1 Basic methods and steps of oral Chinese class in primary schools
First of all, careful collection and selection of materials is the basis for making the lecture profound and vivid.
After the topic is determined, whether your lecture can be profound and vivid, so as to attract and convince people, then the collection and selection of information is the most critical step. Otherwise, the content of the lecture is not substantial, and it can only show a superficial feeling, but lacks a heavy feeling. What standards should be based on? What materials are selected?
1. Teaching objectives in teaching curriculum standards and teachers' analysis of teaching materials.
2. Relevant education and teaching theories and principles.
3. Students' starting point behavior. This includes students' original knowledge, skills, abilities, learning methods, learning attitudes and other non-intellectual factors.
4. In order to break through or disperse the difficulties in this section, relevant bedding materials are needed.
Second, pruning and tempering the lecture content is the guarantee to make the lecture profound and substantial.
The remarkable feature of the lecture is reasoning, that is, the organic combination of content and reasoning should be reflected in the whole process of the lecture. In this way, relying on the enrichment and interlocking of the content, the lecture is scientific, logical and profound. To leave a deep impression on the listeners, it is necessary to "talk about the main ones without mentioning the times", "talk about the big ones without mentioning the small ones" and "talk about the essential ones without being rude". Therefore, it is necessary to temper and prune the content of the lecture. How to temper the content of the lecture?
1. The structure is clear.
To grasp the listener's heartstrings, it is necessary to have a logical structure that can withstand scrutiny, and the structure of the lecture should be well organized while paying attention to the content of the textbook itself.
2. Determine clear teaching objectives.
According to the curriculum standards, teaching materials and students' reality, the teaching objectives of this course are determined from the aspects of knowledge, skills, ability, ideology and morality. If the teaching material is the "flesh and blood" and the structure is the "skeleton" of the lecture, then the teaching goal is the "soul" of the whole lecture. That is to say, after the goal is determined, the overall arrangement of the lecture should obey the teaching goal, and the goal should not be empty and divorced from the teaching content, but also be specific, clear and comprehensive.
3. Accurately analyze the key points and difficulties.
It is necessary to combine the position, function, content and students' starting behavior of the textbook, analyze the key points and difficulties of the textbook, pay special attention to the position, degree and reasons of the difficulties, take key measures to break through or disperse the difficulties, and cultivate students' thinking ability in difficult teaching and learning.
4. Effective teaching methods and means should be adopted.
The choice of teaching methods should be effective, that is, according to the teaching materials and the actual situation of students, choose teaching methods that can arouse students' learning enthusiasm, help cultivate students' ability and adapt to students' individual differences as much as possible, that is, choose teaching methods that can aim at the strings in students' hearts and play in students' hearts. In addition, the adoption of teaching methods should start with giving full play to the teaching role and improving the efficiency of classroom teaching.
5. Design a goal-controlled and enlightening teaching process.
In order to ensure the realization of the established teaching objectives, a new course-induction and summary should be introduced in the design of teaching procedures, and the teaching objectives should be controlled at any time in the design of each link, so as to echo the teaching objectives. In other words, the control of teaching objectives must be carried out, not in form or fancy, with a hammer and a step by step. Focus on all aspects to really complete the task. According to the teaching objectives, all the teaching contents are selected, edited and reviewed one by one. Detailed details, slight omissions, clear focus and prominent points.
The design of teaching process should not only pay attention to strengthening target control, but also be enlightening. It should always face all students, choose appropriate teaching starting point, teaching methods and teaching means to inspire and guide them according to their actual level, so that each student can meet the basic requirements stipulated in the syllabus.
Third, forming a system and a manuscript is the key to forming a class thinking mode.
The tempered lecture contents are combined into a complete system according to their internal logic, and the content and reasoning are organically integrated in the finishing process, which is reflected in the whole lecture. This process, for the teacher preparing for the lecture, is a process of tempering the brain's combination ability.
What it needs and makes people get is the deepening of cognitive ability, especially the revelation of the essence of some phenomena, so that the lecture shows the eloquent essential strength and great persuasiveness; What it needs and makes people get is accurate and meticulous thinking, a thorough and comprehensive view of the problem, and accuracy and appropriateness.
