Reflections on Chinese Teaching of "The Inscription on the Humble Room"

As a teacher who has just joined the job, one of our jobs is teaching. Through teaching reflection, we can quickly accumulate our teaching experience. So the question is, how should we write teaching reflection? The following is my carefully compiled reflection on the Chinese teaching of "The Inscription on the Humble Room". Welcome to read and collect it. Reflection on Chinese Teaching of "Inscription on a Humble Room" 1

"Inscription on a Humble Room" is a beautiful article that has been passed down through the ages. Through the description of a humble room, it tries its best to describe the humble room as not being shabby and expresses a kind of disinterest in glory and gain. Integrity and the taste of peace and prosperity.

Based on the teaching process of this article, I have some reflections:

1. The teaching objectives of the article are set in line with the requirements of the teaching materials and the actual situation of the students. The teaching design can be carried out around the teaching objectives and implemented. Key points and difficulties.

2. Pay attention to students’ awareness of subject participation, stimulate students’ awareness of cooperative inquiry, and ensure that every student can actively participate in classroom teaching. Pay more attention to the guidance of permeable learning methods, and focus on cultivating students’ “listening skills”. , speaking, reading and writing” abilities so that students can truly learn to learn.

3. This article focuses on reading. During the reading process, students can feel the short length, rhyming sentences and beautiful language of the "inscription" style, and then appreciate the formal beauty of the text. Have a deep understanding. We also provide guidance on students' reading aloud, paying attention to giving students timely guidance and providing hierarchical reading guidance, so that students can not only read well but also read well, read the rhythm, read the emotion, read the charm, and truly integrate themselves into the article. , and pay attention to using motivating language to encourage students. Finally, "whole writing on the blackboard" and "back translation method" are used to allow students to recite and deepen their memory. In short, reading aloud is used throughout teaching.

4. Pay attention to the cultivation of students' cooperative inquiry ability. Therefore, we adopt the method of group cooperation and competition, with bonus points for correct answers and deductions for wrong answers, to stimulate students' sense of competition and interest in learning.

5. Grasp the key points of classical Chinese teaching: accumulate common knowledge such as classical Chinese vocabulary and sentence patterns, accurately translate articles, and lay a solid foundation for future classical Chinese learning. Besides, in order to deeply understand the content and ideas of the article, we must understand the sentence in the text. Therefore, I guide students to use their existing knowledge of classical Chinese, use under-class annotations, group cooperation, and independent learning to understand the meaning of this sentence in the article.

6. Let students participate in the whole process of class and learning and be the masters of knowledge and thinking.

Students’ learning of Chinese knowledge is not limited to analysis led by teachers in class, but also includes previewing textbooks before class, pondering key knowledge, and questioning difficult questions. It also includes the digestion and interpretation of the knowledge learned after class. Therefore, I start from the preview stage and let students participate in the entire process of learning knowledge and become the masters of knowledge and thinking.

7. Cleverly design questions, use group cooperation and teacher guidance to solve them, and guide students to gradually delve deeper into the text. Carefully design questions and form a question chain so that these questions gradually and deeply connect the content of the entire article. Each question allows students to start from the text content and explore its meaning, so that students can understand each sentence of the text. The sparks of thinking bloomed, and finally the inner connection and echo of the text content were used to connect it together, integrate it, and bring out all the analysis content of the entire text, forming a "beads in a chain" in the students' minds. overall grasp effect. This method can not only activate the classroom atmosphere and prevent people from feeling lifeless, but also the problems are interlocked with each other, from outside to inside the house, from scenery to people to interests, step by step as students communicate and discuss in depth independently. , enabling students to understand the full text in an in-depth process. Among them, attention is paid to students' independent participation and to stimulate their sense of competition and interest in learning.

8. If the classroom time arrangement is more compact and students can complete exercises in class, it will be more conducive for teachers to grasp students' learning feedback.

