In order to implement the new curriculum standard, the whole book reading, effectively strengthen the classroom teaching research, effectively improve the efficiency of classroom teaching, and improve teachers' reading teaching level. On Tuesday afternoon, November 22, Hefei Economic and Technological Development Free Trade Zone Experimental School held the eighth teaching and research activity of the primary school language group in this semester.
This teaching and research activity takes the myth unit of the fourth grade volume I as an example to strengthen teachers' ability to guide students to learn how to read myth stories based on textbooks and centered on smart classrooms, and to transfer reading from inside to outside the class. A special research activity is carried out to guide students' myth reading with textbooks as the "source".
Zhao Jie, the assistant principal of the Experimental Primary School affiliated to Hefei Normal University, and Peng Xing, the deputy director of teaching and research of Hefei Economic Development Experimental School, were invited for guidance. Teacher Zhang Jiaxian of the Free Trade Zone School taught Pan Gu's Opening the World, and teacher Yu Yuting taught Jingwei Reclamation.
In the classroom, Mr. Zhang Jiaxian gave full play to the teacher's leading role and the student's dominant position. After learning and perceiving the magic of the lesson and the image of Pangu, Mr. Zhang Jiaxian trained the students' language expression ability and logical thinking ability by carefully guiding them to learn the method of generalization. Finally, through reading "Indian Creation Myth", we can feel the similarities and differences between Chinese and foreign myths and achieve the effect of applying what we have learned.
At the beginning of the lecture, Mr. Yu Yuting showed the video of strange animals and birds in the Book of Mountains and Seas to stimulate students' interest in reading this book. When learning the new words in this lesson, check the students' self-study situation by using the form of the flat answer. Learn "less" polyphonic characters, organize students to do exercises on the board, and master polyphonic characters through context practice. When learning "What kind of Jingwei do you see? Use a word to describe it." At that time, the teacher asked questions through the tablet, and the students summarized with words. The teacher also learned about the learning situation through the tablet. Finally, show the fairy tale Kua Fu Chasing the Sun for comparative reading, and organize students to think and communicate: What do Jingwei and Kua Fu have in common? The students can feel that they all have the spirit of perseverance, courage to fight, and not give in to difficulties.
At the end of the class, the two teachers introduced their teaching design. Later, Mr. Zhao Jie and Mr. Peng Xing made a targeted evaluation of the class, and affirmed that the two teachers used tablet teaching in classroom teaching, which greatly improved the enthusiasm and efficiency of students' learning. At the same time, guide students to learn the method of reading fairy tales, transfer reading from inside to outside, and implement reading teaching. The two experts also objectively evaluated the shortcomings of the two lectures. Through this platform, teachers also made a profound reflection on their teaching practice again, and explored ways and means to build a real and effective classroom from multiple perspectives.
Through this teaching and research activity, teachers can creatively use textbooks and information technology, create teaching situations, make teaching content more rich and effective, and lay a solid foundation for comprehensively improving teaching quality. I believe that there will be more thinking collisions in the future activities, which will stimulate more sparks of Chinese teaching wisdom.