In our daily life, classroom teaching is one of the important tasks, and reflection is to think about the past and sum up experiences and lessons. How to write reflection? The following is a brief reflection on junior high school Chinese teaching (selected 12), and I will sort it out for you. Welcome to share.
A brief reflection on Chinese teaching in junior high school 1 Sauvignon Blanc is a masterpiece describing homesickness on the frontier army road. This is a well-known poem with deep feelings. A journey of mountains and rivers, a journey of songs, one snowy and one sad. On the way to Shanhaiguan, Nalan Xingde wrote this homesick song, which made him a masterpiece through the ages. Nalan Xingde poured out his heart through two aspects: scenery writing and narration. He was caught in a snowstorm on the road and couldn't sleep. Crossing the mountains and rivers, even the dream of missing my hometown at rest was shattered by the noisy sound. He looked up at the moon and remembered the peaceful and peaceful life in his hometown. He couldn't help crying.
In order to better understand the author's mood at this time, I asked the students to imagine the warm and harmonious picture of the author's hometown. In the music, I read the word affectionately, and the students closed their eyes and conceived a unique and happy scene.
Some said, "I saw flowers and birds in Nalanxingde's hometown, and their family sat together, chatting and joking, so lively." The children are playing in the alley, and the girls are sitting at the door embroidering; Children who come back from school put down their schoolbags and fly kites, and some even make flowers into garlands and wear them on their heads. My hometown is full of vitality. "
Someone said, "I saw the bright moonlight and the twinkling stars at night." The author's relatives sit at the window and admire the bright moon. Not far away, birds chirped from time to time, and flowers closed their beautiful petals. As if they and the author's relatives were quietly looking forward to the reunion of Nalan Xingde with them.
I saw the enthusiasm of my classmates, and then let them communicate in the group, so as to know more clearly that Nalan Xingde joined the army and fought in the battlefield. For the sake of ambition and ideal, the author suffers from homesickness, loneliness and loneliness, all the way-Sauvignon Blanc. The more the wind changes, the more the snow wakes up-Sauvignon Blanc. Give up your family and care about everyone, and all innocent hearts will become-Sauvignon Blanc.
A brief reflection on Chinese teaching in junior high school 2 "Sauvignon Blanc" is a masterpiece describing the homesickness on the frontier army road. The teaching focus of this lesson is to understand the content of words, experience the infinite feelings hidden in words, and read words with feelings.
The beauty of ancient poetry lies in its melody, which makes people read catchy and beautiful. Therefore, we must recite ancient poems first. When teaching "Sauvignon Blanc", I designed several links: first, read the poem, correctly grasp the pronunciation, and read it clearly and comprehensively; Read the poem again, pay attention to the pause and read the rhythm; Read the poem three times and read the impression; Read the poem four times and read the main idea; Fifth, read poems and feelings; Six reading poetry, studying abroad.
Recitation should not only stay in various forms of demonstration reading, competition reading, score reading, performance reading and other shallow levels, but should further appreciate the linguistic beauty of poetry on the basis of understanding poetry, and under the influence of this beauty, it is a beautiful reading from the heart, which is intoxicating.
For example, "the mountain is a journey and the water is a journey" is just a few numbers. The mountains are high and the water is far away, and the lonely and boring military life of long journey is just around the corner. For another example, when reading the main idea of the text, grasp the author's "where is the body" and "where is the heart" as the starting point to experience the author's physical and mental homesickness, and then let the students imagine the beautiful scene of the author's hometown when the teacher reads the model. On the one hand, the "body" is in the snow army, on the other hand, the "heart" is in the warm home, and the sharp contrast evokes the author's homesickness. At this time, let students read with emotion, which can be described as "meaning to love deeply."
