What are the five links of Chinese teaching in primary schools?

Five Aspects of Effective Teaching in Primary Chinese Classrooms.

In order to improve the efficiency of Chinese classes in primary schools, it is necessary to optimize the classroom teaching structure, reasonably allocate teaching time, and master the teaching rhythm. In order to meet this requirement, five teaching links were explored and summarized in the practice of Chinese teaching, so that the classroom teaching achieved good results.

1. Lay the groundwork in a timely manner, and do not rush to contact the key points.

At the beginning of the lesson, the teacher should focus on the key points of teaching in a timely manner, and use interesting stories to stimulate students' interest in learning. The time is not easy to be too long, about three minutes. In general, don't rush to get to the point of this lesson.

Because of the beginning of class, the student is emotionally unstable and has insufficient concentration. At this time, interesting stories are used as a foreshadowing to mobilize students' learning emotions. It can not only play a role in organizing teaching, but also "build bridges and pave the way" with the newly taught content.

Don't criticize and deal with students' speech, small movements, and thoughts in class for a long time, which will delay teaching time and reduce students' enthusiasm for learning.

2. Teach new lessons in a timely manner and do not rush to conclusions.

After the topic is introduced, the new course should be taught in a timely manner. But in this teaching environment, there is no rush to conclusions. It is necessary to teach the content and seek knowledge from the shallow to the deep.

Students need to know what it is, and why it is so. If you rush to conclusions, it is easy to form a "cramming" teaching. It is not conducive to the development of students' abilities and the development of students' intelligence.

3. Ask questions and guide in a timely manner, and do not rush to name names.

A good lesson should be able to design questions with thinking value according to the important and difficult points of teaching, and put them forward in a timely manner at the key points of teaching. After a question is raised, when only a few students raise their hands, they should not rush to name them, but should inspire them, so that most students have a certain amount of time to think and raise their hands to speak. Encourage students to clarify the direction of thinking, be good at using their brains to think, and ask correct questions.

Fourth, timely feedback information, do not rush to get results.

In classroom teaching, teachers should pay attention to students' dynamics and emotions at any time, and obtain timely feedback through discussions, exchanges, questions, classroom exercises, etc., rather than satisfying students to do the right questions. Attention should be paid to taking into account the classroom learning situation of the three types of students, so that the feedback information is accurate and comprehensive, so that it can be obtained and adjusted in a timely manner, so that students can understand the law and learn knowledge in Chinese classroom teaching.

Fifth, summarize in a timely manner, and do not rush to "hastily withdraw troops".

The end of a lesson is also a key link. A good ending can make classroom teaching more exciting. Therefore, at the end of a lesson, leave a few minutes to summarize in time.

In this way, it can not only highlight the teaching focus of this lesson, leave a deep impression on students, but also guide students to clarify their thoughts and form a complete cognitive structure. Remember not to "hastily withdraw troops", it will be over.

Five-link pedagogy, classroomTeaching methods, including contemplative reading exercises.

Opinion:For teachers, it is based on the teaching objectives.

and teaching content, the use of multi-class teaching courseware, video and other means, to display rich, intuitive, vivid observation materials, and for the materials to put forward purposeful, practical questions or problem groups for students, so that students are interested in the content they are learning, produce problems, and cause learning motivation.

For students, grinding the chain and viewing is one of the main ways to understand the world.

Think:Teachers should pay attention to cultivating students' observation ability, experimental ability, and thinking ability in teaching.

Self-learning ability, thinking ability, etc., is the core of various abilities.

Read:In teaching, teachers should not abandon the teaching materials, but should make full use of the teaching materials to guide students to be good at reading and learn to read. At the same time, teachers should also provide students with more reading materials or motivate students to choose their own reading materials through various ways to truly learn to learn.

Speak:Teachers need to study deeply and have a comprehensive understanding of the syllabus.

and the knowledge system of textbooks, familiar with the logical structure of the discipline and the connection between the knowledge and the organic connection between the disciplines, implement the principle of systematic and orderly teaching, so as to make the knowledge more systematic and organized.

Practice:Teachers should carefully select and design formative or research topics according to the characteristics of teaching content, and solve biological problems through demonstrations, discussions, assignments, reports, etc., so as to consolidate the knowledge they have learned and promote the change of students' cognitive structure.

In the comprehensive class, the organization of teaching, the inspection of the re-dou crack, the study of new textbooks, the consolidation of new textbooks, and the assignment of extracurricular homework are called the five teaching links of Yechun.

Learning Theory in the Current Basic Curriculum Reform.

It has received unprecedented attention, and its "learner-centered" teaching has become a widely concerned learning theory. Effective teaching needs to be effective not only from the perspective of teaching, but more importantly from the perspective of learning.

Pay attention in class.

1. Attend classes according to the class schedule. Teachers must not suspend classes without authorization, transfer classes, or substitute classes without permission.

2. Prepare well before class. 10 minutes before class, prepare textbooks, textbooks, teaching aids, learning tools, instruments, etc. Teachers should not enter or leave the classroom in the middle of the room.

3. Use Mandarin to teach. Civilized manners, generous dress, good appearance, kind and enthusiastic manner. The use of mobile phones is prohibited in the classroom, and full-time physical education teachers must wear sportswear and sneakers to class.

4. Teach according to the case, and use classroom generative teaching resources to improve classroom teaching in a timely manner.

The "pre-design" in teaching is the design of the plan, which is the preparation of lessons in the traditional sense, the primary link in the teaching process, and the premise and guarantee of a good class. "Pre-design" is the process of preparing teachers for classroom teaching, setting up plans and procedures for classroom teaching, and its written expression is to write lesson plans.