Another experience of facing the camera gave me another experience in the classroom. I believe that in the future, I will be more calm and calm in class than this time, and my interactions with students will be more Harmonious and natural.

In short, this class made me see my shortcomings, and it also made me gain a lot and understand a lot! I think that only if I can keep my feet on the ground and seriously think about the problems in teaching can I go steadily and far on the road of teacher growth! Reflections on Chinese Teaching in "The Inscription on the Humble Room" 2

1. Association and imagination are the wings of Chinese language. Chinese classes lacking association and imagination will also lack spirituality. To this end, when teaching, let students spread the wings of imagination in the quiet guzheng music, and guide students to imagine by asking "Through the words, what did you see? What did you hear? What did you smell?" The elegance of a shabby room is concretely expressed in Zhang Ben to highlight "what is so shabby about a shabby house". In the past, when teaching this article, in order to highlight the key point of "a humble house is not shabby", the general design title was "What is the environment of the shabby house? How is the relationship of the owner of the shabby house? What are the interests and hobbies of the owner of the shabby house?" The questions are trivial and students do not understand them. What is the purpose of answering these questions. The changes effectively highlighted the key points and solved the difficulties.

2. "The extension of Chinese is equal to the extension of life." Chinese must be closely connected with the real society in order to reflect the practical significance of Chinese teaching. Therefore, in class, after analyzing the shabby owner’s sentiments of living in poverty and living in poverty, and being noble and proud, I designed a small discussion: “What do you think of this kind of behavior today that is not interested in fame and fortune, but living in poverty and happiness?” This question should be designed so that students are most interested in it. However, during the teaching process, the students had some stage fright, and I did not leave enough time to participate in the students' discussions. As a result, the students did not fully discuss and speak boldly. This was my mistake.

3. Cultivate students’ habits and abilities to actively question and boldly ask questions. Therefore, I designed a section for students to question and ask questions to encourage students to discover problems from reading and improve students' ability to solve problems. Because there was relatively sufficient time for this link, the students raised some valuable questions, such as "Why is "The Inscription on a Humble Room" as the title?" "Why compare yourself to the homes of famous people?" "Why do you quote Confucius' words at the end of the chapter? "Why compare yourself to 'Zhuge Lu in Nanyang and Yunting in Xishu'?" "Why compare civilians to Bai Ding? Is it discriminatory against civilians?" and so on. In the process of questioning, students are also thinking about how to answer these questions. This thinking process itself is the purpose of teaching.

4. There should be the sound of reading in Chinese classes, especially classical Chinese. "The Inscription on the Humble Room" is a well-known and well-known piece of writing. Whether it is model reading, scattered reading, or collective reading in class, the purpose is to allow students to understand the author's feelings and appreciate the beauty of the text from reading. Therefore, I designed four readings, with scattered reading at the beginning, in order to enable students to correctly grasp the pauses and rhythms and initially perceive the author's emotions. The subsequent life-long reading is intended to inspire students' imaginations. The third reading is to read together after clarifying the purpose of writing this article, and to read out the praise for the author's integrity. At the end of the class, there is another reading (or memorization), in order to appreciate the effect of rhyming all the way through the article, except for the last sentence, and to appreciate the beauty of the text. But this last reading was not realized because the bell rang, which is a great regret.

5. With the help of multimedia teaching, students can feel the elegance of a humble room and have a concrete comparison of their imaginations. There were students who disagreed, so I took this opportunity to say: "This is exactly what the text says." charm". During the implementation of classroom teaching, I encountered a similar situation, so I further introduced the benefits of reading to students. Elegant dynamic pictures are paired with music such as "Guangling San", which is a subtle artistic influence on students. Because language itself and art are closely connected.

