Whether in study or at work, when it comes to essays, everyone should have an impression, right? Essays can be viewed and lyrical, can see things and talk about opinions, can read books and talk about feelings, and can be discussed one by one. What kind of essays are classics? The following is my carefully compiled essay on the first volume of Chinese teaching in grade one. Welcome to read it. I hope you will like it. Essays on the first volume of Chinese teaching in grade one 1
The new round of curriculum reform has fundamentally changed the face of Chinese classroom teaching. Chinese classroom is full of vitality, and a large number of new lessons and some good practices have emerged, which is gratifying and exciting. However, in teaching practice, we also find that many teachers' classroom "innovation" and the ideas advocated by "Chinese Curriculum Standards" are similar in appearance and different in appearance, but only formal and ineffective.
"Chinese is the most important communication tool and the main component of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. " This is the latest understanding of the nature of Chinese curriculum. In the past, in Chinese class, teachers analyzed the text in pieces, making it fragmented and turning Chinese class into a pure tool training class. There is no collision of thoughts, touching of hearts, edification of emotions and edification of aesthetics in Chinese class. The humanistic education function of Chinese teaching is far from being fully exerted, so Chinese class is not popular with students. The new curriculum standard puts humanistic factors such as emotional attitude and values in the prominent position of teaching objectives, highlights the rich connotation of Chinese education, fully displays the infinite charm of Chinese itself, and returns Chinese to its original features.
However, it should be noted that while highlighting the humanity of Chinese in teaching, we should not ignore its instrumentality, and we should make the instrumentality and humanity of Chinese blend together. The humanity and instrumentality of Chinese are complementary and highly unified.
Mr. Ye Shengtao said: The root of Chinese teaching lies in listening, speaking, reading and writing, and it is the excavation and innovation within listening, speaking, reading and writing, not the fancy renovation outside listening, speaking, reading and writing.
However, some practices in the current Chinese classroom are worthy of reflection. Many teachers believe that the new round of Chinese curriculum reform is weakening the foundation and diluting knowledge. Special attention is paid to the excavation of Chinese humanistic spirit in the classroom, but there is almost no mention of the teaching of basic knowledge such as words and expressions. Some teachers even think that it is backward and outdated to engage in these teaching, and they don't pay attention to teaching at ordinary times, and they don't teach these "additions" that can't be "brilliant" in public classes. Classroom teaching is full of excitement and varied teaching forms, but students can't hear the sound of reading, try to figure out the taste of language and characters, appreciate the necessary original analytical opinions on beautiful and wonderful paragraphs, lack the necessary training and accumulation, and the students are stuttering when reading short texts. Imagine that if a student can't even read and write some very commonly used words, and once he writes a composition, it is a typo and a series of sick sentences, then even if he has a strong literary perception, it is difficult to express it. If our Chinese class is like this for a long time, without the mastery of basic knowledge of listening, speaking, reading and writing and the training of basic skills, then it is conceivable that all other activities will be castles in the air.
Therefore, we emphasize that improving students' humanistic quality must not be at the expense of weakening students' basic language training. While giving consideration to the humanity of Chinese teaching, we should do a good job in imparting basic Chinese knowledge and cultivating basic Chinese ability. Only when the humanity and instrumentality of Chinese are truly unified in teaching, and the promotion of humanistic quality is infiltrated into solid language and writing training, can the ideal state of Chinese teaching be realized. Essays on the first volume of Chinese teaching in the first grade 2
This year, I have the honor to teach Chinese in the first grade. After a period of literacy teaching, I feel deeply that literacy teaching in the lower grade seems easy, but it is not. Literacy teaching in lower grades is the basis of reading and the focus of teaching in lower grades. I think that if children want to master more literacy, we must take various forms of teaching methods to fully mobilize the enthusiasm of students, so that children can receive literacy teaching in a pleasant environment, so as to achieve the purpose of literacy.
First, the children in the lower grades are lively and active. According to the characteristics that children like to play games, I interspersed various small games in my teaching. For example, after teaching children to learn some new words, in order to consolidate their memory, I often use methods such as driving a train, picking fruits, finding friends and guessing riddles. In particular, the fruit picking game is the most popular among students. I draw a big tree on the blackboard. The tree is full of fruits, and the fruits are all words that children are familiar with. Please dress up as a white rabbit and carry a basket to pick the fruits. When the children pick the words they know, they are very happy to pick a basket full of fruits and have a sense of accomplishment. Therefore, it is necessary to create colorful teaching situations so that children can learn actively in a happy environment and enjoy learning to increase their literacy memory.