What it needs and makes people get is the agility of thinking, which can capture some phenomena at any time and quickly combine them in the main body of the lecture, making it suddenly shine and produce effects; What it needs and makes people get is emotional richness, careful observation of students' feelings about things, and people who are moved between the lines to assist their thoughts and feelings; What it needs and makes people get is the power of logic, which makes the teaching of a class, such as peeling off cocoons and peeling off layers, show its connotation.
In a word, it needs the thinking ability, ways and methods that the speaker can process into various elements of the lecture and make them interrelated, which are included in the scope and trajectory of the lecture. This ability and method are formed and practiced in the writing practice of lecture notes, so forming a system and lecture notes plays a key role in forming the thinking mode of lecture notes, and can also make the lecture notes more profound and skilled.
Fourthly, the proper use of visual materials is the ladder to make the lecture lively and wonderful.
It doesn't mean that after the lecturer has formed the thinking mode of lectures, his lectures will be wonderful. Of course, the speaker's language (volume, tone, speed of sound) and non-language (expression, eyes, posture) will affect the effect of speaking.
It should be emphasized that the listener is in a passive state of receiving information only from the speaker, and it is inevitable that he will not be distracted. It is necessary to grasp the attention of the listener, arouse the interest of the listener, inspire the listener to leave a deep impression and be explained and accepted, and flexibly use the appropriate combination of visual materials in the main body of the lecture, which will make the lecture present a vivid and wonderful situation.
Statistics show that if the listener only uses hearing, the information received after 3 hours can only remain 70%, and after 3 days, 10%. If the listener only uses his vision, he can only keep 72% of the information after 3 hours of processing, but he can still keep 20% after 3 days. However, if the listener uses vision and hearing at the same time, the information he receives can remain 85% after 3 hours and 65% after 3 days.
This shows the importance of visual materials in lectures. Therefore, the time and means of using visual materials should be designed before the lecture. Such as blackboard writing, projectors, demonstrations, experiments, special composite slides, pictures, charts, visual teaching AIDS of different colors, physical or physical display, multimedia, etc. It can promote the listener's thinking, induce the listener's sense of participation, and make him understand the content of the speech with the speaker's ideas, so as to achieve the best speech effect.
2 Basic methods and steps of oral Chinese class in primary schools
Talking about Textbooks-Ming
Generally speaking, there are three sentences in the textbook-1,the text of the textbook; 2. What is the main content of this article? 3. What are the characteristics of this text? For example, Kitty Hawk Learning to Fly is a text in the third volume of primary school Chinese published by Jiangsu Education Publishing House, and it is a very interesting fairy tale. It tells the story that while the eagle is learning to fly with the eagle, the eagle constantly puts forward new goals to the eagle, so that the eagle can understand that there is a world outside the sky, and that learning is endless and it is necessary to make continuous progress.
The texts are similar in structure, vivid in language, rich in dialogue and vivid in illustrations, which helps to stimulate students' interest in reading.
Second, the goal is clear
This link can also be expressed in two levels: 1. First of all, talk about the basis for setting your teaching goals. Generally speaking, there are three bases-one is the description of three dimensions of teaching objectives in Chinese curriculum standards; Second, the age characteristics of students; The third is the characteristics of the textbook itself. The second level is to describe the teaching objectives in detail. When describing the teaching objectives in detail, we should pay attention to the accuracy and concreteness of the objectives.
There are two ways to describe it. One is to describe the goal according to the three dimensions of the new curriculum standard, that is, from three aspects: "knowledge and ability", "process and method" and "emotional attitude and values"; The second is to think from these three aspects, but the meanings of these three levels can be integrated when expressing.
In concrete expression, we should always pay attention to the fact that we are in the class of "speaking" and take care of the whole article, not just one class. However, because neither class can be very detailed, the first class can briefly talk about the goal, and the second class will focus on it. For example, the goal of Kitty Hawk Learning to Fly can be described as follows: In order to successfully complete the teaching of this class, I am going to teach it in two classes.
