Hope Chinese School: Reflections on the development of Chinese schools

Hope Chinese School: Insights on the development of Chinese schools Hope Chinese School Dai Yuhua Ten years have passed. In these ten years, I have witnessed with my own eyes...

>Hope Chinese School Dai Yuhua

Ten years have passed. During these ten years, I have witnessed with my own eyes that our Chinese school has grown from small to large like other Chinese schools. Whether it is the diversification of curriculum, the diversification of teacher resources, or the standardization of teaching management, it has reached a certain height. From conversations with parents and people in society, I feel that Chinese schools are gradually recognized by society. Studying in Chinese schools has become an indispensable part of our Chinese families and even some families where Chinese is a second language. As a teacher in an overseas Chinese school, I feel very gratified. I am also very happy that our children can grow up in the United States and at the same time have the opportunity to truly experience the incisiveness of our Chinese language and pass on forever the crystallization of the five thousand years of wisdom of the Chinese nation.

As an overseas Chinese educator, I am not only responsible for teaching Chinese knowledge, but also responsible for connecting Chinese and Western cultures for our children. Regarding these, like other teachers, I not only participate in various teacher trainings to improve my professional capabilities, but also interact with each other and try out a variety of teaching methods to attract students' interest in learning. For example: First of all, during learning, students should use their existing language skills to assist in Chinese learning, so that students will have the confidence to try to learn without feeling that they know nothing. Second, there should be constant communication and interaction in teaching, and students should be encouraged to express their own opinions so that what they learn can be put to use. Third, we should pay attention to teaching students in accordance with their aptitude. The curriculum should be designed to suit students with weak Chinese foundation. At the same time, students with solid foundation should be given room to imagine and express themselves. This will give students at different levels opportunities to interact and improve learning results. Finally, effectively use multimedia teaching. The use of multimedia teaching requires careful design and selection by teachers. We must choose teaching aids and games that are appropriate for the students' age and whose content is close to students' lives to help students learn and consolidate learning content.

Unique mathematics teaching for lower grades

I have been teaching mathematics volume 2 for several years. To be honest, I really like children of this age. They love and hate clearly and never hide themselves. If they like it, they like it, and if they don't like it, they don't like it. I'm lucky that I can feel their true thoughts from the children's expressions. When I was taking education credits in college a long time ago, what I remember most clearly is that for the children in the lower grades, we did not see how much knowledge they had learned or how many math problems they could solve. Instead, we focused on involving children in the teaching process and used examples close to children's lives to stimulate children's desire to learn, thereby promoting children to learn proactively. In these many years of teaching mathematics, I have always followed this principle, and I have truly realized that children benefit a lot from learning under such teaching principles.

When it comes to using examples from life to teach, it means that children can truly see, hear, and even touch what they want to learn during the learning process. Let me take teaching children to learn to recognize time as an example. Let me first explain what seeing is. In the teaching of understanding time, I collected various clocks of different shapes and textures, some of which were real objects, and some of which were pictures. Students could see clocks of various shapes with their own eyes. They were very interested. Some students told me that he really wished he had so many styles of clocks in his room. The second one touched it, I prepared several toy clocks that could be operated. Each student had the opportunity to operate and experience a series of terms for understanding time such as hour, half hour, hour, minute, etc. The students all rushed to the front, and no one was timid or did not want to try. The last one is to talk about listening. Of course, listening is an important and indispensable link in the teaching of any subject. In this teaching, I ask the children to listen to what the whole point and the half point sound like? When does the clock make only a faint sound? Then everyone calms down and listens to the sound of the clock in the classroom. Throughout the lesson on understanding clocks, the children actively participated. In the words and deeds of the children, I felt the innocence of these children, the desire for knowledge, and the fact that although they are young, this does not mean that teachers and parents are the masters of children's learning, but children are the masters of their own learning.