Second, children in lower grades mainly memorize images, and many of our Chinese characters are pictographs. For example, the words such as day, month, eye, wood, grass, sheep and bird in textbooks are all evolved from ancient pictographs, and these words are similar to real objects, so it is much easier for students to remember them after observing physical objects or pictures. The thinking ability of junior students in images is much stronger than that of abstract thinking, so the combination of literacy teaching with specific things and images is beneficial to students' memorization. For example, when learning the word "Wo", we should first think of wood, but it is even more than wood, which means that the head of the ear of rice is curved, so that the word will be deeply imprinted in our minds and students' imagination and creativity will also be developed.
Third, we use colorful illustrations to teach literacy. There are a lot of illustrations in our junior textbooks, which are colorful, vivid and interesting, and children like them very much, which can help children remember. For example, when studying at home, sofas, coffee tables, televisions, telephones, desk lamps, bookshelves, wall clocks and newspapers are all physical objects that we touch every day in our lives. Every family has them and students are very interested. Through the comparison between Chinese characters and real objects, students quickly mastered these Chinese characters, and these pictures played a bridge role in students' memory literacy, giving life to each Chinese character, visualizing abstract Chinese characters and promoting students' memory.
Fourth, learn Chinese characters by doing actions. In the process of learning, we often encounter some action words, which can be performed with limbs. For example, in learning the lesson on the playground, there are many words of action, such as playing ball, tug-of-war, bouncing the ball, jumping high, running, playing football, etc. These words are all related to action. In the learning process, I ask students to do the action first. The words in the first group are all by hand, so they all have hands; The words in the second group are all with feet, so they all have feet beside them. Through the action performance, students not only remember the glyphs clearly, but also understand the meaning of the words. The classroom atmosphere is very active, with high interest, and students can learn easily.
Fifth, use daily life to read. In daily life, we can see Chinese characters everywhere, such as trademarks, daily necessities, advertisements, street signs, supermarket shopping and so on, everywhere. For example, I asked the students to collect trademarks and packaging boxes on clothes and find out if they knew the words on them. The children were very interested and learned a lot of Chinese characters from them. Moreover, there was communication between the children. I asked the students to seize every opportunity to learn Chinese characters, develop good reading habits and expand their literacy.
In addition, I also arrange for students to read pinyin books after class and watch teaching programs on children's channels to strengthen literacy.
Of course, there are many ways to learn. I need to constantly reflect and summarize, constantly explore and find out, and constantly find ways that are more suitable for students' memory, stimulate students' interest in learning, and make students learn more easily and happily. I will continue to work hard! Essays 3
on the first volume of Chinese teaching in Grade One: Pursuing the enjoyment of beauty —— Chinese class pays attention to aesthetic experience. Modern society requires citizens to have good humanistic and scientific literacy, innovative spirit, cooperative consciousness and open vision, basic abilities in many aspects including reading comprehension, expression and communication, and the ability to collect and process information by using modern technology.
Chinese education should and can bring up a new generation needed by modern society and play an important role. Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum.
Chinese curriculum should be devoted to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' all-round development and lifelong development. Explaining the basic concepts of Chinese curriculum in the Chinese curriculum standard will cultivate students' thoughts and feelings of loving the Chinese language, guide students to correctly understand and use the Chinese language, enrich the accumulation of language, cultivate language sense and develop thinking, so that they can have the ability of literacy, reading, writing and oral communication to meet the actual needs. Chinese course should also pay attention to improving students' moral cultivation and aesthetic taste, so that they can gradually form good personality and sound personality, and promote the harmonious development of morality, intelligence, physique and beauty, which is the most important thing. In addition, it needs to be clear that Chinese is also a mother tongue education course, and learning resources and practical opportunities are everywhere. Therefore, students should be exposed to Chinese materials more directly and master the rules of using Chinese in a lot of Chinese practice. Every language is a beating life, which has certain emotional color and rich connotation. "Flower" can remind you of the colorful garden with a hundred flowers in full bloom. It will also be the little flower that you think is not very eye-catching but so tenacious and stands proudly in the snow. "Lily" makes you feel pure and elegant. "Roses" make you feel gorgeous, fragrant and passionate. It's just the difference between the words "lily" and "rose", which brings different stimuli and feelings to our hearts. This is the space and inspiration given by our mother tongue. Only our mother tongue has such charm. Every beating note will arouse children's reverie and give people beautiful enjoyment. Can make you have rich associations, will make you think of a vivid picture.