The ancients wrote poems "implicitly" and "implicitly". To learn the word "Sauvignon Blanc", we should start from reading, get into the mood, get into the state, experience the implicit beauty of the poet, and share joys and sorrows with the poet. I use appropriate language to create situations, arouse students' emotions, and then add Huqu to bring students into situations, and then let students recite them repeatedly, gradually narrowing the emotional distance with the poet. In the teaching of ancient poetry, students must understand the poet's feelings, approach the poet and have a dialogue with him.
When experiencing the artistic conception, we use various methods such as language description, pictures and music chanting to induce imagination, so that students can reproduce vivid pictures in their minds, cultivate unique feelings in active participation, and get corresponding emotional and aesthetic edification.
A brief reflection on junior high school Chinese teaching 3 Facing an old text with profound cultural connotation, my teaching method is still relatively traditional, and I haven't deeply explored its cultural characteristics and spirit of the times. A classmate once asked such a question when writing his own thoughts on the teacher's comments: I think "leaving a legacy in primary school" does not mean "learning on a small scale and giving up learning on a large scale", but should be understood as "children let him learn, adults don't learn", thus penetrating the meaning of the context. Whether his understanding is correct or not, this spirit of thinking deeply and expressing his opinions should be an example for everyone, and teachers should let students discuss it.
Compared with "encouraging learning", Han Yu's Shi Shuo is more emotional, so he pays attention to the teaching of reading in teaching. Let several students read aloud and imitate, and the effect is good. For students who are not good at learning, in the words of the article, "people are not born to know", and the effect will come out when they are translated synchronously. This situation is only for students who have previewed and achieved good results, and the atmosphere of the whole class is more active. But I may be a little worried about the requirements of the ancient Chinese examination. So we should repeat the arrangement of the context in the next class.
Reflections on Chinese teaching in junior middle schools. A few days ago, Teacher Liu and I just collectively prepared lessons for the classical Chinese "Ye Gong Long Hao". We have different views on Ye Gong's behavior. He only likes the art of dragons, but when he saw the real dragons, he was very scared. Just like a painter who loves to paint tigers, it is human nature that he will run away when he sees a real tiger. If I only talk about my personal opinion, what I understand from it is that "we should not only look at the superficial phenomena of things, but also look at the essence through the phenomena." Teacher Liu and I feel the same way.
However, there is a key reminder in the Teacher's Teaching Book, "From this article, I realize that the spirit of being a man should be consistent in words and deeds, consistent in appearance, seeking truth from facts and not practicing fraud." Students' understanding is multifaceted. How to guide them to understand this key point?
In the second class of Ye Gong Long Hao, the children began to understand Ye Gong's love for dragon art from "Gao Haolong in Ye Gongzi, writing dragons with hooks, chiseling dragons, and writing dragons in the room", and understood the fear of real dragons from "Ye Gong saw it, abandoned it, lost his mind, and had no owner". Compare the two parts and let the children talk about their views on Ye Gong.
Therefore, there are four views:
1, don't be a vain person.
2. Be a person who is consistent in words and deeds, as it seems, and seeking truth from facts.
3. You can't just look at the superficial phenomenon.
Ye Gong's behavior is human nature and understandable.
At this time, Tang XX spoke, "Since so many of our classmates agree that Ye Gong's behavior is understandable, I think the author can also think of this when writing, but from the end of the article, the author seems to be deliberately avoiding this point of view. Why? "
A stone stirred up a thousand waves and said, "Why?" Let the children re-enter the text, because they have formed a habit, and I believe they can find the answer from the text. Then, I guide the children like this:
1. What tone was this text written in?
Health: ridicule.
Health: Irony.
2, good, can feel irony. Which sentence embodies this meaning?
Life: abandon and go, lose its soul, five colors have no owner.
3. Great. Since it was written in an ironic way, the author must have his own purpose. What's his purpose?
Health: It seems that he wants us to understand something.
4. What does he want us to understand? Or what lessons do you want us to learn from it?
It suddenly dawned on the children that the original author wanted us to understand the spirit that a person should be consistent in words and deeds, be faithful in appearance, seek truth from facts and not cheat. Then, the children talked about the phenomenon of "Ye Gong Long Hao" in life with great interest. It also deepened my understanding of what fable is.
