lead-in box first: "In the south of the Yangtze River, the spring is beautiful, the scenery is beautiful, the grass grows and the flowers bloom and fall ... The beautiful scenery, the breath and sound of spring are all expressed by the author's flower pen. Read it several times, and you will definitely enter that beautiful realm. " After reading, the students have a preliminary understanding of the text, and at the same time, they have made clear the reading method of this article, that is, to taste the spring scenery in the south of the Yangtze River by reading aloud, and then the teacher will guide the students to read the text, thus entering the teaching of the text simply and vividly.
2. Title introduction method
The title of the text can play an outline role in structure, and it is often the main idea of the article in content, that is, the eye of the article. It is the crystallization of the author's ingenuity and the key for readers to understand the article. In Chinese teaching, teachers can grasp the characteristics of the article title and its connection with the text content, and attract students' attention by interpreting the title, thus stimulating students' desire for knowledge. For example, when teaching "biological invaders", students are first asked to think about what is "biological invaders". Students can only understand by reading the text. In this way, students will take this question and actively read the text, so as to teach the text smoothly.
3. General introduction method
Generalization means that students summarize the content or plot of the text in their own language or the simplest language in the selected text on the basis of reading the text through. Teachers can also give a general introduction to Chinese teaching. For example, when a well-known teacher was teaching The Emperor's New Clothes, he asked the students to sum up the plot of the story in one word and explain the reasons. Under the guidance of the teacher, the students clarified the plot of the article-"cheating" and introduced the teaching of the text. Grasping the word "cheat", the story, characters and personality of this article have been solved. In this way, it not only introduces text teaching, but also achieves the goal of making students perceive the content of the text as a whole, and also cultivates students' innovative ability, which can be described as killing two birds with one stone.
4. Review the import method
Chinese teachers can introduce new lessons by reviewing what they have learned. For example, when teaching Suzhou gardens, students can be guided to review the article "China Stone Arch Bridge" they have already learned, and then ask: What explanation methods are used in the article "China Stone Arch Bridge"? What interpretation methods are used in the article Suzhou Gardens? What are the functions of these explanations? In this way, the introduction of new courses not only reviews old knowledge, but also stimulates students' enthusiasm for learning new knowledge actively. Through teaching, students have systematically mastered the knowledge of expository writing.
5. Question introduction method
In teaching, new courses can also be introduced by asking questions. For example, when a teacher talked about "Blessing", she asked the students an interesting question at the beginning: "How did Sister Xianglin die?" At first glance, this question seems not difficult for students, and they all raised their hands to answer it. Some say they are freezing to death, some say they are starving, and some say they are poor. Then the teacher put forward further questions to inspire students to think, guide students to study the text carefully, and gradually understand the profound significance of Xianglinsao's "death". In this way, the introduction of text teaching can fully mobilize students' learning initiative, inspire students to think independently, develop students' logical thinking ability, and receive good teaching results.
6, multimedia courseware import method
When teaching the story of Yueyang Tower, if multimedia teaching is adopted, images and pictures about Yueyang Tower can be played at the beginning, interspersed with famous poems written by the Tang Dynasty and famous couplets of Yueyang Tower, as well as landscape pictures of Yueyang Tower under different weather conditions, one is the scene of rainy season and the other is the scene of sunny day. After reading it, the students have an overall perception and intuitive impression of Yueyang Tower. Then, the teacher guides the students to read the text with emotion, so as to understand the feelings of the ancients, that is, "they don't like things, they don't feel sorry for themselves" and "they worry about the world first, and then they are happy." The teaching of this article is also logical. By introducing texts in this way, students can easily understand and memorize textbooks, optimize teaching and improve classroom teaching efficiency.
In short, there are methods in teaching, but there is no fixed method. The lead-in method should closely follow the teaching objectives, be text-oriented and vary according to the teaching environment. The function of introduction is not only to stimulate interest and attraction, but also to affect the whole body. Explore the lead-in method, all for the purpose of improving teaching efficiency.
Sharing the methods of leading-in in junior middle school Chinese classroom. 2 1. Direct presentation of the objective of this lesson.
This is the most common method. For example, when I was speaking natural language, I introduced that "language is the main language of our human communication." So, do creatures have language in nature? " How do they communicate? Do you want to know the answer? Then, we will know the answer after learning the article "Language of Nature". "Cut to the chase and get to the point.
