In today's social life, we should grow rapidly in teaching, reflect on the past and live in the present. So what kind of reflection is good? The following is a summary of my reflection on junior high school Chinese teaching (generally 5 articles), for reference only. Let's have a look.
Reflection on Chinese teaching in junior high school: omnipotence and conciseness: 1 I am a Chinese teacher in Class 3 19 of Senior One this semester. Compared with the teaching of Grade Two and Grade Three, there are many differences in the teaching of Grade One, which deserve our reflection. The first grade is a transitional grade, and sometimes there will be some "embarrassing" places. For example, literacy has not been the focus of teaching since the first grade, but learning new words is really difficult for some students, and there is no way to despise it; Reading should gradually become the focus of learning, but due to the limitation of students' cognitive level, the understanding of the problem is not deep and comprehensive enough, and it is difficult to grasp the "degree" of reading learning; I began to practice exercises in the first day of junior high school, and wrote my own experiences, feelings and imagination informally. However, the new textbook is too big, and students feel very headache about composition at once, and the teacher's guidance sometimes seems pale and powerless. Faced with these problems and brand-new teaching materials, I advance in exploration and reflect in practice.
First of all, study the textbooks and get to know the students. Starting from reality, teaching materials are the basis of students' learning and teachers' teaching. How to make good use of teaching materials and make students like teaching materials and learning is the first problem worth considering. After in-depth study of teaching materials and teaching staff, I found that the new teaching materials pay more attention to the cultivation of students' learning habits and learning ability, and the requirements for some Chinese knowledge points are not clear enough. For example, this textbook focuses on cultivating students' habit of previewing, thinking while reading, understanding words through various methods, and paying attention to students' unique feelings about the text. However, although some knowledge points are embodied in practice, the requirements are not clear enough, such as the use of punctuation marks, figurative sentences, interrogative sentences, rhetorical questions, sentence training and so on. With a more correct and clear understanding of the teaching materials, I can foster strengths and avoid weaknesses in the teaching process, complement each other inside and outside the class, and make the teaching materials more perfect. According to different teaching objectives and learning requirements, the reading text in the textbook should be consistent with the students' learning practice, so as not to dig deep into hard learning and make students feel speechless and meaningless. This is another difficult problem before us. I think teachers should really understand your students at this time, know what their difficulties are, what they are interested in, and how to design through their thinking and cooperation, so as to really improve. Only in this way can teachers have correct teaching predictions when designing teaching plans, making the teaching plans closer to students and more reasonable. I think this is also an aspect of preparing lessons from the "learning situation" of students. Of course, in the process of classroom teaching, we should proceed from reality and constantly adjust according to the learning situation.
Second, practice, improve and optimize classroom teaching. Classroom is the main position of teaching reform. In the classroom, teachers should not only teach students knowledge, but also pay attention to the formation of students' learning habits and learning ability, truly learn to learn and become the masters of learning. The first grade of junior high school has just transitioned from primary school, and the guiding role of teachers is particularly important. Autonomous learning in the classroom still needs the organization and guidance of teachers. Therefore, teachers should constantly sum up and reflect on their own teaching behaviors, improve their theoretical level, constantly update their educational concepts, adjust their teaching behaviors in practice, and optimize classroom teaching. In view of some problems in teaching, reflect and summarize in time after class. When studying the following texts, I pay special attention to these problems, and I no longer force students to be "perfect" in class, which effectively avoids the recurrence of these problems.
Third, challenge yourself, enrich yourself and grow up in denial. Up to now, I really feel that I grew up with students, with both gains and losses. Recently, however, it has been found that "bottlenecks" are often encountered in teaching, and the existing knowledge and experience can no longer meet the emerging new problems and situations. If you only use several teaching modes in the text, students will immediately feel boring and sometimes even know your teaching ideas very well. What's the smell of such a class? The teaching of composition sometimes feels "helpless". How to make students interested in composition just by talking about requirements, reading examples, trying to write and making post-evaluation How to cross the "bottleneck" and enjoy a broader teaching world is another question that I have been reflecting on recently. If you are confined to your own teaching world and complacent about your previous achievements, there is only one result-if you don't advance, you will fall back! I think it's time to recharge in time. Read more books on educational theory, increase your own cultural background, learn from experienced teachers, reflect on your own teaching, and improve your ability to grasp teaching materials and control the classroom.
