Reflections on Chinese teaching 1 Let appreciation enter Chinese teaching. After several weeks of teaching experience, I think it is more important to let appreciation enter Chinese teaching, which can improve the teaching quality and make students love learning Chinese. Specifically from the following aspects:
First, the relationship between teachers and students is equal. In appreciation education, the relationship between teachers and students is equal. Teachers are not inviolable authorities in front of students, and students are not obedient and humble people. Only by establishing a democratic and equal relationship between teachers and students can students feel safe, full of confidence, activate their thinking and dare to ask questions and questions. This creates a relaxed, happy, democratic and harmonious environment for students' active participation, and urges students to have a strong desire for knowledge, that is, to kiss their teachers and learn their ways. Successful teaching depends on a harmonious and safe classroom atmosphere. The establishment of this kind of atmosphere needs the help of some means, such as gentle eyes, kind touch and ardent hope, to strengthen the emotional communication between teachers and students, to make students rely more on teachers, and thus to stimulate students' greater enthusiasm for learning, which is the key for students to learn Chinese well.
Secondly, I believe that every student can succeed in the Rosenthal effect experiment, saying that teachers give students confidence and students will have high achievements. Teachers' trust in students is a great encouragement. Mr. Tao Xingzhi also advised us: "There is Watt under your pointer, Newton in your cold eyes and Edison in your hungry smile." As teachers, we should believe that every student has the hope and potential for success, and the role of teachers is to awaken students' self-confidence.
Third, reading teaching makes students feel more about themselves. In reading teaching, teachers should renew their ideas, give students the position of learning and development, and cherish students' unique feelings, experiences and understanding. Teachers should fully affirm students' various answers. Even if the students' answers are naive, superficial or even one-sided and wrong, teachers should avoid "killing with one stick" and enthusiastically encourage, guide and care for the shining ideological flame, which has a great influence on students. Let students develop their own thinking and gain aesthetic experience, thus improving the quality of Chinese reading.
Fourth, in composition teaching, let students learn to reflect. Under the restriction of exam-oriented education, students' individuality and creativity in composition disappeared. There are always a few empty words, cliches and lies in the composition, which is divorced from the true inner feelings and makes the composition lose its fresh life and color. In this case, the teacher encourages students to write compositions, observe diaries, and have review consciousness, review consciousness and weekly diary consciousness. This kind of composition often has the expression of students' true feelings, distinctive leap of personality and unique words, and often many excellent works emerge. Only after a long time can students find their own writing personality. Teachers can allow students to develop in different degrees, and grasp the advantages of students' compositions to encourage them, such as good sentences, accurate words, good beginning or ending, etc. Stimulate students' enthusiasm and confidence in writing. Composition evaluation focuses on encouragement. Of course, the main problems in the composition need to be pointed out in a euphemistic and acceptable way for students. Then, in the future, students will be more active and enthusiastic, and they will be able to show or express themselves better. It is obvious to change some shortcomings in students' composition by appreciation, which can quickly improve students' writing level.
The second phase of Chinese teaching reflection ended, with an average score of 84.37, 4 points higher than Class 4 and 4 points lower than the first one. The teacher who corrected the test paper and the teachers in the same grade praised: our class has made great progress. Before I took over, someone told me that this class was the last on average, ten points lower than other classes. It would be nice to have this result now.
I reflect on what I have done to Chinese teaching this semester: nothing! Not only did I not do anything special, but I also missed several classes in Chinese class. I either arranged programs or participated in activities and gave them to the math teacher. The underachievers in our class can't catch both hands. How can I make up for them one by one? I didn't spend as much time criticizing each other in class as my math teacher did, nor did I take underachievers to the office as often as my English teacher did. Only occasionally symbolically punish people who don't do their homework. It should be said that I am a "lazy" teacher at heart. From the beginning of teaching, I hated taking my children to the office to reprimand and make up my homework.
It seems that I have done nothing. But I am really busy every day, and I spend all my time at school with my children. It should be said that they are all infiltrated in the interaction with students. Through our academic achievements this semester, as well as our thinking in recent years, I am convinced that it is not by teachers spending all day on students, by constantly pulling students around to make up for their shortcomings, by criticizing them one by one, or by a lot of sea tactics that students can grow up healthily (including psychologically) and improve their grades. These can only play a little auxiliary role. If you don't grasp them well, it will inhibit students' development and make them tired of learning. Only by stimulating intrinsic motivation can these teaching methods play a good role.