2. Through vivid story introduction.
The story is vivid, easy to understand, and easy to attract students, thus naturally and smoothly introducing new lessons. For example, the introduction of Market in the Sky tells the well-received story of the Cowherd and the Weaver Girl, thus introducing students into the ethereal sky. For example, when talking about Ma Shuo, tell students the story of Bole meeting a swift horse. Attract students' attention through historical stories, which not only introduces new courses smoothly but also expands students' knowledge.
3. Starting from stimulating students' interest.
As the saying goes, interest is the best teacher. In order to make students interested in the content of this topic, interesting stories related to textbooks are used in class. For example, in To Wang Lun, it can be said that Li Bai traveled all over the country after leaving Chang 'an, leaving many well-known poems. At that time, there was a farmer named Wang Lun in Jingxian County, Anhui Province, who wanted to invite Li Bai to his home, so he wrote for fear that he would not come. In fact, there is only one Taohuatan and only one restaurant, and the owner's surname is Wan. Later, Li Bai really came. Was Li Bai angry when he learned that Wang Lun had played a joke on him? Then please watch To Wang Lun! In this way, the students became interested, laid the foundation for learning this poem, and understood Li Bai's sincere feelings for Wang Lun.
4. Song import method
Play a related song before the new class to stimulate students' emotions and let students enter the teaching atmosphere in beautiful songs. For example, when talking about "The Back", the song "Father" is played, so that students can realize the love for their father in the song, which is also the truest portrayal of their father, thus introducing new poems. Also, when talking about "A Mountain of Yugong", let students appreciate the song "A Mountain of Yugong", let students admire Yugong, stimulate students' interest in learning and introduce new lessons. Also, when I was talking about "From Baicao Garden to San Tan Yin Yue", I played the song "Childhood" to arouse students' memories of childhood and pave the way for learning this article.
5. Set up suspense import
Because junior high school students are young and their psychological development is not mature enough, strong curiosity can often stimulate their interest in learning. Therefore, some suspense should be created in teaching to arouse students' curiosity and make them think positively. For example, when I talked about Mr. Fujino, I told such a story. 1937, in a remote rural clinic in Japan, two journalists handed an old doctor a newspaper and published it on the front page. Why did he react to Lu Xun's death? Through this story, the students are enthusiastic and urgently need to find the answer in the text.
6, famous epigram introduction method
According to the teaching content, teachers prepare some famous aphorisms that can express the theme in advance and send them to students in perceptual language, which will arouse their emotional resonance. For example, in the article "My Longevity Fruit", I introduced it like this: We all know that human progress and social development are inseparable from books. Shakespeare said, "Books are the nourishment of the whole world." Gorky said: "Books are the ladder of human progress!" Pirogov also said: "A good book is a good society, which can cultivate people's feelings and temperament and make people noble." Books are like a source, a ship, a consultant ... Today, the text we are going to learn compares books to the longevity fruit of human civilization.
Although classroom lead-in is not the main link of teaching, it is one of the important prerequisites for a good class. This link needs teachers' passion and creativity, and classroom teaching can be successful and wonderful. As "a good beginning is half the battle." Carefully design the lead-in line to give full play to the catalytic and lubricating functions of the lead-in line. At the same time, audio-visual teaching methods can be used appropriately, such as recording, slide show, music and so on. , to stimulate students' interest and emotion should not be underestimated.
Sharing the methods of leading-in in junior middle school Chinese classroom. 1. The effectiveness of collective lesson preparation enables teachers to have answers with ease.
As the saying goes, "sharpening a knife does not mistake a woodcutter." A wonderful class is inseparable from careful preparation in advance. I am not afraid to spend time preparing lessons, just to have a handy lesson plan for class. In order to have a good Chinese class, Chinese teachers need to closely follow the curriculum standards, interpret teaching materials, consult materials and form teaching plans when preparing lessons. There are several steps in the teaching plan: the author first writes the first draft, and then prepares the class for discussion. After comprehensive consideration, it points out in detail the places that still need to be adjusted, added or deleted in the teaching plan, including: target determination, design of important and difficult points, teaching means, teaching methods, creating situations, setting questions, expanding and extending, assigning homework, and even thinking about interlanguage cohesion, students' classroom atmosphere, student-student interaction and how to carry out teacher-student interaction. After brainstorming, the author will modify the original lesson plan and print it uniformly, so that the lesson plan can be finalized and resources can be shared. The more carefully prepared the lesson plan, the more handy it will be in teaching, so as to achieve a targeted goal and get twice the result with half the effort.
