1. Whether students have learned basic knowledge and whether teachers have taught it.
Teachers often ask students to take notes in class, and often warn students: A good memory is not as good as a bad writing. As for where students take notes, there are generally two situations: it can be the corresponding location in the textbook, or it can be a dedicated notebook. This is all common sense. But if you don't check students' class notes carefully, you will waste the most valuable real-time generation resources and the best opportunity for teaching reflection.
Checking students’ notes, we will find that there are really many typos made by students. Some are clerical errors, and some are caused by misunderstandings of the meaning of words, which are scrips and misspellings. For example: "designate" is written as "zhili", "civilian" becomes "ordinary person", "jianming" becomes "jianshe", and so on. When the author checked the class notes of student Xiaoxing "Ma" (Bufeng), I found that he wrote "tame" instead of "train". When I asked him why he wrote it like this, he couldn't tell. So I once again explained to him the difference between "tame" and "train" using the relevant common sense of pictophonetic characters. I also analyzed the form and phonetic side effects of "tame" and "train" to the whole class in class. The next day, I silently wrote the new words in this lesson, and no one in the class wrote "tame" incorrectly. The author found that with the implementation of new curriculum standards and the widespread use of multimedia technology in Chinese classes, Chinese teachers have somewhat downplayed the teaching of words. They use electronic screens to type out new words and let students read them as soon as class starts. It is a terrible phenomenon: too much visual training and too little experiential training!
When I checked the students’ class notes, I also found that there were many bad sentences by the students: such as "From Baicao Garden to Sanwei Bookstore" The notes for the first after-school question: "The author has gone through a period of transition", "The author will have spent a very happy childhood here, recalling the beauty of dreams", etc. These words are confusing. So I combined the students' daily homework and other incorrect sentences in their compositions to carry out targeted grammar teaching to correct the incorrect sentences. This special grammar teaching method of "teaching all the time, teaching everywhere, and teaching whenever" has produced a certain positive effect. . Because the disease sentences are the students' own, the analysis and modification of the symptoms are completed by the students. The examples are familiar, the work is done in a timely manner, and the results are remarkable.
2. How are students’ basic abilities developed and whether teachers are cultivating them?
In the arrangement of junior high school Chinese textbooks published by the People's Education Press, the first question after class is often for students to solve the problem of "what to write". From the teaching point of view, it is the fashionable "overall perception" link. . In fact, many students are still unable to complete this first question accurately, completely and standardly after finishing the class. Why is this? Or there is something wrong with the teacher's teaching: With multimedia assistance, the so-called "standard answers" are typed out by moving the mouse, and the students just copy them hurriedly! As for how to guide the sorting and summarization of the overall content, it is important to The refining of the central sentences of each paragraph was not implemented. When teachers check students' class notes, they can prompt themselves to reflect on their deficiencies in developing students' basic abilities.
The author also found that some students did not have answers to the after-school questions. Although some had answers, they could not tell why the answers were like this or why they were like this. The author reflects: When guiding students to conduct inquiry reading and extracurricular expansion, the approach is unscientific or a lot of useless work is done. For example, what does exploration rely on, and do you grasp the details for appreciation? Extracurricular expansion, is the expansion orderly and measured? The second question after class on Mr. Zheng Zhenduo's "Cat": Try to connect with the description in the text and understand these two sentences What are the differences in the thoughts and feelings contained in the words? The student's notes are: I haven't kept a cat for a long time because the loss of the second cat made "I" sad and angry, so I came up with the idea of ??not keeping a cat for the time being; because the third cat The death of the cat is related to "I". "I" did not make a clear judgment and made rash judgments. I always feel guilty and have a sense of guilt. Seeing a cat will cause spiritual pain, so I will never keep a cat. The student's notes were very complete, but when it came to analyzing them in conjunction with the descriptions in the text, he couldn't answer the question. This situation shows that the students can only memorize the answers, but are actually not familiar with the content of the text and are not sure about the descriptions of cats and people in the text. In fact, it is also because the teacher did not guide students in class to analyze "my" psychology closely based on the relevant descriptions in the article.
Once I checked the notes of a student with excellent grades, at the end of "Mulan Poetry", she added "chang" to the word "shang" in "wearing my old clothes" and wrote next to it "shang", and put a question mark.