6. Chinese classes are beautiful teaching, and the teacher’s own language should also be beautiful. In teaching, I strive to say no or less "water words" to make my teaching language more standardized and beautiful. Perhaps this has brought about corresponding disadvantages: it seems to have further widened the already unfamiliar distance between teachers and students. And I teach in my own class, because teachers and students have a good emotional foundation, and students are adapted to and accustomed to my teaching method, so it is easy to teach in my own class. Therefore, when I reflected, I also felt a bit confused and hesitant: When I go out to communicate with students who are unfamiliar and have no emotional basis, should I still maintain the standardized, beautiful teaching language and consistent teaching style? How to better get closer to students? Reflection on Chinese Teaching of "The Inscription on a Humble Room" 3

"The Inscription on a Humble Room" is a beautiful article that has been passed down through the ages. Through the description of a humble room, it tries its best to describe the humble room as not being humble, and expresses a kind of lack of glory and wealth. Modesty and the taste of peace and prosperity. Based on the teaching process of this article, I have some reflections:

1. The learning goals of the article are set in line with the requirements of the teaching materials and the actual situation of the students. The teaching design can be carried out around the learning goals and implement the key points and difficulties.

2. Pay attention to students’ awareness of subject participation and stimulate students’ awareness of cooperative inquiry. Every student can actively participate in classroom teaching, pay more attention to the guidance of permeable learning methods, and focus on cultivating students’ “listening skills”. , speaking, reading and writing” abilities so that students can truly learn to learn.

4. Cleverly design questions, use group cooperation and teacher guidance to solve them, and guide students to gradually delve deeper into the text. Carefully design questions and form a question chain so that these questions gradually deepen the content of the entire article. In the design question section, I designed seven questions, focusing on: From what three aspects did the author describe the characteristics of the humble house? Is the author’s humble home humble? Find sentences in the text that express the author's point of view and analyze them. After answering the first question, I guided the students to grasp the key words to appreciate the sentences, but the students were unable to start. This problem also appeared in the analysis of the second question. After class, when I was looking for problems, I found that the guidance to the students, that is, the oral questions, was not clear, which led to the students' misunderstandings.

6. Let students participate in the whole process of class and learning and be the masters of knowledge and thinking.

In short, classical Chinese is, after all, an ancient written language that is far from the language actually used today. It will be difficult to learn. If students do not even understand the literal meaning, it will be difficult to understand. The deep meaning of this article has been revealed, so mastering classical Chinese words and classical Chinese sentence patterns should be the focus of learning this article. However, because I was afraid that the designed content would not be completed, I intentionally shortened this link, leaving many important words unanswered and students not having a good understanding. Therefore, the subsequent reading of the article was not very smooth. Reflection on Chinese Teaching of "Inscription on the Humble Room" 4

1. The hierarchical reading aloud teaching runs throughout the article.

This text is beautiful in quality and short in length. It is catchy to read and can easily arouse students' interest in learning. Therefore, when studying this article, let the reading run through the entire class. , students perceive the language while reading, figure out the author's emotions while reading, and fully "give full play to the huge appeal of the article." I designed several reading sessions: 1. After telling the background story, students were already interested in learning this article, so I conducted a model reading to allow students to initially experience the beautiful language and meaning of the article and develop a desire to read. 2. Students read freely. This is the first reading. They are required to read the pronunciation of the characters correctly, grasp the rhythm, and initially enter the text. 3. Read aloud by name and ask to read out the emotions. After reading, students commented on their understanding of the article and put forward their own opinions on where should be emphasized, where should be lightly read, where should be paused, etc. Students read the text based on their own opinions and not only read Emotions can better read the charm of the article 4. The female students read aloud, and the male students drew sentences describing a shabby house, and analyzed how these sentences show that a shabby house is not shabby. After several rounds of reading aloud, students can recite the text in class, and can understand the text relatively well.