The reflection of junior middle school Chinese teaching is omnipotent and short-lived. Chinese teaching in this semester has ended. In the process of reflecting on the whole teaching process and results, I sometimes find that the effect or purpose of Chinese teaching is quite different from the expected design. Careful analysis shows that the practical reflection on instructional design is neglected in the process of instructional design, and it is difficult to make instructional design play its expected role in practical application. Therefore, teachers should actively reflect on the appropriateness of teaching design and teaching practice, see the mistakes in practice in time, constantly explore the problems existing in teaching objectives, teaching tools and teaching methods, and actively improve them, so as to optimize teaching and effectively promote students' learning.
First, the current situation of teaching:
student
1, students' oral and written expression ability is too poor. In class, some students are not interested in learning and can't think positively; There are also some students who can actively think about questions and know the answers, but they don't know how to express them in words, and the meaning they express is often unsatisfactory. The same is true of composition. It is difficult for students to find good words and sentences to beautify their compositions. As a result, some of the written compositions are unreasonable and some are not vivid enough. It can be seen that students' vocabulary is too small and extracurricular reading training is obviously not enough. In the future teaching, in view of the above problems, we should guide students to read more beautiful articles, extract more good words and sentences, improve their vocabulary, and conduct more oral and written expression training to improve their expression ability finally.
2. Students' reading ability is poor, reading only stays on the surface, they can't think deeply, and sometimes they can't even grasp the main idea well. Reading ancient Chinese is even worse. I don't know the common meanings of some words, I can't translate sentences correctly, and I don't know anything about ancient Chinese. The answer is naturally a mess.
(2) Teachers
Some texts in the textbook are difficult for students to understand, and some problems cannot be solved by cooperative inquiry. As a teacher, we should explain them properly, design the questions simply, try to be close to students' real life, and let them understand them cheaply.
Second, the improvement measures:
1. The lack of diversity in teaching materials and teaching methods makes students feel depressed in Chinese learning. The current Chinese textbooks are compiled under the guidance of new educational and teaching ideas, which are of the times and advanced, with special emphasis on the life of language and the practicality of learning, in line with the learning psychology and requirements of modern students. However, it is still difficult to abandon traditional thinking and methods in my teaching process, so students feel that the classroom is empty and boring, which affects their interest in learning Chinese and the mobilization of non-intellectual factors.
Countermeasures: Closely follow the characteristics of Chinese subject, fully tap the characteristics of Chinese subject, and optimize Chinese classroom teaching. Special attention should be paid to the establishment of teaching objectives, the handling of teaching contents and the optimization of teaching methods. For example, in the choice of teaching materials, we should fully focus on the language that is useful to life and useful to students for life; Personalized teaching should be emphasized in teaching methods to satisfy students' desire for participation, expression, competition and achievement. By optimizing Chinese classroom teaching, we can cultivate students' interest in Chinese and overcome the learning difficulties caused by non-intellectual factors.
2. How to teach students? I think we should teach students in accordance with their aptitude. Education and teaching should make different students have different development in Chinese. But in actual teaching, I use the same standard to measure each student, ask each student what knowledge he should master, ask each student to complete the homework with the same difficulty, and so on. This greatly limits the improvement of students' grades.
Countermeasures: Every student's inner quality, learning attitude and learning ability are different. Students with residual learning ability should help them improve to a higher level. When assigning homework at ordinary times, let the top students finish the exercises in the book, plus two or three difficult problems, so that students can think more and expand their thinking. For students with learning difficulties, we should lower the learning requirements and strive to meet the basic requirements. When assigning homework, let the students with learning difficulties try to complete the exercises in the book, and do not add exercises after class, so that students can learn something.
