Summary of Chinese teaching in the first volume of the seventh grade 1 I am a Chinese teacher in Class 3 and Class 5, Grade 1 this semester. In teaching, I always insist on carefully preparing lessons, attending lectures and evaluating classes, correcting homework and commenting homework in time, doing well after-school counseling, extensively dabbling in all kinds of knowledge, forming a relatively complete knowledge system, strictly demanding students, respecting students, and promoting teaching democracy, so that students can continue to learn and improve, so as to continuously improve their teaching level and ideological consciousness and successfully complete the education and teaching tasks. The following are my teaching experiences and lessons.
1, preparation before class: preparing lessons.
(1) study the textbook carefully, understand the basic ideas, concepts, every sentence and word of the textbook, understand the structure, key points and difficulties of the textbook, master the logic of knowledge, be able to use it freely, know what information to supplement and how to teach it well.
② Understand the quality of students' original knowledge and skills, their interests, needs, methods and habits, and what difficulties they may have in learning new knowledge, and take corresponding preventive measures.
(3) Consider the teaching methods and solve how to teach the students the textbooks they have mastered, including how to organize the textbooks and how to arrange the activities in each class.
2. Situation in class:
Organize classroom teaching, pay attention to all students, pay attention to information feedback, mobilize students' intentional attention, and maintain relative stability. At the same time, do everything possible to create teaching scenes, stimulate students' interest and emotions, make them have a happy mood, create a good classroom atmosphere, and the classroom language is concise and clear, which overcomes the recurring problems in the past. Classroom questioning is aimed at all students, focusing on stimulating students' interest in learning, combining teaching with practice in class, and assigning homework with less homework.
3. To improve the quality of teaching, we should also do a good job of after-school counseling.
Senior one students are active and playful, lacking self-control ability. They often fail to finish their homework on time, and some students copy their homework. In view of this problem, we should do a good job in the ideological education of students, and put this work into practice on the guidance of students' study. We should also give guidance and help to students in their studies, especially the transformation of underachievers, and try to be friendly to them, such as holding his hand and touching his top. Starting from praise, all people are eager to get the understanding and respect of others. Therefore, when talking with poor students, we should show deep understanding and respect for their situation and ideas, talk about our own shortcomings first, and then criticize the students.
4. Actively participate in scientific group activities, learn from peers with an open mind, learn from others, and improve teaching level.
5. Earnestly study the requirements of the new curriculum standard, and dare to make new attempts in Chinese teaching.
In short, in this school year's teaching work, I strictly demand myself, without any practices that violate the requirements of the syllabus and the new curriculum reform. I can be a teacher, have a healthy and decent language, behave in a civilized and polite manner, set an example and pay attention to setting an example. In the future teaching work, I will, as always, ask myself to work hard, carry forward my advantages, correct my shortcomings, forge ahead and contribute to the construction and development of the school.
Summary of Chinese Teaching in Volume 1, Grade 7 This semester, I worked as a Chinese teacher in Class 1 (1) and Class 3. With the hard work of the teachers and the active cooperation of all the students, I basically successfully completed the teaching task. Although the overall performance of Chinese is still not ideal, it is improving. Let me sum up the Chinese teaching this semester:
First of all, new words are still the top priority.
This semester, on the basis of paying attention to other teaching links, I have not relaxed at all about new words, good words and good sentences. Although they have entered junior high school, they can no longer write new words all day like primary school students, but good words are still the preparations they must make to learn Chinese well. Although they have learned a lot of words in primary school, many students don't know them, and some students don't even know pinyin, let alone write, which has brought great resistance to Chinese teaching.
I am a person who loves to sum up and reflect, so I also ask them to treat their own shortcomings seriously and correctly. Now that you have become my student, you must lay a solid foundation. So after class, I asked them to write words that they couldn't learn repeatedly, pair up and help one, overcome the obstacles of pinyin, firmly remember every word they have learned and are learning, and use them flexibly.
After a semester of training, most students' vocabulary has been greatly increased, their fonts have been greatly improved, and the typos in their compositions have been greatly reduced.
Second, return the classroom to the students.