2. Come up with novel introduction methods to attract students' understanding of the article.

Liu Yuxi's "Inscription on a Humble Room" expresses his noble and arrogant moral character and his taste of being content with poverty and happy with morality by using the method of supporting objects and expressing aspirations. This is far from the life of today's students. If students don't know the circumstances under which Liu Yuxi wrote this immortal masterpiece, it will be difficult to understand, so I introduced it in the form of storytelling in the introduction part. The writing background of this article allows students to understand that this is a battle cry that is not afraid of power, so they can study this article with admiration for Liu Yuxi's pride, appreciate its elegance and arrogance, and stimulate their interest in learning.

3. Cleverly design questions to guide students gradually into the text

Carefully design questions and form a question chain so that these questions gradually and deeply connect the content of the entire article. Each question allows students to learn from Starting from the content of the text, we explore its meaning, allowing students to have sparks of thinking in their understanding of each sentence of the text. Finally, we use the internal connections and echoes of the text content to connect them together, integrate them, and integrate the entire text. All the analysis contents are brought out, forming an overall grasping effect of "beads forming a chain" in students' minds. This method can not only activate the classroom atmosphere and prevent people from feeling lifeless, but also the problems are intertwined with each other, from outside to inside the house, from scenery to people to interests, step by step as students communicate and discuss independently. , enabling students to understand the full text in an in-depth process.

4. Cultivate students' habit and ability to actively question and boldly ask questions.

In the process of clearing up words, I changed the previous method of teachers talking together, and adopted the method of students questioning and answering each other, encouraging students to find problems from the book, boldly ask questions, and then classmates They answer each other's questions. Teachers should give appropriate guidance and emphasis on important and difficult points.

But it is a pity that too little time is allocated for this link. After all, classical Chinese is an ancient written language that is far from the living language actually used today. It will be difficult to learn. If students do not even understand the literal meaning, it will be difficult to understand the deeper meaning of this article. Therefore, mastering classical Chinese words and classical Chinese sentence patterns should be the focus of this article. However, because I was afraid that the content of the design would not be completed, I deliberately shortened this link, leaving many important words unanswered and students not having a good understanding. Therefore, when I later understood the main idea of ??the article, there was a brief confusion. Although I solved the cold scene cleverly, I still feel regretful.

Reflection on Chinese Teaching in "Humble Room Inscription" 5

According to the arrangements of the activity staff, the students we face are all from the same class. The overall quality of the students, in the words of their Chinese teacher: Chinese language foundation Not very good.

The teaching activities have begun. I will teach the 25 students in this class in the first class, and Teacher Lan will teach the other 25 students in the second class. Before class, I followed the procedures I had prepared in advance. First, I used the story of "Cleaning the Sunshine" to take the opportunity to get closer to the children and encourage them to open up and actively cooperate with me. When telling them stories, although I managed to tell the story completely, I did not follow the skills that must be paid attention to when telling the story. Therefore, I did not achieve the expected goal in this link. This can be seen from The reaction of the students in the formal class can be known later.

Next, the introduction of the text. In this link, my original idea was to first prompt students to compare the characteristics of the "motto" with the notes at the bottom of the text ① and summarize the characteristics of the "motto" style. However, most students do not know what this explanation of "ming" means. Due to time constraints, they think there will be a lot of things to explain next, so they are reminded to look at the explanation in the textbook. They generalize. At this point, instead of guiding students to learn to solve problems, I replaced them.