Second, the effectiveness of scenario-driven lead-in can create a pleasant atmosphere and stimulate interest in learning.
Wonderful lead-in can fully attract students' attention from the beginning of class and create a harmonious and pleasant atmosphere for students. Teacher Yu Yi, a special Chinese teacher, once said: "To cultivate and stimulate students' interest in classroom teaching, we must first grasp the link of introducing new courses and firmly attract students from the beginning." Therefore, as the first link in classroom teaching, lead-in plays a very important role. In Chinese classroom teaching, teachers' primary task is to design effective classroom lead-in and guide students to learn the text. That is, find the breakthrough point of learning, give bedding and camera guidance, quickly create a good learning situation, awaken students' real experience, and stimulate their strong interest in follow-up learning, thus improving classroom learning efficiency.
Thirdly, the effectiveness of classroom reading enables students to improve their reading ability and deeply understand the text.
Reading is indispensable in Chinese class, and the reading time cannot be shortened. The premise of effectively improving reading teaching is that before the reading process begins, teachers should find ways to stimulate students' interest in learning and have a purpose: in what form to read, to what extent students should understand after reading, and to tell students clearly. According to the requirements of teaching content, you can read quickly, skip and read carefully; The forms of reading include simultaneous reading, random reading and group reading. The Chinese Curriculum Standard for Compulsory Education emphasizes: "Reading teaching is a process of dialogue among teachers, students and texts." In this process, I think the first important thing is the dialogue between students and the text, to enter the author's heart and feel his feelings. Under the requirements of the new curriculum reform, let students move? Reading can meet this requirement, but reading with your mouth open is not enough. I ask students to read aloud, which can not only exercise students' courage, overcome their timidity and inferiority, but also let students follow the content of the text, which will spark their thoughts with the content of the text. Only by mobilizing students' reading interest and inner potential can students actively participate in reading teaching activities, and such reading can be effective.
Fourth, the effectiveness of questioning provides students with a platform for wisdom collision and divergent thinking.
There is a link of wisdom collision in the curriculum reform model of our school. Teachers should consciously and strategically stimulate students' positive thinking, let students play their initiative in class, reflect their dominant position and exercise their thinking ability, and teachers should ask questions accurately. So, how to make questions effective?
1. Pay attention to the pertinence and radiation of the problem.
The difficulty of the problem should adapt to the individual differences of students. When asking questions, students should be asked at different levels according to the difficulty of the questions, so that students can get the joy of success. We should not only pay attention to outstanding students, but also leave opportunities for students with learning difficulties.
2. Pay attention to providing students with time and space for thinking.
In group discussion, don't just pay attention to the lively scene, don't force students to react immediately, or rush to tell students the answer, but ignore the thinking collision between students, so as to give students enough time to generate sparks of wisdom.
3. Create a democratic and harmonious classroom teaching environment
In my teaching, when students' thinking stimulates the spark of creation, we should leave more time, show them our opportunities, give them full affirmation and appreciation, show or answer in time, and stimulate students' enthusiasm for learning. We should respect students' individual feelings, advocate reading diversification, and encourage students when their thinking is blocked.
Sharing the methods of leading-in in junior middle school Chinese classroom. Looking at the current junior high school Chinese classroom teaching, the traditional teaching structure mode of "talking about it" still affects most junior high school Chinese teachers. Don't do too much research on teaching materials, don't make too many scientific choices in teaching methods, and think that as long as you talk more, knowledge will naturally be accepted and mastered by students. For a long time, the teacher's "centralized teaching" not only deprived students of their freedom to learn Chinese, but also bound their creativity and put students in a passive position. This will inevitably lead to the dilemma that students are difficult to learn and teachers are difficult to teach, which will eventually lead to students giving up learning Chinese completely, and its negative impact can be imagined. How to "fully stimulate students' initiative and enterprising spirit, advocate independent, cooperative and exploratory learning methods" under the new curriculum standard concept, and make comprehensive Chinese learning an important way to "cultivate students' initiative, cooperation and innovation"? I think we can learn first and then teach, and try to read the text in groups to stimulate thinking teaching.
