I listened to teacher Li Ruilin’s preschool class in our school for the past two weeks. I felt very good in terms of classroom design, teacher-student interaction, teacher’s teaching style and language, and classroom effects. Teacher Li Ruilin is the backbone teacher of our school. She has been teaching preschool classes in the past few years. She can design classes based on children’s psychological characteristics. Her child-like language and friendly attitude make her classes lively and interesting, with good results, and she is well received by the school. , parents and students alike.
This time she was rated as a candidate for school-level quality courses and participated in the selection of teachers' quality courses this semester. Teacher Li Ruilin is a very attentive person. After receiving the notice, she communicated her lecture plan with me. She feels that preschool students have poor self-control and short attention span in class, so she plans to teach a second-grade Chinese class. Yesterday, I brought the prepared lessons to communicate with Principal Pang and me. The design of the entire class is quite reasonable, and she made simple modifications to some detailed issues yesterday.
I listened to Li Ruilin's "Strange Stones of Huangshan Mountain" lesson this morning, and the overall effect was good.
The classroom design is reasonable. In the review introduction, the words were reviewed, and the words with easy-to-write stroke order were reviewed and guided, and the words were understood based on the text content. When learning a new lesson, first let students read the text freely and draw the names and shapes of several strange rocks in Huangshan introduced in the text. Then a picture appears and the students are asked to tell which stone is in the picture and its shape using the language in the text. After the students answer, the teacher shows the text and guides the reading, allowing the students to understand the strangeness of the stone from reading. After studying these paragraphs, ask students to talk about which stone they like and explain why they like it. Finally, *** review the content of this class together and assign homework.
Pay attention to dual-base training in Chinese. In addition to word training during introduction, the words are expanded based on the text content and the understanding of sentences and rhetorical methods is trained.
Pay attention to the development and education of students. Remind students to speak complete sentences, how to read with purpose, and how to communicate in groups...
Create situations (situation creation - courseware Huangshan scenery display, language creation - Teachers and students’ language descriptions. ), allowing students to perceive the beauty of language and words in the context and imagine the wonders of Huangshan’s stones.
Teacher’s language, especially targeted evaluation, stimulates students’ enthusiasm for learning. Teacher-student interaction and student-student interaction improve students’ language expression ability, reading ability, and imagination. force.
There are also some shortcomings.
Teacher Li Ruilin was very tired throughout the class. He had been trying hard to guide the children in the direction of his design, and tried hard to be in tune with the students, but the effect was not good. There are two reasons. First, when Teacher Li Ruilin was preparing lessons, he was very familiar with the teaching materials and did not know the students particularly well. I don’t understand the basics of students’ learning (I take classes in borrowed classes, not students I teach), and I don’t understand the age characteristics of second-grade students (I have taught preschool for two or three years, and I have grasped the age characteristics of preschool children. Second-grade students are not special yet. Understand.) The language should be reconsidered in terms of setting questions and inspiring students. Second, the students are not familiar with Teacher Li’s teaching methods and have already established a certain understanding of the original teacher’s teaching methods, so they cannot have a tacit understanding with Teacher Li. In terms of reading training, they have already learned this lesson and some students can already memorize the text, so they can read very smoothly, which makes them slow down and read with emotion, which is difficult to do.
The review introduction time is too long. The words have been learned in the previous lesson. Some content does not need to be explained in detail. The focus should be on the new lesson.
Pay attention to guiding students correctly while evaluating them. When Teacher Li was interacting with students on the question "Which stone in Huangshan Mountain do you like and why do you like it?", the first student stood up and said that he likes the Xiantao Stone because the peaches are beautiful and delicious.
Teacher Li praised her for answering questions actively and boldly and speaking fluently. Then some students said to you that he likes immortals to guide people, because ancestors are very magical and can also help people guide the way... The next few students answered with basically similar ideas to them. I think Teacher Li designed this question to ask students to review the content of the text, which stone they like, and what is strange about this stone. It is best to use the language in the text to talk about its shape. If Teacher Li gently guides the first student after answering: "Do you like this stone because of its shape? What does this stone look like?" the students who answer later will change the content.
Expand your thinking. The last paragraph of the article simply wrote about three strange stones, only showing their names and not introducing their shapes. At the end, there are many strange stones waiting for you to name them. If several kinds of stones are displayed and students are asked to boldly name them, firstly, it will stimulate students' interest, and secondly, it will expand students' thinking.
"If there are a hundred readers, there will be a hundred Hamlets." The same is true for classes. Different teachers will understand the same text and design the classroom, and there will be consequences. Different effects. The same is true for class evaluation. You express your own opinions from the perspective of the listener. Maybe your own ideas are different from those of the teacher. If you want to make a good lesson, the key is to look at the teacher's own reflection and combine it with the reflections of others. It is recommended to further optimize this lesson.