Preparing a lesson is not the same as writing a lesson plan. Lesson preparation includes studying teaching materials, collecting information, getting to know students, considering teaching ideas and methods, and writing lesson plans. Writing a lesson plan is only the last part of preparing a lesson - to study the teaching materials and other aspects of thinking and learning, to record the purpose and requirements of teaching, the key and difficult points, the teaching process and methods, and the information collected about teaching, which is a "memorandum" - for reading before class, so as to do a good job.

The five-step teaching method of Chinese in primary schools is: guidance, learning, research, exhibition, and testing.

The five-step teaching adheres to the educational concept of "student-oriented, life-oriented", adheres to the teaching tenet of "happy learning, happy growth", and follows the classroom theme of "everyone participates, shows one by one, experiences success, and enjoys happiness", returns the classroom to students, changes students' learning status, allows students to be the masters of their own classrooms, cultivates students' learning ability, allows students to learn and learn, and truly makes students move, liven up the classroom, and have a good effect.

The five-step teaching is based on the curriculum reform ideas and ideas such as "learning first and then teaching, learning to teach", "student-oriented, teacher-led", "feedback testing, and meeting the standards in the classroom", and the classroom mode is divided into five major links in the operation: the introduction of new courses, self-research and self-exploration, cooperative seminars, exhibitions and exchanges, and on-site testing.

The "five scum" teaching method is guided by the tutorial case, with group learning as the starting point, with autonomy, cooperation, and quality as the essence, with the "three-dimensional goal" as the goal, and the development of students as the direction. Under the guidance of teachers, students can open up their learning objectives, learning content, and learning process in an all-round way. Students discover new knowledge, master new concepts, solve new problems through their own active learning, in-depth and hands-on practice, and gain experience and develop their abilities in the process of building new knowledge.

In the classroom, a variety of subjective learning activities are used to replace a single explanation and acceptance learning, so as to promote students to move from passive acceptance to active learning, and then cultivate students' awareness and ability to learn and grow actively, so that students can develop wisdom while mastering knowledge.

It is equivalent to an open class, where students can perform their talents and cultivate students' language skills and habits such as listening, speaking, reading, writing, writing, and acting. In this way, we can cultivate beautiful emotional exercises, develop good ideological and moral character, train independent and independent personality, and learn to be a person's words, deeds, morality, and habits. In a word, the Chinese activity class is to cultivate students' hobbies, interests, strengths and ideals for Chinese.

Sing and play in the spring.

1. Interesting Tutorials, Questioning Topics, Introducing Beginners.

The main purpose of this link is to stimulate students' interest in learning, so as to guide students to have a strong desire to actively explore the text, and to have a preliminary understanding of the content involved in the topic. Note that this link is not easy to occupy too much time.

Second, the overall perception of understanding the learning situation to learn to teach.

The design of this link is to guide students to learn self-study, preliminarily master some intuitive and simple self-study stool liquid source methods, carry out the most effective self-study, and help teachers to conduct timely and effective inspections, grasp the learning situation, and learn to teach.

1. Model reading texts and overall perception.

2. Clarify the requirements for self-study.

3. Check self-study and definitely encourage.

1) Check the reading and pronunciation of words.

Multiple forms of literacy.

3) In the second year, students can develop the awareness and ability to initially question the topic. It can be a question of a word or a word, so that students can learn to question initially and solve doubts collectively.

3. Intensive reading of texts, evaluation and comprehension.

The design of this link is to guide students to better learn, understand the content of the text, and practice reading the text aloud with a certain tone. The learning of texts is mainly through the use of situational learning methods and reading aloud perception methods, guiding students to understand and experience the content of texts through various forms, and appropriately using the problem guide method to understand deeply.

Pay close attention to students' reading, word comprehension, cooperative learning, questioning, and imagination.

Fourth, summarize the full text and extend it.

1. Return to the full text and read the text aloud.

2. Expansion of thinking and reading.

5. Accumulation and internalization Guide memorization and retelling.

6. Self-literacy and guided writing.

Procedure: I will memorize (to reflect the method of recognizing and memorizing new words, and guide students to memorize new words in their favorite way); Bury me to form words (expand word training, encourage extracurricular extension, and combine with life); I'll draw (the teacher is in the field character grid.)

Demonstration, the student writes empty, and then paints red); I'll write (write in a book, form words).

Note: The above six steps can be completed as two lessons, the first lesson (1234) mainly understands the content of the text and cultivates the sense of language; The second class (5 and 6) mainly accumulates language and learns new words.

3 - The basic aspects of classroom teaching in grade 6.

1. Communicate and preview, grasp the whole, and learn to teach.

This part mainly addresses "what is written in the text", which involves the understanding of the content of the text and the words, phrases, and sentences.

1. Communicate and preview to understand the importance and difficulty of learning.

2. Sort out problems, clarify goals, and learn to teach.

2. Reading perception, autonomy, and equal dialogue.

This part mainly addresses "why the text is written this way", which involves the understanding and deepening of the above questions, and the analysis should be carried out in combination with the characteristics of the text.

1. Concentrate on reading, feel with your heart, and learn independently.

2. Multi-dimensional activities and cooperation**.

3. Equal communication and dialogue.

4. Hook up and down, drive the whole article, question again, and deepen understanding.

3. Focus on reading, comprehending and expressing, from reading to writing.

This part mainly deals with "how to write the text", involving the ideas and writing techniques of the text.

In terms of expression techniques, we should not only take care of the article as a whole, but also from the details and parts.