1, learn before teaching, and change teachers' teaching concept.
1. 1 As a junior high school Chinese teacher in the new period, we should first look at the present era with a developmental perspective and creatively change our teaching concepts. Chinese education originally comes from life and is a reflection of life. We should be soberly aware that with the development of history and social progress, the disadvantages of "perfusion" Chinese teaching used to be like a stagnant pool, which was extremely unfavorable to education in the new period. We should seize the opportunity of the new curriculum reform in the early stage of nine-year compulsory education, renew our ideas, change our teaching concepts, arm future classroom teaching, and enrich future teaching contents and forms.
1.2 In daily Chinese teaching activities, the teaching method of "learning first and then teaching" is changed from "teachers telling students". Students learn first, and then the teacher investigates what students learn first. Through information feedback, we can grasp students' cognitive level of knowledge in time, understand their actual situation such as ideological activities and learning methods, and let teachers know where the starting point of current teaching is. With this starting point, teachers can easily organize teaching activities according to the laws of "from shallow to deep" and "from near to far". A good lesson is like a painter drawing a flower, drawing a single flower, leaving room for the viewer to think; Just like a poet writing a poem, there are endless words and endless meanings. We can use modern online education technology reasonably, pay attention to creating teaching situations, and use heuristic and discussion teaching methods to cultivate students' thinking ability and inquiry spirit and improve teaching efficiency. Here, the teacher only inspires and guides, guides the times, and truly "don't be angry, don't be angry, don't be angry."
1.3 in the guidance and teaching of students' learning methods, we should strengthen the guidance of preview before class, teach students how to consult relevant materials, do a good job in after-class expansion, increase learning capacity, broaden students' knowledge, and pay attention to the embodiment of students' main role. So that teachers can't blindly pursue the so-called "new" classroom teaching form in Chinese classroom teaching, but carry out many and miscellaneous "full-house questions" and shallow and irrelevant blind discussions. Don't ignore the real teaching content, do a good job in imparting Chinese knowledge, strengthen the training of Chinese basic skills, and attach importance to the dialogue between teachers and students, students, teachers and students and texts, instead of mechanically copying the teaching mode, ignoring the learning situation, mechanically operating, and blindly making ambiguous evaluations that are too loose and do not make judgments. In the process of actual teaching activities, give students a space for development and let them go forward by themselves; Give students some free time to arrange for themselves; Provide conditions for students to exercise themselves; Ask students a question and let them find the answer by themselves; Set a difficult point for students to solve by themselves; Create opportunities for students to seize; Give students a question and let them discuss it by themselves; Give students an opponent and let them compete by themselves; Give students a right to choose; Give students a hint and let them create their own. In teaching, teachers adhere to the concept of "taking the development of students' personality as the foundation" and establish the philosophy of "taking learners as the center", so that students are always in the dominant position. This can not only train students' intuitive thinking ability and creative thinking ability, but also shape students' confidence and dignity.
1.4 With the advent of a learning society, Chinese teachers are no longer possessors and imparting knowledge, but guides and helpers of students' learning, developers of intelligence, providers of information and constructors of meaning. Traditional teaching concepts must be constantly updated with the development of the times. It can be seen that the change of teachers' teaching concept and the renewal of educational concept are the key to cooperative reading and inspiring thinking teaching in Chinese classroom teaching. Only when teachers' ideas change can Chinese classes become active and students' learning activities become relaxed and happy, thus improving the efficiency of reading teaching in Chinese classes.
2, reasonable grouping, cooperative reading, cultivate students' consciousness and ability to solve problems collectively.