3. The teaching effect deviates from the teaching goal. Although I have my own design and arrangement in the establishment of teaching objectives, teaching materials processing, teaching methods, learning guidance and so on. Every time I prepare lessons, in the real teaching process, I mostly use the teaching method of teachers teaching and students remembering. I'm afraid what I said is not enough. Sometimes it is difficult to fully realize the original teaching goal after one class. Countermeasures: the establishment of teaching objectives should focus on and enable students to master Chinese knowledge closely related to their lives and the surrounding world, and stimulate students' interest in learning Chinese through students' associative reading; For the implementation of teaching objectives, we should correctly handle the relationship between teachers and students, teaching and learning, teaching materials, teachers and students, let students devote themselves to learning activities, give students enough thinking space, highlight students' dominant position in teaching activities, and effectively realize the three-dimensional objectives of teaching activities.
Reflection on junior high school Chinese teaching is omnipotent and short-lived. Time is like running water. The scene of welcoming new students to school last September seemed to be in front of us, and another semester passed in a blink of an eye. Looking back on my previous work, although I have not made earth-shattering achievements, I have been conscientious. Through our own efforts, we have gained something in classroom teaching, and there are also places worthy of in-depth thinking and efforts.
First, the harvest:
1, grasp the underachievers, grasp the classroom routine.
Our students are young, have not experienced the transition of preschool, and their study habits have not yet been formed. Therefore, according to the actual situation of students, I "grasp peacetime". At the beginning of the semester, the underachievers in the class who need after-school counseling were identified, and the noon time and after-school time were fully utilized for counseling. This semester, the grades of these underachievers have all improved. While paying attention to teaching quality, I also pay attention to classroom teaching routine, strictly regulate students' homework format and classroom learning methods, and strive to cultivate students' good homework habits and study habits to promote the improvement of classroom teaching quality. Perseverance will lead to results.
2. Renew the concept of education and activate classroom teaching.
Teaching is the most important job for teachers, and now quality education is especially advocated. The main direction is classroom teaching reform. As the head of the grade group, I should bear the brunt and be bold and enterprising. In order to improve teaching efficiency, I always insist on obtaining information related to learning content through multiple channels, so as to prepare lessons and attend classes with confidence. The classroom pays attention to the development of students' personality, so the classroom atmosphere is active and students prefer to attend classes. I take every class seriously and try my best to do it well. In order to keep improving, I don't know how much information I have consulted and how many teaching plans I have revised. I also pay great attention to my image in the classroom, eager to conquer them with my personality charm. Students are used to the kind of teacher talking on the podium and lose interest in it. Combined with classroom teaching in the new period, I pay attention to students' independent construction and dynamic generation in the classroom. When designing lesson plans, I pay more attention to students' participation, and also pay attention to creating scenes that students like in combination with students' reality, so as to make my classroom colorful and full of laughter and let students know that the classroom can be so relaxed and beautiful. Actively construct knowledge in a harmonious environment. I try my best to let students discover, explore and solve problems by themselves. This semester, I also tried to let students share their views with you in class, which not only set an example for everyone, but also trained students' language organization and expression ability. I try my best to closely link the classroom with life, so that students can gain a variety of knowledge in math class, and at the same time realize that symmetry is very common in life and enjoy beauty. In the usual classroom teaching, I pay attention to the dynamic generation of the classroom. It is no longer that I give students knowledge, but that students gain experience in the process of actual operation, and then actively construct their own knowledge, so that different students can get different development in mathematics.