Reflections on Chinese teaching. The teaching of Chinese Garden can not only implement the key points of language training, lay a solid foundation, but also help students reveal the rules, expand the learning channels, and let students learn to use Chinese in their lives. Let the Chinese Garden become a "paradise" for students to learn.
"China Gardens IV" closely follows the main line of animals, and arranges my discovery, accumulation and interesting Chinese, so that students can fully perceive, experience, think and understand life, and at the same time experience the fun. In the "My Discovery" section, the editors all inspire students in the form of "dialogue". In the cumulative section, the Chinese learning resources inside and outside the class are integrated. Because of the accumulation board, students' learning enthusiasm is fully mobilized, the knowledge in class extends to extracurricular activities, and students' creativity, innovative consciousness and practical ability will be fully brought into play. What teachers should do is to let go boldly and guide students to understand and use themselves. The interesting Chinese part is an interesting short story, which is easy to understand. In teaching, we should focus on interesting couplets and guide students to understand the interest of short passages. Teachers encourage students to practice telling stories and tell them to others after class to accumulate language.
In this lesson, I noticed the following good lessons:
First, recall the text and summarize the reading methods.
First of all, let the students recall the text they have learned in this unit and think about what they have found in the learning process (talk about the methods used by the author to show the animals around them vividly in front of everyone). ) and share your findings with you. Let's take a look at what Xiao Lin and Xiao Dong found. Let's share their findings together. Then, let the teachers and students summarize the reading methods. For example, derogating from facts and praising can make sentences more vivid. Finally, let the students summarize the writing methods from their own examples. Cultivate students to be conscientious, discover more and gain more in their studies.
Second, accumulate animal idioms and encourage students to grow up.
In the process of learning accumulation, before class, I look up the dictionary to let students understand the meaning of words and collect more idioms about animals. In the teaching process, let students read freely in the group, and then let students talk about the characteristics of these idioms, so that students can realize that these idioms all contain animal names and increase their interest in learning. Then let the students exchange their understanding of idioms in groups, and choose some of them to talk about their understanding and practice oral English in real life.
In order to enrich the content, in the Chinese activity class, I also designed a test link to continue to exchange other idioms with animal names accumulated at ordinary times, so as to enrich students' vocabulary accumulation and stimulate their interest in actively accumulating idioms.
In the teaching of My Discovery, Accumulated Over a Long Period and Interesting Chinese, have you noticed the novelty and vividness of the training methods and the appropriate expansion of "this and that", because these textbooks have always been positioned at the level of "basic training" in traditional teaching, and the main teaching strategies have not jumped out of "memorizing" for a long time. Nowadays, under the new curriculum concept, our teaching should endow these "lifeless" textbooks with "lively" interest and make them deeply attract students.
In a word, the teaching process of China Gardens is a targeted and planned activity, and the teaching operation also needs certain procedures, so it is closed to some extent. How to realize the contradictory unity of presupposition and generation, closure and opening in the teaching process of landscape architecture in China; How to develop, integrate and realize the life-oriented teaching content; How to interact with the situation and realize the teaching method of life; How to extend and realize the life of teaching time and space; How to carry out multi-evaluation and realize the life-oriented teaching evaluation? This is worthy of my further practice and continuous improvement.
Reflections on Chinese Teaching 4 At the beginning of this semester, the school decided that our fourth-grade group would develop the excellent course "China Gardens IV". To be honest, I felt quite stressed at that time.
First, grind the lesson, break the cocoon into a butterfly, and gain success
The grinding class that lasted for more than three months is finally over. I can imagine my mood at the moment with the word "finally". Grinding classes is really a painful and hopeful process. I have tried teaching many times under the careful guidance of the members of the excellent course polishing team. The feeling of trying to teach often reminds me of the infinite cycle decimals in mathematics-endless and endless. Who knows, this cycle is far from being as simple as imagined. Every trial teaching is a test of teaching design and teachers' classroom control ability. A series of questions are listed like a list. The direction of the topic is from the initial creation of every teaching link and situation to the final creation of a transitional language and a gesture, striving for perfection. After many grinding lessons, the links of this lesson gradually took shape. Although the revised lesson plan has to be overturned and revised, our team has experienced many grinding lessons, leaving behind not only the memory of a class, but also the collision of ideas, the baptism of ideas and more intangible infiltration. More than three months can be described as busy and full. Life is not wonderful, but it is full of passion and happiness everywhere.