Cooperation is one of the basic forms for human beings to help each other complete tasks, and it is an important driving force for the survival and development of human society. The establishment of socialist market economy system and the arrival of knowledge economy need people's initiative and creativity, not only the sense of competition, but also the spirit of cooperation and the sense of cooperative survival and development. The purpose of Chinese activities is to let students practice, explore independently, study cooperatively and give full play to their learning potential. In order to give full play to the advantages of individual students and study groups, according to different teaching purposes, students need to be grouped to complete teaching tasks. When grouping, try to make members keep reasonable differences in personality, sexual orientation, personality characteristics and academic performance, and learn from each other's strengths. Generally, each group consists of four people, and each person has different roles in the group, such as group leader, recorder, speaker, etc. Change roles irregularly to ensure the active participation of each student, and there can be various forms of groups at the same time. For example, students are combined in this way: one with a high degree and one with a low degree, or a classmate who is good at oral expression and a classmate who is good at written expression form a "companion". Through the mutual help of the group, members no longer feel detached and actively participate in the discussion. You can identify a speaker in each group and summarize the answers of the group members. This kind of grouping can help students learn from each other and learn to appreciate literary works independently. At the same time, it can also cultivate students' oral expression ability, the ability to listen to and summarize others' opinions orally and the ability to speak extemporaneously, and cultivate the ability of individual and group learning. So as to cultivate students' awareness and ability of cooperative learning and the ability to solve problems collectively through group cooperation.
3. Expand thinking to stimulate teaching, encourage students to play their autonomy and independence, and cultivate innovative spirit and practical ability.
Thinking-inspired teaching in junior middle school Chinese classroom refers to that students read texts (works) in a research way under the proper guidance and prompt of teachers, find problems by themselves, collect and process effective information, and use the relevant knowledge learned in the text to understand life and deeply study related things in life, so as to learn to solve practical problems, and students can experience, understand and apply general scientific research methods, thus mastering Chinese knowledge and skills. Improve the ability to explore problems, gradually cultivate students' innovative spirit and practical ability, and achieve the ability of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating. This kind of learning activity has changed the situation that the original education and teaching conditions focus on memory and understanding, made students become the objects of knowledge infusion, fully mobilized students' subjective initiative, highlighted students' main role, and enabled students to actively participate in learning activities of hands-on practice, independent exploration and cooperative exchange, thus stimulating students' thinking, cultivating students' ability of inquiry and cooperation, and further developing students' good Chinese learning habits.
The basic operations of classroom teaching activities are as follows:
3. 1 Teachers carefully design the introduction of new courses at the beginning of teaching to stimulate students' interest in reading. Charming lead-in undoubtedly plays a very important role in activating classroom atmosphere, activating students' thinking and even improving the teaching efficiency of the whole class. The design of good classroom lead-in language is actually the beginning of successful classroom teaching. In this way, students' emotions, attitudes and values will be mobilized, infected and edified at this time, so as to have a strong interest in the next study and actively read and discuss the text.
3.2 Teachers should pay attention to the difficulty and way of asking questions to stimulate students to think independently or discuss in groups. Chinese class, see who completes the preview task with high quality in the shortest time, see who can answer the teacher's questions accurately, see who remembers the content of the article quickly, and so on. Students solve all problems, and teachers encourage students who perform well in class. In a word, teachers make every student feel successful at every opportunity, and at the same time, it is also the stimulation of innovative consciousness and the cultivation of innovative ability. The questions here are designed to help students think and analyze, not to limit their thinking. Therefore, students are allowed and even encouraged to think, discuss or explore independently, freely and boldly in groups, thus broadening their thinking.
3.3 Strengthen the reasonable evaluation of students' learning process and learning results, stimulate students' sense of learning achievement, stimulate students' passion for innovation, and encourage students to further discover, analyze and solve problems. Teachers' reasonable and fair evaluation of students' learning situation and knowledge mastery not only protects students' enthusiasm, stimulates students' thinking innovation, but also enables students to develop from being able to think and solve problems independently to being able to discuss and ask questions independently. The great physicist Einstein once said, "It is often more important to ask a question than to solve it." . Because solving a problem is the application of knowledge and skills, and putting forward a new problem requires creative thinking. Modern teaching theory holds that any teaching content can be presented through a question, and the occurrence of learning stems from the stimulation of situational changes. Therefore, teachers should try to create problem situations in the teaching process, paving the way for the development of students' thinking ability and the cultivation of innovation ability, so that students can form good Chinese learning habits in learning activities.
In short, the training and training of learning before teaching, cooperative reading and thinking stimulation in junior middle school Chinese classroom teaching can give full play to students' autonomy and independence in learning, awaken their sleeping potential, stimulate their sealed talents, release their imprisoned emotions, cultivate their innovative spirit and practical ability, and lay a solid foundation for students to love Chinese, learn Chinese and persist in lifelong learning.