3. Enhance scientific research awareness and improve their own quality.
The new round of curriculum reform is advancing with a healthy development trend, and it is no longer feasible to rely solely on "experience" and "capital" to eat. I know very well that as a young teacher, we must fully understand and grasp the curriculum with an open mind, organize and implement the curriculum with a scientific and democratic spirit, guide and adjust the educational practice with advanced educational concepts, and strive to build a dynamic classroom teaching model, so that students can learn actively and individually, so that every student can be fully developed. Only by continuing to work hard in scientific research and arming yourself with scientific theories can we really be competent for the mission. Usually, I often go to the reading room to read books and newspapers on educational theory and surf the Internet to learn about educational trends and information.
Second, reflection and confusion:
1, the contradiction between the main role and classroom teaching time and teaching tasks.
The new curriculum standard requires that teaching should give students the initiative to learn, the opportunity to speak and the process of doing, so that students can give full play to their main role. The role of teachers is to mobilize students' enthusiasm, standardize the teaching process and guide students to think, operate and solve problems. Therefore, it is required to leave a lot of time and space for students in classroom teaching. I have done this many times. In terms of students, I really pay attention to students' personality, but what about the result? I can't finish the teaching content of this class, and sometimes I have to "brake" to complete the teaching task, canceling the students' independent time. How to better grasp the relationship between the two is worth further study.
2. Cultivate students' interest in learning.
Although I have put a lot of thought into my students, many students' studies and habits have improved, but some students have not fully developed good study habits. Some students are not careful enough to examine questions when they do them, and their ability to examine questions needs to be cultivated. Some students are still scribbled. Although I have repeatedly educated them and even asked them to rewrite them, their homework handwriting has not improved much. Only when the teacher sits next to them and he writes "I said" will they write more correctly. Some students can't finish their homework on time, some students don't finish their homework, and sometimes they don't do or do less homework. I think maybe they will not finish their homework because of lack of interest in learning, so how to stimulate students' interest in learning and enjoy their homework is a problem I need to solve next semester.
3. Read more theoretical knowledge about education and teaching, improve your theoretical level and improve your ability to control the classroom.
"Books are seldom hated before they are used." Many times I always try my best to design lesson plans, but I always feel that something is missing. In order to make teaching handy, we can only consciously collect more materials, read more newspapers and magazines, ask leaders for advice, and communicate with colleagues, so as to improve our education, teaching and scientific research level.
In a word, students nowadays are very wise and rational. Our teacher should use our patience to enter the hearts of students. Use your love to influence students' hearts; Let them experience the fun of learning. Of course, teachers should also reflect on their own teaching, so that students can feel happy and relaxed in the classroom and learn a lot of knowledge in a harmonious situation. Therefore, teachers also need to improve their professional ability, make their classes full of magic and fun, and let all our children get different experiences under our education.
In a word: improve, improve, and improve again.
The reflection of junior middle school Chinese teaching is omnipotent and short-lived. Through more than two years' teaching practice of curriculum reform, I summarized three aspects of tutoring teaching.
First of all, the right amount of inspiration.
In the classroom, according to the teaching objectives, we should closely screen valuable and easily overlooked words and key phrases. Because these words "not only have the function of revealing the theme, but also have the ability of focusing and concentration, which can restrict all parts of the full text." It is important for students to understand these words and phrases. If I teach the novel Kong Yiji, I will find something that can guide students to the depths from the text, and choose the sentence "Kong Yiji is the only one who drinks and wears a long gown" to make students deeply realize that Kong Yiji is a sad, ridiculous, pedantic, shabby, honest and kind little intellectual in the old society.
In addition, I will choose a key section in each class to teach, guide students to read repeatedly, and make comprehensive analysis in various ways. This is of great significance. Grasping the key paragraphs, grasping the theme, highlighting the key points and breaking through the difficulties can also bring about the effect of getting twice the result with half the effort.
Second, moderately promote.
Classroom teaching attempts to enlighten the taste of Chinese, that is, to really let students chew a little taste, or to lead students to the track of aesthetic reading of Chinese, so that students can enjoy beauty.
