Time flies, a semester of education and teaching work is coming to an end. Looking back on my teaching practice since a semester, I will calm down and reflect on it so as to improve my teaching in the future.
First, combine the characteristics of students to carry out teaching activities.
For the seventh-grade students, they still can't understand the study life in junior high school, so I started a series of activities after class to cultivate students' good study habits.
1, strengthen hard-pen calligraphy practice, copying is divided into two steps: first, copying, let each student choose excellent copybooks to copy; Later, after the mid-term exam, let the imitators write temporarily.
2. Strengthen reading training. According to the requirements of curriculum standards and the age characteristics of grade seven, I arranged for students to read the famous stories Robinson Crusoe and How Steel was Tempered.
3. Five minutes before the intensive class. Since my freshman year, I have been paying attention to students' classroom links, including reciting and reciting ancient poems, reading classic essays and cultivating a sense of language in classical Chinese. Although the content is not very rich, it helps freshmen to extend from class to class.
Second, constantly practice, improve and optimize classroom teaching.
Classroom is the main front for implementing teaching, and it is also the main front for teachers to impart knowledge to students and cultivate good habits. So from the beginning of students' enrollment, I will pay close attention to classroom teaching, practice constantly and optimize the classroom:
1, do a good job in preparing lessons. Although the work of the head teacher is very messy this semester, there will be classes occasionally, and the classes are not good yet. But I try my best to prepare lessons, and sometimes I take my homework home. In preparing lessons, I not only consider the teaching content, but also consider how to highlight the teaching focus and break through the difficulties in classroom teaching. At the same time, more consideration should be given to students' learning in the early grades, their process of accepting knowledge and their methods of accepting knowledge. Therefore, in order to improve students' learning enthusiasm, I set myself a goal-each unit should use at least two classes of big screens to impact students' vision and hearing.
2. Have a good class. The reform of Chinese teaching must start from the classroom, because this is the embodiment of teacher-led and the implementation of students' subjectivity, so I try my best to do it: you are the master of my classroom and truly realize students' subjectivity.
At the beginning of the semester, I told the students that no matter what you said, as long as they discussed the problems in class, I had a break-in, exchange and communication with them during the semester, and the students dared to express their ideas and opinions in class.
In class, I try my best to change the role of the head teacher into that of the classroom teacher. Due to the busy work of the head teacher, the work assigned by the head teacher needs to be arranged and the situation in the class needs to be solved, but I try my best to avoid my Chinese class becoming a meeting class for the head teacher. One of the reasons is that teaching tasks are not allowed. According to the teaching plan and progress, each class has its own teaching content, and the lack of teaching content cannot be caused by other work. The second reason is that students are not allowed. The head teacher is also the teacher in class. You must learn to change your role, because it is a respect for students and for your own teaching.
Third, enter the students and make them fall in love with Chinese.
In order to improve the teaching quality and realize the teaching atmosphere of equality and democracy between teachers and students, I try to get into the students and make them fall in love with Chinese:
First, keep learning. If you want students to like you, you should always pay attention to your study. No matter the teaching content, or the generation gap and emotional communication with them, I have devoted myself to learning books and words related to education and teaching.
Second, close the distance. In order to make students like me, I not only communicate with them emotionally in class, listen to their voices carefully, try to be close to their hearts and communicate with them, but also gradually establish a teacher-student relationship with them through various ways and means of communication after class.
Fourth, challenge yourself and grow through reflection.
A semester of teaching work, let me really feel that I grew up with students. For my classroom mode, students are basically used to it, and occasionally they feel tired in class. How to further arouse their enthusiasm and interest is the main problem I will think about in the future.
And with the progress of the times, my existing knowledge and experience can no longer meet the emerging new problems and new situations. How should I face and solve them?
Most importantly, the most difficult problem in Chinese teaching is composition teaching. Sometimes I feel helpless. I can only talk about needs, methods, products and comments. I don't have my own system from theory to practice, or operating system.