Then, in the further teaching of the course, firstly, I will discuss the writing background of this article (the three sentences Liu Yuxi wrote when he was demoted and bullied: Facing the white sails of the river, thinking about arguing in Hezhou ; Weeping willows are green and the river is level, people are in Liyang and their hearts are in Beijing; thousands of sails pass by the side of the sunken boat, and thousands of spring trees are in front of the diseased trees). They are not able to use their own strengths (brush calligraphy) to express themselves vividly, which has a certain impact on the students' background understanding. influence. Second, after a short period of contact with the students, it became clear that their level of Chinese language knowledge was deeply worrying (some of them could not even distinguish the initials and finals of consonants and rhymes). When assigning learning tasks (since this article *** has 9 sentences, I arranged for each of three of them to be responsible for the translation of one sentence of this article, and the remaining boy translated the last sentence of this article with me ***). During the session, I was gratified that their cooperative spirit was the best I have seen in my usual teaching. They were no worse than the students in the two classes I taught, and the teaching effect was also very obvious - their understanding of the article The translation was better than expected! But when I was still immersed in narcissism, the class evaluation teachers questioned me - the text was relatively simple, some sentences could be ignored and not translated, and I wasted time on it, which I shouldn't be! I have indeed reflected on this. I think this is the insight of Teacher Lan Maofu - we are afraid that students will not understand, so we "arrange" everything for them, which ultimately leads to their "laziness". Third, due to the difference between the prior teaching assumptions and the actual teaching (they are students in the first grade of junior high school, the text I taught is from the second semester of the second grade of junior high school, and the focus of my class is to translate the text, their classical Chinese (the knowledge reserve is not enough), it took me 90 minutes to complete the teaching task that I originally planned to complete in 45 minutes in one class. This made me learn from Teacher Lan’s class that multimedia teaching plays an immeasurable role in teaching effectiveness!

In this activity, in addition to the above reflections, I also gained these treasures: First, always believe in yourself and have the courage to defeat yourself! Because I am timid in daily teaching activities, always worried that I can’t do this well or that well, and I can’t let go. But in this class, I didn't have any stage fright, and I finally defeated the timid me. The second is to get corrections from peers. Working behind closed doors limited my teaching development, and the sincere advice from my colleagues made me aware of my shortcomings. For example: Teacher Wen Zhouren from Eight Middle Schools gave me suggestions for this class, Teacher Chen Qingmei from National Middle School questioned my class, teacher Lan Maofu, who was on the same stage, spoke frankly about my class, and event organizer Zhang Suo Teacher Shuai’s comments on my class all inspired me. The third is that it made me truly understand the importance of "reading" in Chinese teaching, especially classical Chinese teaching. Only by truly implementing "reading" can students understand the article, and only then can we teachers achieve the goal of "teaching for the sake of not reading." "Teach", the more you teach, the more hope you have, and the more students learn, the more interesting it becomes! Fourth, students should not be underestimated, but should be encouraged and motivated. Students' imagination ability is full of color due to our correct guidance. Teacher Lan's encouragement and encouragement to students allowed me to see the elegance of a famous teacher and witness its charm! Fifth, we must dare to innovate in teaching methods and think more about how to teach effectively. If I hadn’t experienced the two classes personally, I think it would be impossible for me to think so: Teacher Lan’s courage—being able to break the conventions of traditional teaching, use the opposite approach, and achieve the desired results, is related to Teacher Lan’s personality. , and it’s more related to his independent thinking! etc.

In short, this class made me see my shortcomings, and it also made me gain a lot and understand a lot! I think that only if I can keep my feet on the ground and seriously think about the problems in teaching can I go steadily and far on the road of teacher growth! Reflection on Chinese Teaching of "The Inscription on the Humble Room" 6

"The Inscription on the Humble Room" is a famous article written by Liu Yuxi in the Tang Dynasty that expresses his ambitions. The article uses the "humble room" to express the author's noble moral integrity and his taste for living in poverty and enjoying the good life.

Based on the teaching process of this article, I have some reflections:

1. The teaching goal setting of the article conforms to the teaching material requirements and the actual situation of the students, and the teaching design can be carried out around the teaching goals.

2. Teachers are proficient in teaching material content, but there are still deficiencies in preparing students. The teaching design should reflect more student participation and strive to allow every child to actively participate in classroom teaching. In the future, teachers will also need to pay attention to the guidance of study methods in daily teaching, so that students can truly learn to learn.