Teaching Zhu Ziqing's "Spring", the teacher scrutinized the sentence "The mountain is moist, the water is rising, and the sun is blushing". Chewing words, studying, chewing out some flavors. Spring has come, the spring day is harmonious, the spring water is falling, and the mountains become clear and moist. Some teachers closely followed the sentence "the sun blushed" and analyzed the doubts. Spring is coming. How does the sun feel? What does it mean to change the word "red" into a verb? What is the meaning of this sentence? Starting with the life experience, students can start their aesthetic imagination, associate with the colors of spring more freely, appreciate the beauty of peaches and apricots, and have a warm and pleasant feeling of bright spring.
Third, timely inspiration.
The key to classroom teaching is that teachers can clearly observe the sparks of students' thinking and add a fire in time. On the one hand, timely guidance is to use artistic guidance to solve students' problems when they encounter difficulties. On the other hand, when students encounter difficulties and can't grasp them in time, teachers point out the methods of thinking and analysis in time, set aside the level of knowledge understanding, simplify the complex and make the difficult easy, so that students can continue their research activities. Timely teaching also includes teachers' quick catching when students' thinking goes astray. As a new teaching content, students' thinking is guided to the right track through witty teaching.
In short, the experience of implementing mandatory teaching tells me:
Hugging is a fire that sparks students' thinking. Teachers' artistic guidance in Chinese classroom teaching can purposefully guide students to discover and create, thus achieving the optimization of teaching effect.
Reflection on junior middle school Chinese teaching is the premise of successful teaching.
Speaking of reflection, many teachers naturally think of reflection after class, but ignore reflection before class. The pre-class reflection mentioned by the author includes the establishment of teaching objectives in the new school year (semester) at the beginning of the new school year (semester), the arrangement of course teaching plan, the selection, abandonment, supplement and extension of teaching materials before each class, the choice of teaching strategies, the thinking of teaching key points and difficulties, the organization of teaching content, the design of teaching process, the determination of teaching methods, the use of teaching media, the imagination of teaching and the understanding of teaching. These reflections need teachers to think one by one before class, and reflect them in lesson preparation and teaching plans, leaving no blind spots, laying a solid foundation for the success of classroom teaching, so as to teach in a planned way and guide them in a targeted way.
For example, before the lesson "Beyond the Mountain", the author reflected that this poem is the first Chinese lesson for students from primary school to junior high school. Therefore, in the teaching process of this course, students must be guided and instructed in learning habits, learning methods, learning skills, learning rules and learning precautions. These guiding and guiding contents should be organically interspersed in the teaching process of preview, study, review and listening. I also reflect on students' lack of experience and real life background. Before class, I collected some famous people's life experiences and used them in class to inspire students to understand the philosophy of life expounded in poems, so that students can learn from famous people, not be discouraged when faced with difficulties and setbacks, but make unremitting efforts to overcome difficulties, stand up bravely from failure, pursue constantly in difficulties and twists and turns, and realize their dream life ideal. Regarding reading training, I also reflected on the necessity of giving students practical and specific guidance in reading training. In order to overcome the shortcomings of traditional teaching methods that don't pay attention to reading guidance, we can take a fragment or a sentence or two as an example to give guidance in class, teach sentence by sentence, and give guidance repeatedly to the pronunciation, tone and intonation of a word, so that students can have the courage to read aloud, read the pronunciation correctly, pause appropriately and read the tone correctly initially. This kind of reflection is helpful for teachers to further study teaching materials, students and teaching methods, better grasp the new curriculum and improve teaching quality faster.
Classroom reflection is the key to successful teaching.
With pre-class reflection, there will be in-class reflection. Teachers should reflect in time and constantly adjust in class. They don't follow the lesson plan made before class, but flexibly guide according to students' learning interest, learning mood, participation mode, inquiry effect and overall state, improve in reflection, improve in reflection, and ensure the smooth and efficient progress of each class.