The first category mainly solves the problem of understanding and writing new words, reading the text correctly and fluently, and sorting out the context of the article. Next, I will focus on the teaching objectives of the second class. According to the three dimensions of students' knowledge and ability, process and method, emotional attitude and values, combined with the characteristics of junior middle school students' dominant thinking in images and strong interest in this article, I have determined the following teaching objectives:
1, you can read the full text of different roles, especially the three dialogues;
2. Grasp key paragraphs, analyze sentences with words, get specific feelings and understand the meaning of the article;
3. Be able to practice the method of learning the first dialogue and learn the second and third dialogues by yourself;
By studying the text, you can learn the truth of endless learning and continuous progress.
Three key points and difficulties-accuracy
The determination of key points and difficulties depends on the specific article. Generally speaking, Xu is expressed alone. When determining the important and difficult points, we should pay attention to the relationship before and after and look forward, which is reflected in the teaching process. The key point is how to break through and how to break down the difficulties. 、
Four processes-reality
Speaking of the process, it is also the key and difficult point. We should make great efforts to talk about this link. As far as the time allocation of the lecture is concerned, the lecture process needs at least 6-7 minutes. Specifically, we should pay attention to the following points:
1, outline the framework-when talking about the process, we should pay attention to briefly introduce several main steps of the whole process (or several plates, levels and parts), and then talk about each link in detail.
2, carefully named-when designing the name of the plate, be careful to choose words. Specifically, it is best to do four things for each title: first, the number of words is equal; Second, the structure is similar; Third, the level is clear; The fourth is to use avant-garde words.
3. Explain the process in detail-the teaching process contains a lot of information, so it is not easy to leave a good impression on the judges in just a few minutes. So when you talk about the process, you must pay attention to the details. In short, the basic link is to cherish ink as gold; The key links (text focus, teaching focus, teaching highlights, teaching characteristics) should be specific, and impress the judges at all costs.
4. Choosing the appropriate incision theory-telling the design intention and telling the theoretical basis is the most important part of the lecture, which is an important part of distinguishing the lecture from the class. Therefore, the theory should be carefully designed and the incision should be accurate. It is not better to say that the theoretical basis is more, but to take its essence and stop there. Generally speaking, you only need to choose five or six key points to briefly talk about it.
The theoretical basis mainly comes from curriculum standards, educational psychology and famous teachers' sayings. Let's take the curriculum standards as an example to briefly talk about it.
1. When design students understand links in various ways, they can refer to:
Students' reactions to Chinese materials are diverse, so we should pay attention to the influence of Chinese, the value orientation of teaching content and the unique experience of students in the learning process.
2. When designing language ability training for students, you can refer to:
Chinese is a practical course, which enables students to master the rules of using Chinese in a large number of Chinese practices.
3. When designing students' group learning, you can refer to:
Students are the main body of learning and development, and should actively advocate independent, cooperative and inquiry learning methods.
4, the reorganization of teaching materials, classroom development can be listed as follows:
Chinese teachers should attach importance to the development and utilization of resources and improve students' comprehensive Chinese ability in many ways.
5. When designing different teaching strategies for teaching, you can refer to:
Teachers are the organizers and guides of learning activities, and should flexibly use various teaching strategies to guide students to learn to learn in practice.
6. When designing students to learn in the way they like, they can quote:
Students are the masters of Chinese learning. Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, and encourage students to choose their own learning methods.
7. When designing students to read their own works since the Enlightenment, they can refer to:
Reading teaching is a dialogue process among students, teachers and texts, and reading is a personalized behavior of students. Teachers' analysis should not replace students' reading exercises.
8. When designing students to communicate their feelings after reading, they can quote:
The focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate.
9. Design classroom-related development to stimulate students' interest in reading extracurricular books. Examples include:
In reading teaching, we should cultivate students' extensive reading interest, expand reading scope and increase reading quantity, so as to lay a good foundation for students' lifelong love of reading.
3 Basic methods and steps of oral Chinese class in primary schools
1. Discussion lecture
The seminar-based lecture refers to the exploratory discussion of the lecture itself. The main purpose of this kind of lecture is to improve the problems existing in the lecture, help teachers to further understand and master the rules and methods of the lecture, and thus continuously improve the level and quality of the lecture.
Generally speaking, this type of lecture can be conducted according to the following procedures: determine the main topics to be discussed and solved in this lecture (such as how to talk about teaching materials and how to talk about learning methods, etc.). ) —— Select a unified textbook —— Designate a person or relevant person to write a lecture —— Designate a person or each person to give a lecture —— analyze and discuss, and finally summarize.