I once read a story in Reader: When a butterfly was a little pupa, it was bound in a dark and narrow cocoon. In order to drill out this cocoon, the pupa has to endure great pain every day. In order to make his wings bloodshot and more powerful, the pupa tried to break the cocoon with his thin body. The pupa came out of the cocoon and became a beautiful butterfly, dancing in the sky and enjoying itself.
The process of grinding lessons is like the pain and suffering of a butterfly breaking out of its cocoon. After reflection, revision and the impact of ideas, I finally "emerged from the cocoon" and saw that the world was suddenly enlightened, "another village was lit up", and the feeling of happiness came to me, and the taste of success was endless.
Second, class evaluation, let me look directly at my shortcomings.
I once read a story: the secret of a famous salesman's success is that he often spends money to invite others to dinner and let others point out his shortcomings at the dinner table. He recorded these shortcomings one by one, and then worked hard to correct them in his later work and life, and moved towards perfection step by step. Yes, people should learn to reflect, face their shortcomings bravely and let them develop into advantages. In addition to self-reflection, we should also get feedback from others. As the saying goes, "the interested party loses, and the bystander sees clearly." If the problems exposed by teachers in class are not pointed out by others, it is difficult to find their own successes and shortcomings.
After each trial class, all the teachers in the team sit together, treat each other honestly, comment on each other and exchange experiences. On the one hand, they tap the highlights of the classroom, promote my confidence and enthusiasm, and create a harmonious teaching and research atmosphere. On the other hand, the teacher sincerely pointed out my shortcomings in class: I didn't follow the outline, which made learning more difficult and students' enthusiasm for learning was obliterated by problems; Four-person group cooperation failed to achieve the teacher's goal; Students don't have a deep understanding of the expression of "praise clearly but belittle actually"; The interest of the story is not well reflected: the teacher's guidance is not detailed enough, and the students fail to understand the hospitality well? Everyone also enthusiastically helped me analyze the reasons, find out the countermeasures and guide me to improve my teaching behavior, which can make me improve and progress to a great extent, show my views and tricks without reservation, and urge me to explore ideas, sum up wisdom and promote reflection. In the process of evaluating classes, I feel the joy of learning skills and exchanging experiences, and I feel the progress made bit by bit in the constant collision of thinking.
Looking back on the experience of grinding classes, I am happy. Looking back on this road, maybe we can't reach the top along this road, but the scenery along the way is enough for me to appreciate. Fortunately, I'm not alone on this road. There are many experienced teachers who accompany me along the way. From them, I can feel different styles of teaching experience and learn the essence of many teaching ideas. I believe that such a teaching experience will eventually become the practice of my life, and she will inspire me to work hard on the teaching road.
Reflections on Chinese teaching 5 This semester, our Chinese teaching and research group has carefully studied the Chinese curriculum standards. After learning that, we all felt: how to teach Chinese in middle schools in the future? Let students learn actively and actively, really stimulate their interest in learning Chinese, form cultural accumulation and lay the foundation for lifelong development.
"Curriculum Standard" puts forward that Chinese knowledge learning is not systematic, but allows students to learn useful language knowledge, focusing on improving students' language application ability. Language accumulation needs to know and remember a certain amount of language materials. Therefore, the number of texts in the new middle school Chinese textbook is more than 50% than that in the old textbook. But students don't have to "chew slowly" and memorize many knowledge points as before, but feel and understand in rough learning. With the increase of texts, middle school Chinese teachers don't have to make trivial analysis of texts, but let students immerse themselves in the language environment, talk to the author and communicate with their classmates and teachers with their own experiences.
Can ancient Chinese studies be weakened in modern society? This is a controversial point of education in China. "Curriculum Standard" gives a clear answer: moderately strengthen the reading of ancient poems, so that students can deepen their understanding of the excellent traditional culture of the Chinese nation, enrich the cultural heritage and enhance their cultural taste.