For example, after summarizing the central idea of the article, can the author "go one step, go one step" after class? No, we can't always look at an article from one angle, just as we can't judge a person from one aspect. Exploring the same article from different angles can improve reading quality, expand students' thinking and improve reading ability.
In class, you can ask questions about a person, a plot or other aspects and read the text from multiple angles. After guiding the students to summarize the center, I asked the students to explore questions: are there any other issues that can be discussed in this article besides the central idea? The students' interest is very high, and they keep searching and searching in the text, and finally get the result under the timely guidance of the teacher, that is: the first question, as a father, how should we teach our children to get out of danger? If my father hurried to the bottom of the cliff and comforted me while climbing the stone shelf to help me down, would this be the same as what my father did in the article? Which one do you like? Tell your thoughts and reasons. Second question, do you like Jerry? State your views and reasons. The third question, how do you evaluate four children? Everyone had a heated discussion and expressed their opinions, which not only enlivened the classroom, but also deepened the understanding of the text. Isn't it the best of both worlds? This kind of classroom reflection is conducive to excavating the profound meaning of the text, understanding the author's thoughts from multiple angles and developing students' innovative thinking ability.
First, study teaching materials, understand students, and proceed from reality.
Textbooks are the basis of students' learning and teachers' teaching. How to make good use of textbooks and make students like textbooks and study is the first problem worth considering. After in-depth study of the textbooks, I found that the new textbooks pay more attention to the cultivation of students' study habits and learning ability, and the requirements for some Chinese knowledge points are not clear enough.
With a more correct and clear understanding of the teaching materials, I can foster strengths and avoid weaknesses in the teaching process, complement each other inside and outside the class, and make the teaching materials more perfect. According to different teaching objectives and learning requirements, the reading text in the textbook should be consistent with students' learning practice, so as not to dig deep into hard learning and make students feel speechless and meaningless.
This is another difficult problem before us. I think teachers should really understand your students at this time, know what their difficulties are, what they are interested in, and how to design through their thinking and cooperation, so as to really improve. Only in this way can teachers have correct teaching predictions when designing teaching plans, making the teaching plans closer to students and more reasonable. I think this is also an aspect of preparing lessons from the "learning situation" of students. Of course, in the process of classroom teaching, we should proceed from reality and constantly adjust according to the learning situation.
Second, write students' new ideas and new viewpoints.
The process of Chinese classroom teaching, as far as it is concerned, is the process of communication between teachers and students. In the process of classroom teaching, students are the main body of learning, and there is always a "spark of innovation" flashing on students. Teachers should fully affirm some unique opinions put forward by students in class, which not only promotes students' good methods and ideas, but also appreciates and encourages them. At the same time, these valuable insights are also a supplement and improvement to classroom teaching, which can broaden teachers' teaching ideas and improve teaching level. So recording it can supplement rich materials and nutrients for future teaching.
For example, when I was reading the text Jiuzhaigou, a student suddenly asked, "Teacher, can the colorful pool swim?" Asking this question is a precious nature of children, and there is no malice at all. The students talked a lot, but I was very happy. I took the opportunity to let the students discuss the problem. I said, "That's a good question! Whether a colorful pool can swim depends on four basic conditions: the size of the pool, the depth of the pool, the cleanliness of the water, and whether there are obstacles at the bottom. Let's read the text carefully and check the materials to see if there is any information in the text and materials? " With this guidance, it is not difficult for students to find the answer from the text. In this way, students are not only encouraged to ask curious questions boldly, but also can use "doubt" to dispel doubts, read the text deeply and improve students' ability to process information. The classroom effect is very good.
After class, I reflected and recorded the students' new ideas and viewpoints, and realized more deeply that it is not easy to fully respect everyone's opinions in Chinese class. As a teacher, you can't replace students with your own thinking, and you can't let students follow their own ideas. It is necessary to fully embody the educational thought of taking students as the main body and teachers as the leading factor, and attach importance to cultivating students' innovative and practical abilities.
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