To hold this seminar, we should pay attention to three issues: first, the purpose of the seminar must be clear, and what problems to discuss and what weak links to solve should be clear not only to the organizers of the event, but also to all participants. Also, the content of the discussion should be the common fault of * * *.
It is not appropriate to discuss local and individual issues as the central topic, because this will weaken the significance of such lecture activities; Second, the key to the effect of seminar-style lectures is the discussion after class, so we must strictly organize the discussion and ensure enough time. Discussion should focus on the central topic of discussion, prioritize, and don't be greedy for perfection.
We should not let ourselves drift and ramble, making the discussion a mere formality; Third, we should mobilize the enthusiasm of all participants in order to prevent the situation that organizers and lecturers are as busy as one's ears and stand by and watch the excitement. Efforts should be made to mobilize the enthusiasm of all participants in lecture, so that everyone can become the master of lecture activities and actively participate in the whole process of lecture.
Especially in the discussion, let everyone speak freely and express their opinions. Even if there are differences of opinion, we should let mutual arguments, reservations and practices test and achieve unity through practice. We must not act arbitrarily and subjectively, which will dampen everyone's enthusiasm.
2. Demonstration lecture
Demonstration lecture refers to lecture that plays a role in demonstrating and guiding others' learning. The main purpose of this lecture is to promote good lecture experience, provide examples for teachers of listening and speaking classes to learn and refer to, and let them learn more standardized lecture methods, so as to improve the group level of lectures and promote the healthy development of the whole lecture activity.
The usual procedure of this kind of lecture is: first, one or several teachers with high lecture level demonstrate the lecture on the basis of preparing the lecture notes, and then the listeners talk about their feelings, understanding and gains, or ask the lecturers some specific questions about the lecture. Finally, the experience of regular lectures is summarized and introduced and popularized.
A key to determine the effect of this kind of lecture activity is that the lecture itself must be standardized or relatively standardized, and there is indeed something worth learning by others. The second is to make the finishing point, outline, grasp the essence and law of things, not complicated, which can really inspire and inspire people. Only in this way can the demonstration class receive the expected effect.
3. Evaluation lecture
Evaluation lectures refer to lectures whose main purpose is to evaluate teachers' teaching level and compare the advantages and disadvantages of lectures. They are also called competitive lectures and competitive lectures. This kind of lecture can effectively promote teachers to delve into textbooks, learn the theory of Chinese teaching in primary schools, master the teaching methods thoroughly, mobilize teachers' enthusiasm and continuously improve the teaching level. The general procedure of primary school Chinese evaluation lecture is:
(1) Determine the objects, rules and evaluation criteria of the lecture, determine the teaching materials by drawing lots or designating them, and form the lecture judges.
(2) The lecture teacher is familiar with the teaching materials within the specified time, writes the lecture outline or lecture notes, and prepares for the lecture.
(3) Teachers should face the judges in accordance with relevant regulations, and the judges should make lecture records.
(4) According to the original lecture standard, the judges give each lecturer a score or evaluate the advantages and disadvantages by other methods.
The most important issue of evaluation lectures is objectivity and fairness, which should be carried out according to evaluation standards, and attention should be paid to overcoming the phenomenon that personal feelings and personal likes and dislikes interfere with evaluation fairness. Therefore, if the scoring method is adopted, the highest score and the lowest score can be removed and the average score can be obtained for evaluation. Because the evaluation standard is the measure, it should be as specific and quantitative as possible, and the scoring ratio of all involved parts should be as appropriate, reasonable and objective as possible. In order to ensure the fairness of evaluation, transparency should be increased and black-box operation should be avoided.
4. Examination lectures
Inspection lecture refers to a lecture arranged to understand and check the professional quality of the speaker, such as lecture level and teaching ability. People who listen to such lectures are generally educational administrative leaders, educational researchers, experts and scholars.
The procedure of this kind of lecture is roughly as follows: first, one party of the listening and speaking class specifies the teaching materials, specifies the lecture time and puts forward some other requirements for the lecture, and then the lecturer prepares according to the requirements before giving the lecture. Finally, the listener makes a conclusion, affirms the achievements, points out the shortcomings and existing problems, and points out the direction of improvement in the future.
