Giving full play to students' subjectivity is the core concept of Chinese curriculum standards. In traditional Chinese teaching, teachers give lectures, students attend lectures, and the evaluation of a class is often based on how teachers teach and speak, with little consideration given to how students learn. This lecture-centered teaching puts students in a passive position. The new curriculum requires students' learning as the main body, so that students can become the masters of the classroom. In other words, the premise of evaluating Chinese excellent courses under the new curriculum standard is whether Chinese teaching is for the development of students. The development of students is the fundamental basis for determining the evaluation. To evaluate whether a class is a quality class, first of all, it depends on whether teachers can stimulate the enthusiasm and creativity hidden in students, and whether students can give full play to their main role, so that students can become the masters of the classroom, active participants in Chinese classroom teaching, discoverers of problems and solvers of cooperative inquiry. Of course, giving full play to students' subjective initiative does not mean denying teachers' leading role. If teachers only let students discuss aimlessly and praise wrong understanding blindly in Chinese class, it is not a manifestation of students' subjectivity, but a teacher-led inaction, that is, herding teaching. A truly high-quality Chinese class should not only fully reflect students' dominant position, but also give full play to teachers' leading role. We should be good at guiding students to explore independently and cooperatively according to the three-dimensional teaching objectives, integrating the dynamically generated objectives, guiding, guiding, correcting and upgrading students' answers, so as to make the Chinese classroom truly interactive and move towards the track of comprehensively improving students' Chinese literacy.
Second, high-quality Chinese classes should give students time and space to feel and think.
In many open classes or high-quality class competitions, many teachers have just asked a question, and students can't wait to force the answer on their students before they seriously think or think clearly, or try their best to pull the students' thinking to their own preset answers. Some students in China began to discuss the text without even reading it carefully. Such a Chinese class does not give students enough time to feel and think. It seems that our Chinese class is to complete some tasks rather than develop students' thinking. It seems that our Chinese class is to clarify an answer and impart some knowledge, rather than let students learn to explore, think and discover. In fact, a class that lacks students' perception and thinking is not profound and is by no means a good class. Students study not only to acquire knowledge, but also to learn to think independently and become thoughtful people. Einstein once said: to cultivate the ability of independent thinking and independent judgment, we should always put it in the first place. Don't think that a lively class on the surface is a good class. The truly high-quality Chinese class is not superficial, but depends on the mental work of students. In this sense, a class that can guide students to think positively is a good class. As Suhomlinski said, the real classroom should be the kingdom of positive thinking. If a Chinese teacher can't activate students' thinking and cultivate students' thinking ability, it is definitely not a quality class. A really good Chinese class must cultivate students' thinking quality, stimulate students' interest in thinking, cultivate students' habit of thinking, and create a space for students to feel and think.
Third, high-quality Chinese classes should be solid and efficient.
Solidity means two things. First, teachers should have a solid teaching foundation, concise and vivid teaching language, clear teaching ideas and exquisite teaching design, be able to master students' thinking, fully mobilize students' enthusiasm for learning, and achieve higher teaching results. Second, after a class, students learn very solidly. Some flashy classes like to make a show and mislead teachers in class. A truly high-quality Chinese class should be the natural presentation of conventional Chinese classroom teaching. Some open classes look lively, but in fact they are superficial, students earn less and their studies are not solid. For example, classical Chinese does not guide students to read the text repeatedly and dredge their meaning independently. In the last class, students were asked to discuss patriotism, taste language and character psychology before reading the text repeatedly, and even spent most of their time debating. This class, which is not based on text interpretation and language taste, is not a Chinese class, but a thinking class, not to mention high quality. A truly high-quality Chinese class should be accurate, so that students can learn it solidly and have a strong Chinese flavor, which requires teachers to dig deep into teaching materials. Have a clear understanding of the teaching content and carefully choose the best breakthrough. It is necessary to choose the knowledge points that students are most interested in, which are the most difficult or long-term puzzles in Chinese learning, guide students to stick to the text, think deeply about the connotation of the text, deeply understand the exquisiteness of the language, and cultivate students' thinking ability and expression ability. Let students really implement the teaching objectives, and students learn solidly. Those courses that are unrealistic, engage in teaching mode and play with ostentation are not excellent courses.