In the face of many problems, while charging in time, I also discussed with other teachers, listened to their valuable opinions and suggestions, and practiced and explored in my own teaching, in order to improve my teaching, improve my teaching level, and be a qualified Chinese teacher, a teacher that students like and a teacher that parents are satisfied with.
The seventh grade is a transitional stage between primary school and junior high school. Primary school learning is very dependent and has poor consciousness. I am used to the teacher watching all the time. There are many places to get used to. The students in my class are not good in all aspects. First of all, they don't have good study habits: poor class habits, a quarter of students can't concentrate, talk or make small moves in class, and often have to stop to rectify discipline. I don't get into the habit of taking notes at any time. The completion of homework is far from ideal. There are often five or six people who don't do their homework. If it is a weekend, the homework situation is even worse. There are more than a dozen students who don't do their homework. Most students don't write well. In short, the learning attitude is poor. Secondly, behavior habits are not developed, littering everywhere, disrespect for teachers and so on. In view of these situations, I have also taken some measures.
First, use the time of self-study at noon to practice writing for twenty minutes every day.
As soon as school starts, I ask everyone to prepare a copybook. Students practice calligraphy, and I also give instructions in class. Some students have made great progress in their calligraphy after a semester of practice.
Second, pay close attention to the completion of homework.
Strengthen the inspection every day, from the team leader to the class representative, carefully check and record in detail. Once an unfinished phenomenon is found, it is moved by emotion and explained by reason. Help them correct their learning attitude. In addition, I also cooperate with parents to supervise and inspect. Some achievements have been made, but there are still a few diehards.
Third, strengthen double-base training.
Basic knowledge and potential are the cornerstone and foundation of Chinese literacy. The students in this class are poor in double basics. On the one hand, I strengthen reading training through morning and evening reading and class time. Texts, poems, easy-to-understand words, etc that need to be memorized. Pass the exam lesson by lesson. Every time I write dictation, I change it one by one, urging them to change it, and emphasizing sexual problems in class. On the other hand, I found that the students' answers were very irregular. To this end, I talked in detail about the answering skills and norms of various types of questions, and some also asked students to study hard. Then through a lot of practice, the theoretical knowledge is applied to practice and transformed into the potential to solve problems.
Although a lot of work has been done, the final exam results are not ideal. The main problem lies in the basic knowledge. It is not difficult to accumulate and use, mainly to examine students' basic knowledge of Chinese and the general application potential of language. If you look at pinyin and write Chinese characters, the four words are usually written in dictation. It is emphasized that only a dozen people are right. Usually emphasize the dictation of famous sentences in the text, and many students still deduct points. These are not usually solid foundations. Topics and comprehensive exercises, we have done topics, but we have lost a lot of points, mainly because we didn't listen carefully in class and the efficiency of attending classes was poor.
Poetry appreciation is a difficult point. This time is no exception. Students don't understand the main idea and feelings of poetry. At the same time, it is necessary to strengthen the potential of organizational language.
Read ancient poetry and prose. Judging from the answer, there are not many students who can get full marks. Pay attention to students' understanding of word meaning and translation potential, as well as their grasp of articles and materials. Many students don't know the information, can't translate sentences, and can't answer questions with articles. Therefore, in the future, we should try to explain the meaning of real words and function words in classical Chinese in detail, and students should also remind them to pay more attention when reviewing.
Modern literature reading. It mainly examines students' cognitive understanding potential, analytical comprehensive potential and appreciation evaluation potential. Students' analysis and generalization potential is poor, and they can't standardize their answers. It is also difficult to imitate sentences.
Composition is a propositional composition. In the exam, many students found that the questions were unclear, many were off topic and not strict. Can't catch the eye in the topic. The article requires narrative-oriented, appropriate use of lyric, discussion and other expressions. Students are not clear about the differences between narrative and discussion, lyric and other expressions, so the genre of the article cannot be simplified as "three unlike", and no matter how beautifully written, they will not get high marks.