Chinese teaching is to teach students good learning methods and let them learn to teach themselves. So my teaching is student-oriented and let them learn by themselves. For example, I design questions to arouse their enthusiasm and let them look for answers in the text; For example, I restore the text to the life scene, let them direct and perform by themselves, go deep into it and experience the characters' hearts. Just like the lesson An He Niu, the classroom at that time was like a market. There are Ann in the market, butchers who want to buy cows, businessmen who come and go, and of course, cows who are as lonely as Ann. In the dialogue between people of all colors and Ann, everyone realized Ann's self-esteem, kindness and kindness. Of course, the restoration of this scene should be based on absolute control of class discipline and full preparation.
I hesitated when I first let go. After all, for so many years, everyone has focused on the structural analysis of the article and told the key words from beginning to end according to the staff. Will I lose my watermelon because I picked sesame seeds, and I can't even pick sesame seeds? Moreover, the teaching progress like mine is very slow from the beginning, and there is no law to follow, which makes me very tired, especially the students in my class, whose level is poor. After a class, they relaxed and I was almost there.
However, in view of the current situation of Chinese learning, how many things need to be memorized in the article analysis of the real examination class? It is better to teach people to fish than to teach them to fish. Under my insistence, basically everyone can preview the text, analyze the text, make their own questions and talk to the author, and their Chinese reading ability in and out of class has been greatly improved.
Third, reading and taking notes are synchronous.
In the quiz at the beginning of the semester, many students got zero points for extracurricular reading. It is recognized that senior one students lack patience and poor reading ability. But if you look at the problem carefully, you will find that getting this zero score is not only a problem of poor ability, but also the result of laziness. The question is simple. You can find the answer from the article. Why are there so many zeros? The big reason is that they are too lazy to read articles. In their minds, such a mindset has formed, and it is difficult to read and can't understand. Might as well just give up.
In view of their laziness, I asked each of them to prepare a hardcover book as a reading note at the beginning of class. You should record good sentences and articles in this book. They are very excited, fresh and obedient. Everyone has prepared a notebook, which is very strong and beautiful. After learning the lesson of "opening a door for you", I asked them to finish the exercises in the classroom exercises at home. When it was handed in the next day, there were 90 students in two classes, and no one wrote the extracurricular reading "The Gate of Life" in the second class. Ask the reason and say no. I asked: Do you know the characters? Answer "yes". I said, "Okay, copy. Copy the door of life and tell me what you know. " So the first page of reading notes begins with copying extracurricular reading materials. Not only did I copy it, but I also let them copy it later.
Write feelings, write casually. In this way, they copied the extracurricular reading for nearly a month, and slowly they began to do the extracurricular reading questions, making them look like a sample. When I meet a good article, I don't need to order it, and diligent students also take the initiative to copy it. At the end of a semester, there are basically a few pages left in everyone's notebook.
Fourth, composition is no longer a headache.
Composition is a boring thing, but it accounts for half of the Chinese test paper. Of course, you can't write for grades, because you can't write a good article. In composition teaching, my opinion is to write more, copy more and imitate more. The teaching of composition should be eclectic, so that students will not get bored.
In this semester's composition teaching, on the basis of ensuring the big composition, I ask students to write small compositions ranging from 200 words to 300 words in the form of feelings in each class. There are two essays every week, without genre, content or words, but they should be true. In this way, the number of compositions is guaranteed, but my workload has increased, and I really can't finish correcting and evaluating. Therefore, I only write comments, not comments; For the big composition, students criticize each other, and I supervise and summarize, that is, I perceive my own words from the perspective of students, and it is easy to find fault. Many students will revise it repeatedly after writing for a little vanity, which not only basically eliminates typos, but also ensures the neatness of the paper. Because they feel that making mistakes in front of the teacher is not shameful and does not hurt their self-esteem, it is really shameful to let other students find faults. Therefore, students' enthusiasm for correcting compositions is very high, which not only reduces the burden on teachers, but also stimulates students' writing nerves. Of course, I didn't give them all the initiative. There must be more than two reviewers for each composition, and you can't correct it at will. All the changes will be summarized and commented on by me, and I will supervise and evaluate them in a unified way.
After this semester's study, students' interest in writing has been greatly improved. I will write my heart by hand. Of course, the writing level needs to be further improved.
Generally speaking, Chinese teaching this semester is still a little rewarding. But it also has great shortcomings. For example, there are several diehard students in 1 (3) class who just don't hand in their homework, don't eat hard and don't eat soft, and don't attend classes at ordinary times, so their grades are poor. For example, some poor students in 1 class (1) love to make trouble, which is really a headache. Of course, these people can't give up. I will strengthen their education in the new year and let them return to the normal learning path as soon as possible.