2. The background of the ultra-short evaluation of the fifth grade in Yanzi Primary School:
Duke Jing of Jin realized that the strength of Qi alone could not compete with the powerful State of Jin, so he turned his attention to the southern State of Chu, determined to mend fences with Chu and fight against the State of Jin together. In this case, Yan Zi visited Chu as a special envoy. At this time, Chu was ruled by King Chu Ling, who was arrogant and planned to humiliate the envoys of Qi, so there was a story of "Yan Zi Li Chu".
Moral:
This story frustrated the story that the King of Chu sent Yan Zi to Chu to accuse Qi people of being thieves, and showed Yan Zi's wit and eloquence as well as the demeanor of a politician and diplomat. It means that people who insult others will be humiliated in the end.
Through this story, many people can understand that people can't look at each other and the sea can't be measured; It can also remind many people that being rude to others can only be boring.
Appreciate:
1. The whole story is an idiom: bring disgrace to oneself. This idiom first appeared in The Analects of Confucius. Zi Gong asked how to make friends. Confucius said, "Good advice leads to good advice. If he doesn't listen, forget it. Don't bring disgrace to oneself. " But most descendants' understanding of this idiom comes from this passage. The king of Chu tried to insult Yan Zi three times, but the result was not only easily solved by Yan Zi, but also insulted by Yan Zi at last. This idiom means that you are insulted and embarrassed because of yourself.
2. In the face of the second insult of the King of Chu, Yan Zi responded to the King of Chu like this: "What is this? Linzi, the capital of China, is full of people. When everyone opens their sleeves, they can cover the sun and become cloudy; Everyone was sweating, it was just a shower; Pedestrians in the street jostled shoulder to shoulder, toes touching heels. How did the king say that there was no one in Qi? " There are three idioms derived from this passage of Yan Zi: one is to become Yin; Second, sweating into rain; The third is to rub shoulders. Shake, shake off; The sweat on everyone's hands is like rain, which describes many people. Of course, this idiom later described sweating a lot, but it was not originally intended. The third is rubbing shoulders: rubbing, and; Shoulder to shoulder; Heel, heel; One by one, toes touch heels. Side by side, feet next to feet, describe crowding. )
3. When the King of Chu laughed at Qi people for stealing, Yan Zi stood up and said, "Why didn't your majesty know?" ? Citrus in Huainan is big and sweet. And a citrus species in Huaibei can only produce small and bitter oranges. Isn't it because the water and soil are different? By the same token, the people of Qi lived and worked in peace and contentment in Qi, and became thieves in Chu. Maybe the water and soil in the two countries are different. "This passage contains an idiom: southern oranges and northern oranges. Fructus Aurantii: Deciduous shrub, bitter and sour, spherical. Also called orange. Oranges in the south will become bitter oranges when transplanted to the north of Huaihe River. Metaphor means that the same species varies due to different environmental conditions. Later generations used "orange in the south and orange in the north" to describe the influence of environment on people. In modern Chinese, it seems to be used in a slightly derogatory place to describe something "alienated" or "deteriorated" because of the change of environment. )
Diplomacy is no small matter, especially involving national dignity, which is absolutely inviolable. Yan Zi defended his national dignity and personal dignity by "attacking the shield with a spear". Yan Ying is smart, witty, eloquent and fearless.
Yan Zi was able to win this diplomatic victory because his words were supercilious, polite, tactful and clear-headed.
3. On March 2 nd, the fifth grade of primary school, the composition comment Pan Haiyan's "The Basic Nature of Fractions" can introduce new lessons in a different way, explain examples in detail, repeatedly emphasize individual mistakes, and consolidate them in time. The topic types are comprehensive, the classroom atmosphere is slightly dull, and the space for students' autonomous learning needs to be expanded.
On March 2nd, Di Wei Yong's "Haiyan" enables students to experience the excellent quality of Haiyan through repeated reading, and teachers play a leading and guiding role in the classroom. The concept of the new curriculum is reflected, but the classroom content is slightly thin, so we should pay attention to guiding students to accumulate knowledge and enrich knowledge.