Four, in the future teaching, I will start from the following aspects:
1, continue to master the basic knowledge. In learning, we should emphasize reading more and remembering more, contacting more texts, wonderful articles or fragments, trying to be familiar with reading, and earnestly strengthening the accumulation and perception of language.
2. Pay attention to the guidance of methods and the cultivation of potential. Reading modern literature focuses on studying materials, examining the meaning of questions and answering questions according to points. Students should be trained to accurately grasp the crux of the problem and express their thoughts in concise language. Therefore, it is necessary to emphasize the study of students' problem-solving methods and the training of problem-solving norms, and at the same time, through too much practice, cultivate the potential of language sense, induction and expression.
3. On the one hand, composition should strengthen the training of examining questions. On the other hand, we should strengthen our usual writing exercises, such as diaries and weekly notes, and develop good writing habits of observing life, feeling life, reflecting life and expressing true feelings. Pay attention to several important links such as composition guidance, composition evaluation and post-writing evaluation, and let students participate in these important links. We can adopt the process of individual self-correction, group mutual correction, class evaluation and rewriting, so that they can carry forward the learning spirit of autonomy, cooperation and inquiry and change "others want me to write" into "I want to write" Only in this way can we lay a good foundation for the improvement of composition quality.
Reflection on seventh grade Chinese teaching: I chatted with a colleague in the office before the second class this morning. A teacher who just came out of the office brought xx students from Class 7 (1) in (the teacher is tall, the classmate is thin, and the teacher is holding the classmate by the collar with his right hand) and said, "Kick, keep kicking!" Another teacher B who came in from outside echoed: "He is not the only one in their class, and there are several others!" " "This sentence expresses extreme dissatisfaction with students' behavior. After the students gained a firm foothold, they looked up and saw me in the office, and said timidly, "The teacher taught us to play!" " "Teacher A asked suspiciously," Did your teacher teach you to play, or was it Teacher xxx? "The students are more timid" well "and dare not say anything with their heads down. Teacher A seems to want to verify the authenticity of the students' words and says, "Well, your teacher teaches you to kick, just stand and wait!" " "Say that finish turned away. Teacher B followed, leaving the students standing in the office.
My colleague C, who was talking to me, glanced at the students and asked, "What's the next class?" The student said briefly, "China people!" C turned to look at me again and said, "Your class?" I thought that A and B went out to find the xxx teacher who taught the students to kick the wall, and they would immediately give the students a fair result. I had to smile helplessly and was speechless. Teacher D, who has been sitting in front of the office computer, is going to have the second class soon. Before Teacher A and Teacher B arrive, the time for the second class is getting closer and closer. Knowing that C and I can't help the students standing in front of us, (supplement: Teachers A, B and D are middle-level leaders of the school, and C and I are ordinary teachers), I stood up and went to the students' side to comfort them and said, "Ok, let's go to class!"
It turned out that several tiles had fallen off the inner wall of the railing in front of the classroom. For safety reasons, the school general affairs director taught the class teacher to organize the students to handle it by themselves. After the class teacher arranges the finished work, there are things to do, so students can deal with them themselves. I don't know why I was met by teachers A and B, thinking that students deliberately destroyed school property. I didn't know until later
In the second class, when I walked into the classroom, the student lay on the table and sobbed softly. The eyes of the whole class looked at him for a while and at me for a while. No one made a sound, as if waiting for me. I don't know what words to comfort him. I tried to distract him by saying something carefully to let him put down his mental burden and not seriously think about minor problems, but it backfired. He cried even more sadly. I try not to panic and calm myself down to find a way to solve the problem, but the more I think about it, the more I can't think of it. I can't, but when some students are sad and crying, I am indifferent to my class.