Curriculum standards require Chinese training to break through the original mode of "one lesson and one practice", adopt "more lessons and one practice" for most of the contents, and only intensively think and train a few important contents, focusing on guiding study and life. The Chinese exam will also change its face. Curriculum standards advocate that Chinese examination is not limited to a test paper and standardized test questions, and expand multiple evaluations. Teachers can use interviews, classroom questions and answers, discussions, case studies, debates, speeches, exhibitions and other ways to let students fully demonstrate their language expression and application ability, and evaluate and examine students in various ways. Students can also form self-motivated.
To sum up, teachers in the future will not only be the implementers of teaching work, but also abide by certain "rules" like students, such as reading newspapers and periodicals regularly, writing compositions, carefully correcting homework and even practicing calligraphy.
1. Curriculum standard requires that teachers read one million words a year.
Teachers teaching grades one to five should read no less than 6,543.8+0,000 words, recite no less than 5,000 words and write no less than 5,000 words each academic year; Teachers in grades six to nine should read no less than 6.5438+0.5 million words, recite no less than 5,000 words and write no less than 6.5438+0.5 million words each year.
"Teachers who teach physical education will definitely play basketball, teachers who teach music will definitely sing, but teachers who teach Chinese may not necessarily write." Some Chinese teachers have a wrong consciousness: teachers can correct their compositions, and it doesn't matter whether they write or not. This idea actually has great disadvantages: it is difficult for teachers to improve their writing level, which limits their reading ability, and it is naturally difficult for students to make great progress in their writing level. Teachers don't write for a long time, and scoring students' compositions will lack true feelings. It is difficult to guide students effectively only by changing the composition conceptually.
As for the amount of reading, in many schools, because the class teachers are mostly Chinese teachers, the workload is heavy, which leads to the least amount of extracurricular reading. The reading quantity is closely related to writing ability and teaching level. The reason why some Chinese teachers "don't perform well in class" is not because they have no skills, but because they don't read. Twenty years ago, some Chinese teaching experts suggested that Chinese teachers recite at least 80 ancient texts, but now many teachers can't do it.
2. Curriculum standard requirements: deal with students' homework carefully.
Homework correction should not only point out students' problems, but also discover students' innovative consciousness, and organize students' communication in the form of display, introduction and discussion. Composition correction should be targeted and practical. It is necessary to create conditions for students to talk about their own composition experience.
Some Chinese teachers are quite casual in correcting students' compositions, and often only give basic marks without corresponding comments. From the end of last century to the present, there are two tendencies in composition correction, from "serious criticism and serious correction" to "no criticism and no correction". Although this can also be regarded as the transfer of teaching ideas or the increase of teachers' teaching burden, it also reflects the changes of some teachers' teaching attitudes.
3. Curriculum standard requirements: Write for students to demonstrate.
Chinese teachers should make great efforts in writing, so that it can be standardized and correct, and can play an exemplary role for students.
With the application of audio-visual teaching methods, some teachers have relaxed their requirements for classroom blackboard writing. Many times, they often use computers to type books on the blackboard directly and use projectors to show them in class. In some schools, when classes are open, teachers directly use multimedia projection instead of blackboard writing. The existence of this situation not only affects the teaching effect, but also is not conducive to students' writing practice. In fact, the blackboard writing written by the teacher with the progress of teaching is emotional and artistic; The blackboard writing typed by the computer is the same and lacks aura. Teaching is a creative activity. Compared with computer-designed blackboard writing, students are more willing to get close to the teacher's chalk blackboard writing and pay more attention when facing the teacher's blackboard writing.
Reflection on Chinese teaching 6 During this period, I found that students often make mistakes while doing their homework, but they change quickly. As long as one classmate does it right, the whole class will soon know. When we examined the same questions in the exam, there were still many students who couldn't, and the math teacher also found the same situation. After investigation, we soon found that students had problems copying homework. Sometimes even if you don't copy, you ask each other, and soon the same homework appears. Calm down and think about it carefully, so I had the idea of investigating these students who copied their homework. After investigation, it is found that there are three reasons why students plagiarize their homework:
First, most of these students don't like to attend classes or don't understand what the teacher says, which arouses their interest in attending classes, and they don't know how to learn knowledge and copy;
Second, primary school students are at a fun age, and some students are often addicted to playing computer games or boring TV programs. In order to cope with the homework assigned by the teacher and make more time to play, they choose to copy;
Third, because there are too many homework in various subjects, students think of time-saving "copying" in order to finish it on time.