On March 6th, Qin Liyan's "Light", the knowledge points were clearly summarized, which was convenient for the students to sort out. The confusing concepts can be analyzed in combination with physical phenomena, which is easy for students to understand. The review content is detailed and appropriate. However, as a review class, the classroom capacity needs to be increased.
On March 7th, Pang Qiaozhen's "Roots of Numbers" clearly summarized the knowledge points, making use of students' memory and review of knowledge points to facilitate students' memory and arrangement. Combine knowledge points with related examples and exercises, emphasizing the combination with practice. The examples are standardized, and the students' foundation is not solid. This review method can further consolidate the foundation, which is worthy of recognition.
Yan Zhongliang
On March 5th, Xiang Haiyun wrote "The Reduction of Fractions", which was difficult to design, reasonable and orderly. In the whole class, all kinds of questions are designed around the key of finding common reasons. Students can basically solve the problems through teachers' explanations, students' explorations, students' oral answers, students' simulation exercises, students' blackboard writing performances and other forms. , but the classroom atmosphere is slightly dull.
On March 5th, the "Fractions of Fractions" written by Maori group, through the analogy of fractional operation, leads to the reduction of fractions, which is easy for students to understand and accept. The classroom has a large capacity, but the exercises need to be optimized. Teachers should explain more, and bilateral activities between teachers and students need to be increased.
On March 8th, Xu Wei's The Establishment and Editing of Charts can be introduced into the course with life examples. The classroom atmosphere is active and the content is taught in various forms.
On March 7th, Yan Zhongying's "Walking in the Calligraphy World" started with calligraphy appreciation, which can stimulate students' interest in learning. The class content is arranged in an orderly way, but the students' reaction is a bit boring.
Qian Fangyi
4. Who knows how to evaluate primary school Chinese? General evaluation can be carried out from the following aspects: 1, the implementation of teaching objectives, and the breakthrough of teaching key and difficult points.
Whether the goal reflects the three-dimensional goal and whether the student development goal is achieved. Whether the breakthrough of teaching emphasis and difficulty is appropriate and reasonable.
2. Students' learning style. Whether to reflect the students' dominant position, face all students, care for and respect students, and create a democratic, equal and harmonious teaching atmosphere; Teachers and students participate in the learning process together, attach importance to guiding learning methods and cultivate good study habits.
3. Teaching methods. Design the teaching process according to the presupposition and students' questions, and effectively adjust the teaching steps according to the change of learning situation, so as to learn and teach.
According to the teaching content, whether the teaching method is effective. Whether to promote the interaction between students and texts, teachers and students, students and students in teachers' classroom.
Whether the teacher handles the unexpected problems in the class properly. 4. Teaching methods.
Choose appropriate and effective teaching methods from teaching practice, so that modern educational media can be organically combined with teaching. Teachers use audio-visual media skillfully, efficiently and effectively.
5. Teachers' quality. Good appearance and kind teaching attitude.
Putonghua teaching is normative, enlightening and instructive. The handwriting on the blackboard is accurate and neat.
Strong organizational teaching ability, good at adjusting teaching strategies according to learning situation. Effectively develop and expand Chinese learning resources.
6. Teaching effect. Students actively participated, with high learning enthusiasm and strong interest, and successfully completed the teaching task.
Students at different levels have improved. ]。
5. How to write the content of the fifth-grade Chinese "Colorful Africa" After listening to teacher xxx's class, the words "natural and smooth, clear and clear" came to mind.
It's natural, smooth and clear, because Mr. Fu has no affectation, no grandstanding, no deliberate pursuit, clear and transparent, and is full of vitality in this class. "Beautiful teachers, beautiful classrooms" is my deepest feeling. Looking back on this class, there are many wonderful places. There are three explanations:
One of the highlights: lead students to feel the words with body temperature. Understanding of "love" and many colorful words in the article. Reading, thinking, cognition and understanding are integrated, which saves time and is efficient.
