What are the points to pay attention to when talking about Chinese texts in primary schools?

1. Pre-reading is a necessary process, and only on the basis of pre-class reading, there is the so-called "lecture" stage; 2. In the pre-class reading stage, students should be asked to find new words and phrases that they do not know, which can also be said to be the so-called "difficult point"3. Each text has a title, so the teacher should first consider why the author or editor should formulate such a topic? With such a topic, what kind of topic does the author or editor want to reveal to the reader? This can be described as the "point"; 4. Lead students to find out the "key words" in the texts and new expressions that they have not learned in the texts they have studied in the past; A "keyword" is a word that represents the core idea or theme of each paragraph in the text. If you find the "key words", you will find the so-called "key points" of the paragraphs; 5. The focus of Chinese teaching is no more than two aspects:

One is to improve students' "reading comprehension" level, and the other is to improve students' "language expression" ability; 6. As for how to start the "teaching process" and how to introduce students into the teaching process, each teacher can make his own creative play according to the characteristics of the text itself and the specific situation of the students he teaches. In short, the teaching process that can achieve the above two "improvement" teaching tasks is a good teaching process.

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Chinese lectures are different from general lectures in that they are not aimed at the students in the class, but at the leaders and teachers who are listening to the class. The steps of lecturing mainly include teaching materials, learning conditions, teaching objectives, teaching difficulties, teaching methods, teaching processes, and board book design. The purpose of the lecture is to make the listeners understand the teaching ideas of your lecture, so that they can make a good evaluation of your lecture.

In view of the steps of lecturing, this article mainly focuses on the teaching objectives and the problems that should be paid attention to in the teaching process. The establishment of the goal should be coordinated with the whole text, starting from the key words and key paragraphs, comprehension and expression, and perception of the beauty of language. When setting goals, we should pay attention to the embodiment of the training points in this lesson, and set goals in combination with the after-class practice questions and the practice requirements of the language garden of this unit.

At the same time, the teaching objectives of. The establishment should not be too large or too broad, otherwise it will not be able to ensure that the set goals can be fully realized, which will affect the quality of teaching. In general, the goals established have their own set of standard templates, such as:

According to the psychological and cognitive characteristics of students, the existing knowledge level, combined with the stylistic characteristics of this textbook and the content of the text, I determined the goals from three dimensions: knowledge and ability, process and method, and emotional attitude and values. It should be noted here that when setting goals, the three dimensions should not be separated and set one by one, but should be regarded as a whole. For the teaching process, when speaking, you should use your own language to summarize it highly, rather than telling the whole teaching process in detail, after all, there is a time limit for speaking.

In the teaching process, the speaker is required to speak accurately, fluently, vividly and vividly. The language of the lecture should not only be accurate, but also appropriate and easy to understand. At the same time, the lecturer is required to have his or her own unique views on the teaching process on the basis of familiarity with the text, so as to avoid being followed by others.

The process of lecturing is a narrative process in which the teacher tells the what, how, and why to teach according to the relevant teaching theory. It is obviously inappropriate for a teacher to give a lecture as if he or she were teaching a student as usual. Lectures should be based on the language of narration, such as:

When talking about the design of teaching procedures, because it is about how to teach, in order to let the listeners hear how the classroom teaching is implemented step by step, sometimes it is necessary to put oneself in the context of classroom teaching. If the lecturer can appropriately use the language of the lecture according to the content of the material and the thoughts and feelings to be reflected, the appeal of the lecture can be increased.

All in all, the basic steps of each lecture are the same, the steps are not too many, but there are a lot of places to pay attention to, if you want to attract the attention of the class leader, first of all, you must have your own lecture characteristics: unscripted, Mandarin standard, appropriate intonation, strong infectiousness, firm grasp of the content of the lecture, clear thinking, etc., these are the issues worth paying attention to in your lecture, if you do well, it will make you stand out among the many contestants, and will also add points to the next lecture.

The points to pay attention to in the lecture are:

1. Lectures have their own characteristics and rules. Therefore, lecturing cannot be a preparation for a lesson, nor can it be a lecture; You can't teach according to the lesson plan, and you can't treat the examiner of the listening and speaking class as a student in the same way as you would in a normal class.

2. The outstanding feature of the lecture is "speaking", but the lecture cannot be memorized word for word according to the lesson plan, nor can it be read word for word according to the lecture script. A successful lecture is one in which the lecturer speaks in accordance with his own teaching design ideas, with a focus, process, method, and theoretical basis.

3. Teachers should have their own personality characteristics, give full play to their own teaching advantages, and it is best not to copy the content, mode and method of others' lectures.

4. The lecture should explain the process of teaching activities according to the educational theory, and do not talk about the facts, which will make the lecture appear to be at a very low level, and the examiner will not give a high score to that kind of lecture. On the other hand, we should also pay attention to avoid over-expressing theories and detaching them from the teaching materials and students' actual life experience. Empty talk about theories will only seem empty.

5. The language of the lecturer should be concise, standardized, accurate and decent, so that the examiner can feel the teacher's confidence and grasp of the lecture from the language of the lecturer, so as to infect the judges and resonate. The lecture should avoid formality, strive to be colorful, flexible and changeable, the whole lecture process should be coherent and compact, and the transition should be smooth and natural.

6. Pay attention to the object of the lecture. The teacher recruitment test is aimed at fellow teachers, not students. Therefore, it is not advisable to explain each process in too much detail when lecturing, but should focus on the implementation of the teaching process, how to guide students to understand the concepts and master the rules, and how to cultivate students' learning ability and improve the teaching effect.