I was surprised and delighted. What surprised me was that I didn’t study the pronunciation of this sound carefully myself. I just followed the pronunciation of the text tape and asked the students to mark "chang". What I was happy about was that the students dared to question and had doubts when there was no doubt. What a touching study performance! I later carefully consulted dictionaries such as "Shuowen Jiezi" and determined that "chang" should be read, and strongly praised the student's learning spirit in the class. Another time, students annotated the second paragraph of "In the Heart of the Desert". The original text is "There is not a tree, a fence, or a stone that can allow me to hide. The cold wind is like a cavalry on the plains rushing towards me. I have to turn around to avoid its attack." The student's comment is: "This A few sentences of special imagery and extremely accurate metaphors describe the fierceness and fierceness of the wind in the heart of the desert. Writing about the fierceness of the wind actually describes my pain and helplessness. "I am very surprised that the students can understand the subtleties. I see unusual things everywhere and can analyze words and sentences in depth.
3. Whether students’ good study habits are gradually formed and whether teachers are consciously cultivating them.
I found that the notes taken by almost a dozen students in each class were very scattered. The position of the notes was extremely inconsistent with the position of the topic of the passage. Some even used various arrows to change directions. After a long time, the students themselves don’t know where corresponds to where. Some students, especially girls, made notes with messy colors, using fluorescent pens of various colors, red, orange, yellow, green, blue, blue and purple, which was dazzling. Regarding these two situations, I had a careful discussion with the students and continued to provide guidance, but with little success. Later, I asked a psychology teacher for help, and I realized that the scattered notes were mainly caused by living habits. These students are disorganized in their lives, which directly affects the orderliness of their studies. Therefore, I trained students' orderliness of life from the aspects of self-care and standardization of students' family life, class work, etc., and then corrected students' scattered note-taking behavior, and achieved good results. Students who like to use a variety of colors to take notes are not because they love beauty, but are "visual" learning types. They are extremely susceptible to external interference and are sensitive to color, but their advantages are also outstanding. Regarding the text content, they are often confused. You can recite it just by looking at it. Facing this type of students, I pay great attention to individual guidance and stipulate that only two colors of pens can be used in class.
I also found that the notes of several students were particularly interesting: there were no Chinese notes in the corresponding positions, but they drew many cars, guns, cartoon protagonists, animation protagonists, or drew many Famous trademarks in the world. Regarding this situation, the first thing I reflect on is whether the teaching attracts students and whether the classroom lacks excitement. But after I learned about the learning status of these students in other subjects, I discovered that they should belong to the "dynamic-touch type" learning style. As long as appropriate behavioral adjustments and method guidance are provided, their classroom efficiency will be greatly improved. In class, I paid full attention to them, told them to check their notes after class, and allowed them to copy the exciting passages of the text in class.
We all know that students’ study habits will have an important impact on their learning ability. Good study habits are not developed overnight. In checking and modifying students’ notes, correcting their bad practices will be helpful to encourage them to Continuously developing good study habits is extremely beneficial.
4. Whether the teacher’s classroom goals are consistent with the actual situation of the students.
In all teaching links, "learning determines teaching". This is the basic law and requirement of education. The most important link should be the determination of classroom teaching goals. From a cognitive perspective, what to teach is much more important than how to teach, because direction is more important than speed. Checking students' class notes can effectively reflect on whether their teaching goals are in line with students' actual conditions.
If teachers are self-righteous, do not understand the true situation of students, set classroom goals too high and too complicated, or treat junior high school students with the requirements of high school students, these are all counterproductive practices. The author teaches "Snow" (Lu Xun) with three goals: mastering new words, understanding the writing characteristics of the two snow scenes, and understanding the meaning of several difficult sentences in the text. From background introduction to reading aloud to understanding, it only took me one lesson. On the surface, the students were all busy, and the class was so lively, and I was very proud of it. However, when checking the students' notes, it was found that the students put question marks next to several sentences in the third question after class. A female classmate also wrote two sentences: "Why is the snow in Shuofang said to be the spirit of rain? Is it dead rain?" Later, I emphasized the answer to this question during morning reading time, but the student still didn't clear.
Mr. Lu Xun was influenced by Western literary and artistic trends. "Snow" is a prose poem and is selected from "Weeds". It has a unique creative psychology. It is too difficult for a junior high school student to understand the difficult sentences in the text! If it can be done in teaching methods Difficult texts are easy to teach. Students may be able to understand some of the difficult sentences in the text. There are quite a few teaching cases like this! If a certain teaching goal cannot be implemented in students' learning, then such a goal is obviously invalid and must be changed.
Of course, if the setting of teaching objectives is too shallow and is of no use to students' abilities, or if the areas that need to be expanded are not expanded and the problem is solved, then it should be another extreme.