Fourth, learning lacks initiative and purpose, and completion has little to do with it. Writing is to cope with the teacher's exam. After the investigation, I suddenly felt that students had too many "difficulties" and didn't study hard enough, which also made me reflect on teaching:
Reflection 1: Under the current new curriculum environment, why do students study so hard today when "reducing the burden" is implemented? Of course, there are students' own reasons, such as learning attitude and consciousness, but should our educators also reflect on it? Students don't like lectures, which can't arouse their interest in lectures. Should teachers reflect on their teaching behavior? Why students don't like listening to lectures, whether teachers' teaching methods are appropriate, and whether teachers' roles as promoters, cooperators, participants and instructors are in place need teachers' reflection. Some teachers study textbooks thoroughly and carefully, but they don't analyze students' learning situation enough, and they don't pretend to have students in their hearts, which leads to the disconnection between teaching and learning. Students can't learn knowledge and do homework. No wonder students think of it.
Reflection 2: Reflection on students' learning style. Some students don't have enough consciousness to study independently and cooperatively. They are often addicted to video games. In this case, it is necessary for teachers to guide students' learning methods, correctly guide those students who are weak in autonomous learning and cooperative learning, stimulate their interest in learning, and make them change passive learning into active learning, so that they will not "copy" their homework.
Reflection 3: The new curriculum emphasizes the cooperation between teachers, and requires teachers to communicate with each other and develop in a coordinated way. Therefore, teachers should pay attention to practical results and demand quality rather than quantity when assigning homework. Teachers should consider students' acceptance ability when assigning homework, so that students will not feel great pressure in their studies. The homework assigned by the teacher is not necessarily written homework, but also homework that some students like to do. Drawing pictures and collecting information on the Internet can prevent some students from "copying" their homework.
In the teaching of the new curriculum, teachers should strengthen learning, change teaching methods, create an atmosphere in which students are willing to learn, care for students, and give them guidance on learning methods, so that they can enjoy learning and learn independently. At the same time, teachers should strengthen cooperation and coordinate the development of various disciplines. Only in this way can the phenomenon of students copying homework be curbed, and some students will not "copy" their homework again.
Reflections on Chinese teaching 7 In the lower grades, especially in the first grade, we are often troubled by students' inattention and different listening habits. Our teacher is also constantly exploring scientific and effective teaching methods according to children's physical and mental characteristics, and wants 40 minutes of quality and grades. For example, the extensive use of modern teaching methods, exquisite arrangement of teaching links, vivid teaching language design, interspersed with interesting game activities, rich teaching modes or timely rhythm, etc. And I think the use of game activities is undoubtedly the most popular among students, which can fully mobilize students' various senses and create an effective strategy for classroom atmosphere. Insisting on teaching with game activities will quickly strengthen students' interest in learning and improve their attention, thus gradually developing good study habits.
Below, I will talk about some superficial understanding of game activity teaching and some problems that need to be paid attention to in actual operation.
You should also pay attention to some problems when playing games:
1, the design of game activities should proceed from students' reality, be simple and easy, not complicated, and it will cause trouble and backfire if it takes too long. Of course, the implementation of game activities also needs long-term training.
2. The design of game activities should be closely related to the knowledge learned. Games serve teaching and cannot be applied rigidly.
3. Game activities should be interactive and participatory, and take care of most students, especially the disadvantaged students.
4. The form of game activities should be "new, strange and interesting", and a game cannot end from the beginning of school.
5. Be sure to explain the rules and precautions of the game before the game, and actively encourage students after the game.
6. In game activities, teachers should give students more opportunities to show. When participating in activities, the teacher's manner, voice, eyes and movements are very important. We should use the passion of the host to host the program so that every student can feel the call of the teacher.
Under the correction of teacher Min, a district researcher, I benefited a lot, and I finished a preparatory class at an early age, leaving a lot to think about and improve. Through reflection, I will make my future lessons more progress.