So, I pretended to be relaxed and said, "hey, man, there will be many difficulties in life, and this little grievance makes you so sad." How to face and bear greater responsibilities and more grievances in the future? " I paused and saw that his psychology seemed to have changed a little, and then I said, "I still remember a saying,' Heaven will take great responsibility for Sri Lanka, and he must first suffer from his mind, his bones and muscles, his skins, his endurance and his incompetence. "In that case? Confucius said,' Isn't it a gentleman not to know and not to smell?' "I found that he seemed to be listening to me, and his mood was much calmer. I knew that I should not be entangled in this issue." Ok, forget yesterday's injury and pain, and face tomorrow with a smile! Let's study Madame Curie's My Faith and see what qualities a real scientist should have! The students stopped sobbing, wiped the tears from the corner of their eyes with their hands, glanced at me on the platform, gently opened the textbook and turned to Lesson 9, My Faith. Maybe, he may not understand everything I said above, but he can stop crying and listen to me, which also makes me feel much better.
The Ugly Duckling is a text in the second volume of the seventh grade of People's Education Press. The Ugly Duckling is an anthropomorphic fairy tale adapted from Andersen's works. With interesting language and vivid plot, the article describes the extraordinary experience of an "ugly duckling" who finally found herself a beautiful swan after going through all kinds of hardships. The "ugly duckling" in this article's difficult and tortuous experience and its unremitting pursuit of beautiful ideals in adversity deeply touched every reader. The story is very touching, closely related to the age and psychological characteristics of the first-grade children. It is not difficult for students to achieve the teaching focus of the article, such as learning new words and reading the text aloud. But it is difficult to understand the difficulty in the article: know how to be kind to others, respect each other, and know yourself correctly at the same time.
I have successfully done several things in my teaching. Now let me sum up:
First, the use of information-based teaching methods to create a situation
Because every classroom in our school has multimedia equipment, it is very convenient for students to walk into texts and fairy tales. I used courseware to make pictures of the place where the ugly duckling was born and its brothers and sisters. Then I showed a picture of the ugly duckling. My design intention is: such a beautiful place, such a beautiful duckling, to set off the ugliness of the ugly duckling. The ugliness of the ugly duckling was quickly reflected in the children's minds, which laid the groundwork for the later study.
Second, show the picture of an ugly duckling changing into a swan to stimulate students' imagination.
I will let the students read the sentences describing the appearance of the ugly duckling first, let them know how ugly the ugly duckling is, and guide them to sort out how the author describes the appearance of the ugly duckling. Then, ask the students to compare the ugly duckling in the courseware and find out the relevant sentences in the second paragraph of the text. By comparing pictures and texts, students can clearly understand the writing order. Finally, I put the picture of ugly duckling and the picture of swan together. I asked the students, "Is it unbelievable that the ugly duckling turned into such a beautiful swan?" "The students all said yes. I said, "Yes! Even she can't believe it's true, so which sentences in the book write the surprise of the ugly duckling? "Let the students find the relevant sentences, read them repeatedly and taste the psychological activities of the ugly duckling. Ask the students to describe the growth of the ugly duckling with the words in the text, and the students will find it easier.
3. Use word breakthrough method to guide students to read since the enlightenment by themselves.
The highlight of language expression is often manifested in individual keywords, and the lesson "Ugly Duckling" is no exception. The words "loneliness", "ridicule", "surprise", "envy" and "surprise" play a decisive role in the expression of the article center. A correct understanding of these words helps students to understand the deep meaning of the text. In teaching, I give up complicated analysis and take word understanding as a breakthrough, so that students can read and understand independently in different ways, understand words in context and express their understanding through reading.
Fourth, read the highlights of the story.
When we and the ugly duckling were intoxicated with her joy of becoming a swan, we said, "Oh, what a beautiful swan!" " Who would have thought that her suffering and humiliation were so heartbreaking? Let's go back to the story and see how she suffered and humiliated. "When I lead to such words, the children suddenly entered the state. Then concentrate on reading. The bullied part of the ugly duckling is also the most wonderful part of this lesson. I basically let students feel in reading, read in understanding, and combine reading and understanding organically. The students were moved by the story and fate of the ugly duckling, and I was also moved by the students' reading. This class is full of affection and affection everywhere. I thought: this is the charm of fairy tales.