Wonderful second: guide students to grasp the thinking of writing. After reading "Chinese Curriculum Standards", we strongly realize that reading teaching after entering the senior grade of primary school must have a strong sense of text. The so-called "text consciousness" means paying more attention to grasping the text as a whole. In class, Teacher xxx first finds out three sentences lamenting that Africa is colorful, and finds out sentences that serve as a link between the preceding and the following. From what aspects does he write about Africa's colorful, clarify the ideas of the article, and let students know the organizational structure and expression order of the article. This has another advantage, as Mr. Ye Shengtao said: "The author thinks there is a road, so he will know the truth by following it." The following intensive reading content is often partial, the thinking is straightened out, and the level is clear, so it is understood that the local content is the position in the whole, and the local content is no longer an isolated point, but a point in the whole, which is the finishing touch.
Wonderful third: pay attention to both the content and the way of expression. Judging from the text, the most commendable expression of this lesson is to summarize first, then be specific, and echo from beginning to end. After learning the relevant contents, Mr. Fu pointed out that it is very beneficial to improve students' writing level.
One thing worth thinking about is that this is a skimming article. When we are in class, can we let go more, draw thicker lines, or design bigger questions so that students can learn independently?
6. Fifth grade physical education teaching plan and after-school reflection evaluation draft. This is physical education class's lecture in primary school: sample model: physical education class's lecture in grade four-teaching material analysis, Yizhuang Central Primary School, Changshu City, Wang: This lesson is the twelfth lesson in grade four, and the main textbook is easy running and games (fast jumping).
Starting from the nature of teaching materials, this class arranges new teaching materials in the first half of the class to ensure that students have sufficient energy to study and master the newly taught content, and arranges fierce competitions in the second half of the class to stimulate students' strong practical interest. Second, the teaching objectives, teaching emphasis and difficulty: 1, cognitive objectives: (1), students understand the technical concepts and requirements of relaxed running.
(2) Students understand the importance of games in developing their bodies. 2. Skill objective: (1). Can make easy running movements, naturally relax, and effectively improve running skills.
(2) Being able to learn the correct action of jumping in game activities and improve the basic activity ability. 3, emotional goals: (1), willing to accept the guidance of teachers, can use their brains to learn and practice.
(2) Abide by discipline, cooperate with each other and work together to play the game. The key point of this lesson: (1), learn to relax running, run naturally and relax.
(2) master the prescribed jumping action. Difficulties in this lesson: (1), correct movements and improvement in running.
(2) Easy coordination. Third, the use of teaching methods: 1, teaching methods: According to the boring characteristics of this course, I used situational teaching method and emotional incentive method to teach, in order to stimulate students' interest in practice, so that students can take the initiative to learn, and also used demonstration method and contrast method to explain and expand the practice method, so that students can master the essentials of action faster through the teacher's explanation and demonstration.
2. Learning methods: This course adopts trial and error method, comparative method and observation method. First, let students find problems in trying to practice, and then through observing and comparing the difference between good and bad, know the correct essentials and methods of action, and improve students' enthusiasm and initiative in practice.
Teaching process: (1) initial part:1; Regular teaching: (1); Organizing sports committees (2); Number of speakers (3); Greetings from teachers and students (4); Announce the contents of this course; Queue practice: marking time; March in haste (2); Preparation part: (660). Basic part: 1, running: relaxing running teaching method: (1), organize students to swing their arms and lift their legs in place, and promote them to relax naturally. (2) Question: Literally understand the action requirements of "relaxing and running", and the students answer.
(3) Listen to the teacher's explanation and demonstration again, understand the difference between relaxing running and jogging, and establish the rhythm concept of relaxing running with medium speed as the mainstay. (4) Organize students to run in a single column along the diagonal, and experience the rhythm of relaxing running with medium speed as the mainstay.
(5) Ask a good student to demonstrate, and the teacher will comment, put forward the existing problems and make improvements. Running is required to be natural and relaxed.
(6) Organize students to perfect exercises again. (7), the teacher summed up.
2, the game: fast jump teaching method: (1), the teacher explains the name, method and rules of the game. (2) Ask a group of students to give it a try. The teacher emphasizes rules and pays attention to safety.
(3), group trial, teachers patrol guidance. (4) Group competition.
(5), the teacher summed up. 3, quality exercise: push-ups (omitted) 5, the end part: 1, relaxation activities: jumping in place, kicking, demanding relaxation and coordination.
2. Class summary. 3. homework.
4. Goodbye between teachers and students. 5. Take back the equipment.
The average heart rate in this class is 125~ 130 minutes. The exercise density of this class is 40~45%.