The first volume of the seventh grade is a summary of Chinese teaching in three semesters. The grades and classes I teach are seven years and two classes in seven years. This semester is the first semester for students to enter junior high school from primary school, the connection point between primary school and junior high school, the turning point of students' learning and the key semester. This semester directly affects students' attitude, interest and efficiency in learning Chinese in the last three years of junior high school. In view of the fact that many students can't adapt to the fast-paced study life and many subjects in junior high school for a period of time, combined with the spirit of the new curriculum standard, I mainly took several measures in teaching:
First, do a good job in accumulating new words and excellent texts and reciting ancient Chinese poems.
New words are the basic elements of the text and an important part of Chinese learning, so the teaching of new words should not be ignored in seventh grade Chinese teaching. Before teaching a new text, I usually arrange for students to preview the new words in the text so that they can read and write correctly and understand their meanings. This is the most basic requirement. Let the students read the new words several times in class. First, correct the pronunciation. Second, deepen the memory. After class, students should also copy new words and ask them to copy them neatly. In addition, in order to better accumulate beautiful words and phrases, I make full use of morning and evening reading time to let students read and recite new words, texts and ancient poems that are required to be recited in the text. Reciting ancient poems, I ask to recite one every two weeks to give students enough time to recite. In this way, students who recite slowly will not find it difficult. For students who recite quickly, encourage them to recite in advance and recite more. In addition, I also ask students to extract an American article every week.
Second, do a good job in demonstrating the role of speaking and reading texts.
"The text is just an example. Teaching is to not teach. " These words are the incisive exposition of the predecessors of Chinese education on teaching. Teach students how to learn by speaking and reading texts. In the self-reading text, let students learn the text by using the methods learned in lectures and reading classes, so as to achieve the purpose of drawing inferences from others. In order to make students master knowledge better, the teaching method of group discussion is adopted in class to arouse students' learning enthusiasm. The teaching effect is still relatively good.
Third, cultivate students' Chinese practical ability with solid and diverse training.
Teaching to die and teaching books to die can no longer meet the social demand for education, and the new curriculum reform is a challenge to today's teachers' teaching concepts. Teachers should change from the owner of knowledge to the organizer of knowledge, from the transmitter of knowledge to the promoter of learning, transcend the barriers in the classroom, evolve the modern teaching process into a process of "cultivating learners" and realize the fundamental change of "teaching while fishing". Through solid and diverse training, students' Chinese literacy can be improved in many ways, students' Chinese practical ability can be cultivated, and students can acquire certain lifelong learning skills.
"Give it to the fish, just for a meal; If you teach it to fish, it will be useful for life. " The purpose of education is not the accumulation of knowledge, but the development of mental ability. Students' time at school is limited and their knowledge is limited by the times. If they want to do something in the future and keep up with the times in the future, they must keep learning, learn for life, absorb new things and update their knowledge structure. It can be seen that methods are indeed more important than knowledge, and teaching methods are the basis of teaching. Then, whether students can use teaching methods flexibly requires a long process of repeated training for junior high school students. To this end, I adopt different training methods for different knowledge sectors: lay a solid foundation, write one page of hard pen calligraphy every day, and memorize the words "circular projection"; Expand the accumulation of extracurricular reading and write reading notes (notes) every week; Training reading comprehension, from holistic approach to problem-solving skills, systematic guidance and repeated tempering; The composition training is gradual, the small composition is arranged according to the content of the text, and the big composition is closely related to the course standard and the direction of the senior high school entrance examination, striving to pay equal attention to discipline and innovation, and encouraging students to let go of their thoughts and play boldly?
There are still many shortcomings in teaching: there are no effective methods in composition teaching, and the amount of training in composition class is insufficient, so it is difficult to improve students' composition level. Moreover, in order to catch up with the teaching progress near the end of the term, we can only compress the self-study class, which also affects the teaching effect. In addition, after one semester, students have not formed the good habit of autonomous learning, and their learning consciousness and initiative are not strong.