3. This article focuses on reading, but ignores the reading guidance for students. In teaching, we should also pay attention to timely guidance of students and provide reading guidance in a layered manner, so that students can not only read but also You must read well, read the charm, truly integrate yourself into the article, and pay attention to using motivating language to encourage students. At the same time, you should read in depth, read while reading, and pay attention to the language of the articles.

4. I have some experience with the teaching details of the article: First of all, when students report their learning situation, they should also pay attention to the organization of the report, content words, function words, and key sentences. The reporting link in this lesson is a bit messy. It is not conducive for students to truly master it; secondly, the rhyme and rhyme of the article are not handled properly and should be included in the analysis of the article, which is conducive to the training of students in reading aloud; thirdly, students should be allowed to clear the meaning of the article as a whole, which is more conducive to students' understanding of the content of the article. Understand; finally, make the classroom time arrangement more compact and allow students to complete exercises in class, which will be more conducive to teachers' grasp of students' learning feedback. "Inscription on the Humble Room" Reflection on Chinese Teaching 7

Without reflection, there is no awakening; without reflection, there is no leap. Reflection is the soul of a thinker. Teachers reflect on their teaching design and classroom teaching, which can not only make up for the "regrets" and correct "mistakes" in teaching in a timely manner, but also provide useful reference for future teaching and help optimize the next round of teaching. teaching, enhance teaching effects, and continuously improve their own teaching professional level.

The traditional teaching method is to fill the whole class, the atmosphere is boring, and the students are dull. Now the implementation of the new curriculum leaves a lot of creative space for teachers, allowing us to get rid of the step-by-step teaching method in traditional teaching and make students more creative. The classroom is full of energy.

In the teaching of "Inscriptions on a Humble Room", because it is classical Chinese, I was always worried that the students would not understand and learn. Therefore, the teacher's mouth was dry and the students were listless during the whole class. A class often yields little results. After class, I reflected: I found that I did too much in teaching and lacked the cultivation of students' independent cooperative inquiry, which violated the student-centered teaching principle. Moreover, I also neglected one of the key points of this lesson: to guide students to read the text well and understand the artistic conception of the article while reciting it. As the saying goes: Read a book a hundred times and its meaning will become apparent. The teaching of classical Chinese must pay attention to the guidance of reading aloud, so that students can experience, taste and comprehend while reading. Reflection on Chinese Teaching in "The Inscription of the Humble Room" 8

As a teacher on the front line of education, reflection on teaching can help you more clearly understand your own highlights and shortcomings. Through review, self-monitoring, etc., give yourself positive support, and at the same time give yourself negative thinking corrections. Reflection is a dialogue between theory and practice, which is conducive to the accumulation of teacher experience, the improvement of quality and the enhancement of preparation. Next, I will use "Inscriptions on a Humble Room" as an example to reflect on teaching and talk about some of my own feelings.

1. Learn in happiness.

We know that interest is the best teacher. For most students, classical Chinese is relatively novel and has greater appeal to students. I think knowing language means knowing Chinese. China is a country with five thousand years of cultural and historical heritage. The traces left by language and characters on us do not mean that we can read. We also need to learn the ancient culture and the life attitudes of the ancients. In teaching, we must first stimulate students' interest in learning. When introducing the text "Inscription on a Humble Room", I adopted the tone of friends and enthusiastically invited the students to visit Liu Yuxi's house. Ask them: Have you ever tried describing your own home or bedroom? How do you introduce it to others? By asking questions, students are guided to speak out their experiences boldly, which invigorates the classroom atmosphere. When studying classical Chinese, the most important thing is to read aloud a lot, comprehend the content of the text through repeated reading, and adhere to the learning method of "reading a hundred times and the meaning will become apparent". There are many ways to read: model reading, free reading, group reading, competitive reading between men and women, or reading aloud by learning the ancient way of speaking. In learning, we should start from the most basic, let students know what Chinese knowledge they like, mention the rise of their own learning, and find the happiness in it. Fill your brain with a happy heart and enrich your knowledge.

