Famous primary school Chinese teacher

1. Su-style teaching: "Thick, flexible and exquisite" teaching style

1. Si Xia is one of the first batch of primary school Chinese teachers in Jiangsu Province. He advocates the educational thought of "childlike innocence and motherly love" and creates the teaching method of "dispersed literacy along with the text". He is the author of "Collected Works of Si Xia" and "My Teaching Career".

2. Li Jilin teaches at the Second Affiliated Primary School of Nantong Normal University in Jiangsu Province. He created the theoretical system and operational system of situational education, and published "Training Language and Developing Intelligence", "Theory and Practice of Situational Teaching" and "Selected Cases of Situational Teaching by Li Jilin" Waiting for 6 monographs.

3． Yu Yongzheng, a special-level teacher in Jiangsu Province, takes how to inspire students’ wisdom, tap students’ potential, and stimulate students’ creative talents as his main research topic, and has formed the concept of “student-oriented, reading-oriented, and innovation-oriented” He has the teaching characteristics of "emphasis on perception, emphasis on accumulation, emphasis on transfer, emphasis on interest, and emphasis on habits". In primary school composition teaching, he practiced "verbal communication expression training" and has a great influence in the country. "Teaching Examples and Experience", "Teaching Notes", "Yu Yongzheng's Collected Works" Quote: "Three years of careful writing of lesson plans may not necessarily make you an excellent teacher; three years of careful writing of teaching notes will certainly make you a thoughtful teacher." Teacher, maybe even write an education expert. "Representative course examples include "Cao", "Mei Lanfang's Learning", etc.

4. Sun Shuangjin, a special teacher in Jiangsu Province. He is currently the principal of Beijing East Road Primary School in Nanjing. He pioneered emotional and intelligent Chinese teaching and published "Sun Shuangjin's Chinese Teaching Art", "Sun Shuangjin's Teaching Thoughts and Classic Classrooms", "Sun Shuangjin and Emotional Intelligence Education", etc. The ideal state he pursues is to introduce primary school Chinese teaching into the palace of art, so as to not only teach students knowledge, but also To develop students' abilities, they must also provide students with emotional edification, spiritual cleansing, and artistic enjoyment. The realm of emotional and intellectual classroom teaching he wants to achieve is: students' small faces are red and their small eyes are shining; students' small hands are raised straight, and their small mouths are always open. The students are full of interest and enthusiasm; the students have endless thoughts and thoughts; the students are as if they are bathed in the spring breeze and are intoxicated; the students are immersed in the beautiful pictures, the realm of poetry, and the embrace of love. Sun Shuangjin’s Chinese class is in the small language world. It has a great influence - "My Comrade Qiu Shaoyun" once touched the hearts of countless people with its majestic emotion; "Boating Guazhou" caught the eye of poetry and hit every detail, making Mr. Zhang Tianruo sigh that "the teaching of ancient poetry can be fascinating" ; "Luo Peanut" introduces debate theory into the classroom; "The Sweeper of Tianyou Peak" attracted full praise for its independence, cooperation and exploration of teaching methods: "This lesson vividly explains the concept of the new curriculum standard"; and "Lin Chong hits the flood with a stick" "Teacher" has won the reputation of "everyone's style, no trace of the road" due to its multiple interpretations and generative teaching; "Approaching Li Bai" is considered to be a vivid reproduction of Sun Shuangjin's emotional and intelligent Chinese interpretation: the so-called "Emotional and Intelligent Chinese Interpretation". "Emotional and intelligent Chinese", simply put, refers to emotional Chinese and wisdom Chinese. That is to say, in the process of implementing Chinese teaching, teachers must fully tap into the emotional and intellectual factors of the Chinese curriculum, mobilize teachers' own emotional and intellectual talents, and create positive emotions. Intellectual atmosphere is a language that pursues students' emotional and intellectual development and harmonious development of emotion and intelligence. Obviously, emotional intelligence Chinese is a teaching that focuses on developing students' emotional and intellectual potential. It strives to arouse students' dormant emotions and ignite students' wisdom. The general model of "emotional intelligence Chinese" classroom teaching summarized by Sun Shuangjin is: (1) Entry - activation of emotion and intelligence; (2) Comprehension - generate emotional intelligence; (3) Communication - develop emotional intelligence; (4) Expression - show emotional intelligence. The main strategies for implementing "emotional intelligence language" in reading teaching: (1) Create situations - make teaching rich. Picture or scene; (2) Translate the text into emotion - realize the perfect dance of tools and humanities in the language; (3) Open the problem - use imagination and thinking to let students live an intense intellectual life; (4) Discover problems - provoke conflicts between students' emotions and rationality in teaching; (5) Lead dialogue - achieve the overall independent construction of language and spirit in multi-dimensional interaction

5. Qing is a special-level Chinese teacher in primary schools in Jiangsu Province. His views on Chinese education are “based on the people (first, people-oriented, and text-based), truth-seeking (authentic, simple, and solid), advocating simplicity, and being measured”. His personal monograph is “My Primary School Chinese.” Views", "Mother Language Education for the Future".

6. Xue Fagen, the original "chunk teaching", advocates "teaching to develop students' verbal intelligence". The Chinese class "teaches easily and learns solidly" and has formed a teaching style of "simple, solid and wise". The classic lesson example "Love is like Jasmine" and the paper "Chinese Education Calling for Wisdom".

7． Yang Jinlin took the lead in carrying out the "open Chinese education experiment" and pioneered the "teaching theory for the isomorphism of language and spirit" and the "informed and action coordinated education theory".

8． Zhou Yimin advocates "poetic Chinese" with "the relationship between language and children" as its core purpose. His monographs include "Zhou Yimin Speaks Chinese" and "Into the Poetic Jungle"

9. Guan Jiangang, "My Revolution in Composition Teaching" and "My Proposals for Composition Teaching". Claims: 1. "Life" is rich in "generation"; 2. "Literary heart" is more important than "words"; 3. "Commentary" is more important than "guidance"; 4. "More corrections" are more important than "more writing"; 5. "Truth" is more important. in "fiction"; 6 "discovery" is more important than "observation".

10． Bo Junsheng, the principal of Changshu Experimental Primary School, adheres to the teaching philosophy of "letting students learn Chinese that is useful throughout their lives" and has written "Bo Junsheng and Developmental Teaching".

2. Beijing-style teaching: “Passionate, generous, solid and bold”

1. Dou Guimei, female, is currently the vice principal of Tsinghua University Affiliated Primary School. In the course construction and practical development, the theory and practice of primary school Chinese themed courses proposed and advocated have had a great influence across the country. Published "Dou Guimei and Theme Teaching", "Being a Teacher with Professional Dignity", "Dou Guimei's Reading Class", "Seven Things Excellent Chinese Teachers Must Know", "Learning to Read aloud with Dou Guimei", "Rose and Education", "Listening to Teacher Dou Guimei's Lectures", "Back to the Origin of Education" and many other personal monographs. As a member of the Ministry of Education’s concept update report group, he delivered a special report on "Laying the Foundation for Life—Three Transcendences in Chinese Education Reform" at the Great Hall of the People