In short, our Chinese teaching must attach importance to students' reading, so that students can learn in reading. Let's fall in love with reading with students and make reading a good habit!
In the teaching of this article, I think there are at least two points worthy of recognition. First of all, I design and teach according to the idea of "clearing clues, defining structure, knowing content, distinguishing images and feeling themes". Therefore, classes can be orderly, clear-headed and compact. Especially in the process of "distinguishing images", the students showed a certain ideological depth and understood that the ugly duckling is kind, generous, idealistic and brave in pursuing beauty and happiness. When discussing the real reason why the ugly duckling turned into a white swan, the students had a very warm atmosphere and a very fast thinking speed, which naturally completed the understanding of the theme. Talking about your feelings is also profound and unique. For example, a classmate said, "Gold always shines. As long as you pursue tirelessly and work hard, even in adversity, you can finally realize your ideals. " Some say that "plum blossom fragrance comes from bitter cold, and only by enduring the hardships of life can it grow faster" and so on.
Secondly, role-based reading can promote students' understanding of characters. However, it takes too much time to deal with the link of "knowing the content", so that the wonderful part of the article is not read enough. Therefore, in the teaching of such a long article in the future, students must be required to read carefully at home and complete some synchronous questions to help them read smoothly and test the reading effect. Only in this way can we achieve better results.
Reflection on Chinese Teaching in Grade Seven Today, I finished the last text and two short essays in Unit 5. Including "Kuafu is getting worse every day" and "The anger of workers can't touch Zhoushan". These two classical Chinese are different from those learned before the seventh grade, and they are two fairy tales. In fact, students are no strangers to "myth". Most students can tell many fairy tales, but the teaching of classical Chinese is not as simple as telling stories.
With two short texts, I worked out the teaching content of a class. Students must first understand the meaning of words before they can translate the full text. My students have done a good job in this respect. Most of them can understand these two fairy tales by dredging words and phrases and recite these two classical Chinese in class. However, just as I was about to start digging deep into the text, my classmates suddenly asked questions. "Teacher, isn't Kuafu a bit overreached? It is expected that such a person will have such an ending! Right? " The students asked me. Because I was just about to start talking about the positive meaning of this fairy tale, but the students preconceived the negative meaning in the fairy tale. However, the students' understanding is not wrong. How to guide students to continue to understand the positive significance brought by myths has become a more important link in this class. Then I suddenly realized that I had neglected the definition of "myth" first. Next, I began to explain the definition of myth to my classmates through students' questions. The child touched his head and said, "Oh, it turns out that ancient people knew nothing about natural science." Knowing this, the positive teaching will become much smoother.
The whole class has become much easier. At the end of the Kuafu Daily, a classmate suddenly raised his hand. I asked him to stand up and speak, but I didn't expect him to say, "Teacher, when did Kuafu come? If only he and Dayu were at the same time. " I asked, "Why?" The classmate said with a smile, "Teacher, you see that he is drinking the water from the Yellow River, so it is not so hard for Dayu to control the water." At this moment, I suddenly found that children's imagination is infinite and so precious. I praised the child because he is clever and because of his imagination and associative ability.
After this class, I suddenly feel how happy I am to be a teacher. I haven't been so happy since I taught. Because in that class full of children's questions, I felt the children's thirst for knowledge. I admire their spirit of breaking ice. I also found many shortcomings of myself. I have heard this many times in training: to be a Chinese teacher, you need a bucket of water to give students a glass of water slowly. However, in the face of the increasingly progressive society and the rapidly developing information society, today's Chinese teachers are more than just a bucket of water. Only by constantly improving oneself in knowledge can we become a qualified Chinese teacher.