Methods to improve the quality of Chinese teaching in junior middle schools 1. The Necessity of Chinese Teaching Reform in Junior Middle School
The essence of Chinese subject is instrumental and humanistic. Especially junior middle school Chinese, which has its own characteristics, is a basic course to train students to master and use Chinese. People's reading ability, understanding ability, expression ability, information collection and processing ability and even communication ability will lay a lifelong foundation. Moreover, junior high school is a critical period for people's knowledge, thought, character and thinking to move from naivety to maturity. Therefore, the success or failure of junior middle school Chinese teaching is crucial, and teaching reflection, as an important means to improve teaching efficiency and optimize teaching effect, is becoming more and more important.
In fact, Chinese teaching in our country has been reforming, especially from Mr. Lv Shuxiang's article 1978, which is praised as the Chinese teaching field? A ray? After the publication of "Two Problems in Current Chinese Teaching", the reform of Chinese teaching in middle schools has been carried out with unprecedented momentum in China. In the past ten years, great progress has been made in the renewal of teaching concepts, the improvement of teaching contents, the improvement of teaching methods and the reform of teaching materials, and a large number of influential and distinctive teaching reformers have emerged, making the field of Chinese teaching in middle schools the most active field in China's current teaching reform. However, if we make an in-depth and comprehensive investigation, we will find that the present situation of Chinese teaching reform in middle schools in China is not very optimistic.
Second, the problems in junior high school Chinese teaching
It can be said that under the impetus of junior high school Chinese curriculum reform, all schools have made great efforts in teaching methods, teaching equipment and teaching staff. Although some achievements have been made, we should also clearly see the existing problems, such as teachers' failure to arouse students' enthusiasm and initiative in classroom learning. In the actual classroom teaching, due to the lack of in-depth understanding of the new curriculum, the lack of thorough understanding of teaching materials, and the lack of proficiency in classroom control, some problems cannot but attract our attention.
First of all, the reality of the senior high school entrance examination puts many teachers in a dilemma in Chinese teaching. Parents, students, schools and teachers are all troubled by scores, especially teachers. Their teaching should be closely combined with the requirements of the syllabus, in other words, they should serve the exam well. For example, as far as Chinese reading is concerned, the cultivation of reading ability is the most important thing in Chinese teaching. However, because the reading materials of modern Chinese in the senior high school entrance examination are taken out of the classroom, modern Chinese in the classroom is no longer the direct content of the examination questions, so the importance of modern Chinese in Chinese textbooks is weakened. It doesn't matter whether you learn or not, as long as you learn classical Chinese well. ? The cultivation of students' modern reading ability is realized by doing a lot of modern reading training questions. Imagine: students don't have the reading knowledge and reading methods taught by teachers in combination with modern Chinese teaching in textbooks, and students don't have classics and model essays in various styles. How do students move from the known to the unknown, and how to draw inferences from others? Grasping the beard and eyebrows together will only get twice the result with half the effort, which will make students tired and make teachers worry.
Second, teachers' passive response in classroom teaching. After the implementation of the new curriculum reform, many new ideas have influenced our behavior, and many changes have taken place, but there have also been many problems. That is, many teachers don't really explore the true meaning of those nouns and terms, but hope to reason out from the words and make many formal and ineffective responses to changes. Speaking of reading, everyone is scrambling to talk about how to stimulate students' interest in extracurricular reading and how to guide students' extracurricular reading; Speaking of the reform of teaching methods, that is? Independent cooperation and exploration? Words and expressions are widely used in the classroom, and the classroom is full of excitement; When it's time for group help and discussion, open the table and insert a few words in class at the right time. Group discussion? It's finished; When it comes to the cultivation of students' personality, it leads students to talk about their personal feelings, completely ignoring the author and the text. And so on, these are all practical problems in current Chinese teaching.
Third, improve teaching methods and improve the quality of Chinese teaching.
Under the new curriculum standard, junior high school Chinese teaching should pay attention to cultivating students' comprehensive thinking ability and improving students' Chinese literacy in an all-round and orderly way, which has become the consensus of everyone. Then, how to boldly guide students to learn independently through classroom teaching and stimulate students' strong interest in learning Chinese? This is also an important topic in the current Chinese teaching reform.
First, break through the limitations of the senior high school entrance examination and dare to emphasize? Comprehensive study?
Carrying out comprehensive learning can not only tap the resources between Chinese and other courses, but also comprehensively use the knowledge and skills of various disciplines to push students to the society, learn and use Chinese in large social classrooms, enrich their experience and increase their talents. For example, when teaching Mr. Zhu's "Dear Spring", we organized relevant? Spring? Chinese practice activities guide students to collect idioms, couplets, proverbs, poems and articles about spring. Let students deepen their understanding of the activity? Spring? Experience, in this way, not only enriches students' knowledge and stimulates their interest in learning, but more importantly, through this series of vertical and horizontal connections and multi-directional expansion, it cultivates students' multi-directional thinking and profound humanity, and changes the low state of classroom teaching. ? Why is the water in the pond so clear? Why is there a source of living water? The development of Chinese teaching in middle schools is not by sticking to the rules, but by being full of vitality, inclusive and innovative. Will language be injected? Living water? Become colorful.
Second, teachers should strengthen the improvement of their own quality.
The teacher is not _ yes? A teacher? In the new era, teachers are knowledgeable scholars and researchers who can reflect, study and improve their teaching behavior. Put forward the best solution to the problems in the teaching situation. Constantly examine their position in the development of society and education. Design your own educational and teaching behavior.