In short, I will always use my heart to teach students and my feelings to cultivate students. Adhere to the implementation of teaching in accordance with the new curriculum standards, adhere to the student-oriented educational concept, attach importance to the development and utilization of curriculum resources, advocate the spirit of cooperative learning, guide students to continuously absorb developmental thinking and language nutrients from the source of life, and open up a broad world of curriculum learning in the combination of written textbooks and life textbooks. In the future, I will continue to improve my teaching level and strive to make greater progress in students' grades on the original basis.
Summary of Chinese teaching in the first volume of the seventh grade 4 I am a Chinese teacher in the seventh grade this semester. The seventh grade is the beginning grade of junior high school. If you don't bring the junior grade well, it will leave many sequelae, which will hurt the school not only for one year, but for several years, which will bring great trouble to the teaching work of the school. Therefore, I think that the teaching of senior one is the foundation of school teaching, and a good start is the key to creating excellent classes and schools.
In this semester's classroom teaching, I can infiltrate the concept of new curriculum standards, keep thinking and gradually form my own opinions. I studied inquiry teaching and made a certain amount of theoretical study notes, which benefited a lot from my study. Be able to complete the teaching work as planned, prepare lessons in time, and give timely and specific correction guidance with moderate homework. Actively participate in Chinese teaching, attend lectures and evaluate classes, learn from other teachers and reflect on teaching in time. In classroom teaching, students can be respected and a democratic and equal classroom atmosphere can be created. In this semester's textbooks, except classical Chinese, most of the texts are taught by students according to the self-study mode and guided by teachers. Through the attempt, students' self-study ability has been improved to a certain extent. What is important is that they have obtained the method of learning and practice, and further cultivated their interest in learning.
At the same time of classroom teaching, I am constantly thinking. Now I will make a summary of "classroom questioning".
Under the guidance of the new curriculum concept, I have been thinking deeply and practicing actively about how to improve the efficiency of Chinese classroom. Through my own personal experience, I deeply feel that as a Chinese teacher, refining classroom language and improving the effectiveness of classroom questioning play a vital role in improving the efficiency of Chinese classroom and thus improving the quality of Chinese teaching.
As we all know, the cultivation of students' Chinese ability is largely realized through reading teaching, and the problem design in Chinese classroom teaching is an important work related to the success or failure of reading teaching organization. Students are the main body of classroom teaching. Only when all students actively participate, think and explore can the classroom be successful and efficient. "Learning without thinking is useless". How can students expect to gain without thinking? However, for junior high school students who are not deeply involved in the world and have little knowledge, it is unrealistic to stimulate reading interest directly from the text, so as to gain knowledge and enjoy beauty.
So, how to enhance the effectiveness of classroom questioning? First of all, ask difficult and moderate questions. Neither too superficial, there is no room for thinking, nor too difficult, difficult to ponder and unable to start. Too shallow and boring to attract students' interest; Too deep, students can't answer, not only can't achieve the teaching purpose, but it is easy to dampen students' enthusiasm for learning, which backfires. The difficulty of the question should be the upper limit that the higher-level students can answer after thinking or discussing or giving a little hint.
Secondly, questions should focus on the teaching objectives, fit the students' reality, and closely follow the training points of textbooks and the highlights of articles.
Third, design questions should be geared to all students. Questions about understanding or appreciating materials should not be bound by "standard answers", so that the answers are multidimensional, and efforts should be made to arouse divergent thinking and cultivate students' innovative spirit and independent spirit.
Fourth, scientifically determine the direction of questions, avoid asking "sloppy" questions, and only seek "stimulation" in class, so that you don't know why you ask and why you answer.
Fifth, cultivate students' ability to generate questions. Teachers should respect students' understanding and push students to the main body. Many problems are caused by students themselves. The main task of teachers is to teach students how to find problems. When students ask too many complicated questions, teachers should guide students to screen and integrate the questions and treat the emerging new problems correctly with problem-solving methods.
Sixth, improve students' problem awareness and encourage students to constantly generate new questions.
In a word, classroom questioning is one of the important teaching methods, a bridge between teachers and students, and an effective way to impart knowledge. Proper questioning can inspire students to think positively and improve learning efficiency; Improper questioning is not only bad for teaching, but also blocks students' thinking and stifles the classroom atmosphere. Therefore, teachers should pay attention to improving the effectiveness of classroom questioning.
Students have accumulated a certain amount of language, increased their reading and mastered certain reading methods in the process of learning. Of course, students' reading range is still a little narrow, and the reading volume needs to be increased. In addition, the training and guidance of composition also needs to be improved.
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