2. Learn in practice.

Learn in practice and practice in learning. Mastering a solid theory of education and teaching is only a prerequisite for educational practice. What is more important is the flexible use of various educational methods and teaching methods in the classroom. The use of the "333" classroom teaching model improves students' subjectivity and gives students more opportunities to conduct independent cooperative inquiry and jointly solve learning problems. The writing method of "The Inscription on the Humble Room" is the focus of this lesson. The new teaching requires us to put students first and make students the main subject of learning.

Let students understand that expressing one's ambitions by expressing one's ambitions through objects is to base one's "ambitions" on a specific "thing". Therefore, this "object" has a certain symbolic meaning and becomes the sustenance of the author's interests, wishes or ideals. The author's personal "ambitions" are expressed more cleverly, more perfectly, more fully, and more contagiously with the help of this specific "thing". During the teaching process, we must always contact the students so that the students understand and can use this writing method. Learning is an interactive process. It is easiest to detect the success of a teacher in students. The personality development of each student must be respected, and students learn from each other. The discussion should allow for a diversity of answers. For example, when answering what kind of thoughts and feelings the author expresses in "The Inscription on a Humble Room", the teacher cannot be limited to the answer. In addition to answering that it expresses the author's noble integrity and his feelings of living in poverty and contentment, he can also answer that the author does not seek fame and wealth and pursues indifference. , don’t admire wealth, don’t go along with the secular world, etc. It’s okay. To improve the level of classical Chinese teaching, we must carefully study the basic characteristics of classical Chinese knowledge, abandon the kind of indoctrination teaching that only teaches students the explanations of characters, words, and sentences, and let students learn the noble morals and refined feelings of the ancients on the basis of understanding the text. .

3. Learn in life.

We cannot live without language. No matter which region or country we are in, we deal with language every day. Modern vernacular is also derived from ancient Chinese. Therefore, we can still see or hear people sometimes quoting good sentences from ancient Chinese in our daily life. For example, some people will hang some words in their homes, such as: This is a humble house, but I am virtuous and kind. So, now we have to understand the meaning of this sentence. This is a simple house, but the people who live in it are of high moral character, so they don't feel simple. Learning Chinese in Chinese class is of course important, but we cannot ignore learning and using Chinese in life. It is impossible for us to learn all the knowledge in the classroom. Only through contact with society and life can we better understand the language. When teaching, life should be used as an example and analogies should be used appropriately to allow students to better learn and understand the knowledge in the books. Today, when Chinese culture is prevalent, as an upright Chinese, if we don’t even understand the words of our ancestors, wouldn’t we be making a fool of ourselves?

4. Learn while thinking.

As an educator, the most basic thing is to learn to think. Why to teach, what to teach, and how to teach are questions that we often need to think about. For example: Can students accept independent learning and interactive learning teaching methods? When discussing the rhetorical methods used in these sentences, whether the students understand intertextuality and antithesis when discussing "There are great scholars who talk and laugh, and there are no white people when traveling." Woolen cloth? What we want to understand in this Chinese lesson is that the author is noble and arrogant, and has he mastered the moral integrity of not collaborating with the world? Do students accept and understand the value of recognition? ... In a 45-minute class, looking back, we will find that there are many problems. We must think about where we have not done enough and where we can continue to learn from. Through continuous self-study, listening to lectures, asking for advice from seniors, communicating with peers, and accepting Training to improve one's own teaching quality, learn while thinking, think while learning, and integrate learning and thinking. Teaching in the classical Chinese classroom is not just about imparting explanations of words and sentences. We need students to learn to ask questions, think, find answers, and understand the author's emotional expressions.

Reflection is a bridge between teaching theory and teaching practice, a prerequisite for improving and developing teaching wisdom, and a guarantee for promoting teachers’ own teaching professionalism. Therefore, as teachers in the new era, we should become reflectors and researchers of classroom teaching behaviors and continuously improve our teaching professional level.