When arranging inspection lectures, the analysis and evaluation of listening and speaking students should be objective, accurate, realistic and convincing. Attention should be paid to splitting into two parts, giving priority to encouragement, and avoiding dampening the enthusiasm and self-esteem of lecturers.
4 Basic methods and steps of primary school oral Chinese class
(1) Speaking textbooks
This part mainly expounds my understanding of teaching materials (the role and position of teaching materials, the connection point between old and new knowledge, and the growing point). ); Analysis and treatment opinions or methods (deletion, supplement and addition of teaching materials); Correctly put forward the key points, difficulties and emphases of teaching; Explain what requirements the syllabus and curriculum objectives have for this part of the content.
(2) Oral teaching method
After the implementation of curriculum standards, teachers are required to change their roles. Based on this change, when talking about teaching methods, lecturers must talk about how teachers organize teaching, guide students to learn and participate in students' learning in teaching activities. How to stimulate students' interest in learning to the maximum extent and arouse their enthusiasm for learning?
How to cultivate students' innovative spirit and innovative practical ability can best reflect the spirit of curriculum reform-teachers are organizers, guides, participants and enlighteners of classroom teaching.
③ Theoretical learning method
How to teach students how to learn to learn, especially how to teach students lifelong learning, is a hot issue in the current education reform. Attention should be paid to the guidance of learning methods in class, and the methods and steps of learning methods should be said in class. When talking about learning law, we should clarify the following questions:
What methods should students be instructed to master? What abilities have been cultivated? Learning methods include literacy, comprehension, reading, examination, examination, knowledge transfer, information collection and information processing. Learning ability includes comprehension ability, analysis ability, generalization ability, judgment ability, thinking ability, information processing ability, self-study ability and so on.
4 say the program.
When talking about procedures, we should make clear the arrangement of each teaching link and its theoretical basis, and reflect their respective teaching styles and characteristics; When talking about procedures, we can talk about them in the order of teaching materials → teaching methods → learning methods → procedures, or we can integrate teaching materials, teaching methods and learning methods into the process of talking about procedures. Mainly according to their own habits and the characteristics of teaching materials, there is no fixed model for the lecture procedure.
Oral programs also include the following contents: how to highlight key points, break through difficulties and grasp key points in order to achieve teaching goals (some teachers arrange this part in the teaching method, and the effect is good. Secondly, what teaching methods, the use of media, how to summarize, the design of blackboard writing, the design of homework and its intention also need to be briefly explained.
⑤ Reflection.
That is, tell the teaching gains and losses of this class, which aspects are worth developing, which aspects need to be improved, and what measures to take to check and fill the gaps.
To have a good class, we should pay attention to the following questions:
1. Highlight the word "Shuo"
Speaking lessons does not mean preparing lessons, and you can't read according to the teaching plan; Speaking is not equal to giving lectures, and the object of audio-visual class cannot speak for students; Speaking lessons does not mean reciting lessons, and you can't recite them word for word according to the teaching plan; Lecturing is not the same as reading a class, and you can't read it with a pre-written speech. When speaking, we should grasp the thinking, method, process, content, students and other basic links of a class, closely focus on the word "speaking", highlight the characteristics of speaking, and complete the process of speaking.
2. Master the method of "saying"
There are many ways to give lectures, which should be tailored to people's needs. Because of the textbook, we can talk about things, reason, experiment, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason, reason.
3. Proper tone and undistorted content
The object of listening and speaking class is peers, judges, leaders and adults, and the tone and address should be appropriate. Although the participants are all adults, they will try their best to listen, speak and examine the words and deeds of the lecturer from the perspective of students, including the organizational process, participation process and the adoption of teaching methods. Therefore, we should truly reflect the rational thinking of teaching design, the choice of teaching process and methods, and pay attention to the tone, address and expression of lectures.
4. Tell the characteristics and style.
The focus of lectures should be on the implementation of teaching process, the completion of teaching tasks, the feedback of information and the improvement of teaching efficiency. We should pay attention to rationality in lectures and to sensibility and practice in lectures. Therefore, we must be careful and appropriate, simple and complex, and accurately grasp the degree of speech. Too detailed and complicated, time does not allow, it is unnecessary; It is unacceptable for the audience to talk too much, skip Jane and not say the basic content.