As Chinese teachers, we should guide our children to give each character a new life and a changing color, so that he can show his true colors as a hero and fulfill his mission. Children should also be allowed to enjoy the happiness brought by words, and let them swim in the ocean of knowledge with their unique children's voices and their unique understanding, which is the highest realm. I'm constantly pursuing it. We strive to create opportunities for children to constantly feel and create beauty in learning Chinese. Let everyone in China like our mother tongue, which is the responsibility of every Chinese teacher and even Chinese educator. Essays on the first volume of Chinese teaching in grade one 4
When you look to nature, Chinese is in nature; When you focus on books, Chinese is on books; When you look at the crowd, Chinese is in the crowd ... Chinese learning is not only in the classroom, but also pay attention to the words in life, billboards in the street, tabloids in the street, and the language of the street. These are all languages, even the innocent language combinations of children, which are still Chinese, even the best unadorned language.
When you put these into your eyes and keep them in your heart, your Chinese will come alive.
What students lack in their compositions is love. This kind of love is not only expressed between people, but also looks at all things that are natural and comfortable, and does not ridicule serious things, and has lofty respect for suffering. These things will not change because of changes in the world. Even if Chinese is the unity of instrumentality and humanism, humanism is still the most important thing, and cultivating people and cultivating people are still the key points.
A language without humanity is just a ruthless tool. Of course, a language without foundation can only be a mess. Therefore, Chinese pays attention to the foundation and humanities.
Chinese depends on accumulation and needs slow work. Too smart people can't learn Chinese well, because smart people like to be lazy. Maybe smart people can do well in Chinese, but they will never learn Chinese as a soul thing. Therefore, instrumental things will only shape people into machines, so love in Chinese is not only in learning Chinese, but also in writing and life, but the three are integrated.
I like teaching grade three, because I like summing up, and maybe I have a vanity, which I don't deny. When I apply several chunks of the Chinese test in the senior high school entrance examination to teaching, I can be more targeted and comfortable. It is like a network, which is clearly identifiable in my mind. I don't need paper materials, as long as I am here, I can earn a set of materials.
people and knowledge are completely forgotten in poor Chinese teaching.
Third-rate Chinese teaching remembers people and forgets knowledge.
Second-rate Chinese teaching remembers knowledge and forgets people.
First-class Chinese teaching, people and knowledge are all remembered.
Super-first-class Chinese teaching, I forget both things and things, and achieve perfection.
You should find yourself in Chinese, and you should also find Chinese in yourself.
Surging passion, rich imagination, watching the world from a distance, and not being too rational and compassionate, this is the pursuit of writing, and it is also the "Chinese taste" I pursue. Essays on the first volume of Chinese teaching in grade one
In the long-term Chinese teaching process, I have been confused, pondered and made some progress. Now I will take out my usual experience and "bask in the sun". I hope everyone can give me guidance and help.
Personally, I think that the traditional Chinese classroom teaching is rather boring. I still remember that when I was in primary school, I often "slipped" or felt sleepy in Chinese classroom. However, if music, art and performance can be brought into Chinese classroom teaching, there will be unexpected results. After all, children are lively and active by nature, and their interest in music and performance is far stronger than that in learning Chinese.
first, skillfully use music to render the classroom atmosphere.
Music can develop people's thinking, give students maximum association space, and give people infinite aesthetic feeling, which makes people imagine and think. Adding some musical elements, reading with music or letting students sing some songs related to the text can not only arouse the classroom atmosphere, but also arouse the enthusiasm of students. For example, in the teaching of weeding, I taught students to change reading to singing, and achieved good results.
second, arrange painting to deepen intuitive understanding.
Language is an abstract symbol form, but art is an intuitive art form, and art has its unique effect in inspiring students' thinking ability in images and abstract generalization ability. Reasonably arranging students to paint in Chinese classroom teaching can not only arouse students' enthusiasm and enthusiasm for learning, but also understand the content of the text more deeply. For example, in the teaching of Cloud House, I asked students to draw their own "Cloud House" according to their own impressions, which deepened students' intuitive understanding of "Cloud" and understanding of this lesson.
Third, improvisation stimulates learning interest.
Teaching is the communication between teachers and students, but students are the main body of teaching. The key to teaching effect depends on how much knowledge students have mastered. Children have an innate desire to perform, and if we can make use of this in teaching, sometimes