Thanks to my children and myself, "It is better to teach people to fish than to teach them to fish". The principle of education will be implemented and will eventually pay off.
After analyzing the text many times, I adopted the teaching method of reading-driven sentiment. Based on reading, I commented on the teaching in the process of reading, emphasizing the words "reading, reading, understanding and taste", and divided the whole teaching process into two parts: "reading the text, perceiving the content" and "reading the article, perceiving the emotion". In the last section, the teacher read a model essay first, and the students made clear the common sense of pronunciation, rhythm and pause in the process of listening. Then students read freely, pronounce correctly, and read in cadence. Finally, with the help of reference books, we can dredge words independently, raise difficulties, interact with teachers and students, and cooperate to complete the translation work. Through this link, students are not only familiar with the article, but also accumulate some classical Chinese knowledge and improve their reading ability. In the second class, first let the students read the text freely and sort out their feelings about this article. I will give hints to guide students to learn how to appreciate an article, and then carry out exchanges and dialogues among students, teachers and students. The arrangement of this link not only gives full play to students' autonomy, allows students to analyze the text independently from their own choice, disperses students' thinking, but also establishes a democratic, equal and pluralistic classroom atmosphere. Then teachers and students cooperate to combine the teaching content and design a series of ideas to organize students to clearly perceive the text. In this link, because most students' analysis of the text is in place, they can master these thinking problems quickly and accurately.
Because the expression method of combining front and side used in this paper is a bright spot and an important part of learning, I finally designed a link to apply what I have learned, so that students can imitate this writing method to describe a Chinese class.
For a long time, Chinese classroom teaching, like other subjects, is mainly based on teachers' speaking and students' listening, especially classical Chinese teaching in junior high school. Teachers are more worried that students can't understand, so they adopt the teaching method of "teaching reading-explaining words-telling stories-translating", and chew the buns carefully before feeding them to students. Students are just like babies, just swallowing with their mouths open. This kind of "spoon-feeding" and "injection teaching" that chews delicious food without taste ignores the subjectivity of students, so junior high school students are generally afraid of classical Chinese and have no interest in learning. In view of this situation, according to the requirements of the new syllabus of Primary School Chinese, "Let students read more, read more and read aloud, and cultivate students' keen feeling of classical Chinese words and sentences", I changed the previous method of teaching classical Chinese texts and guided students to preview and understand the meaning of the texts first. Its specific practice is:
1, give a hint and specify the requirements.
2. Read and think and learn to ask questions.
Look at each student with appreciation, and evaluate students' speeches with appreciation words. Instead of going with the flow, it can enliven the classroom atmosphere. Give students positive and encouraging comments, and don't be stingy with your own praise. Teachers should applaud students' creative thinking in time, or make an encouraging evaluation, or give him an "innovation card", or give him the title of innovation expert, which can promote students' stronger innovation motivation and further develop their innovation potential.
In short, there is no fixed teaching method. As long as we can arouse students' enthusiasm and improve their innovative ability in learning classical Chinese, we can make bold attempts in classroom teaching and strive to create efficient and practical teaching methods.
Reflections on Chinese teaching in junior middle schools. This section talks about the Yangtze River from three aspects: the first river, the second golden waterway and the third development and management in China, among which the development and management of the Yangtze River is the key and difficult point in this section.
There are a lot of contents in this course, many of which are not fully explained, and even some problems cannot be developed, which brings certain difficulties to students' understanding. For example, when talking about the control of the flood disaster in the Yangtze River, only the control measures are mentioned, but the causes of the flood are not mentioned, which makes students think, "Why should different control measures be taken for different sections of the Yangtze River?" "Difficulties in understanding and answering. And it seems unreasonable in time arrangement. The previous overview of the Yangtze River takes too long, and the development and management time of the key and difficult points in this section is insufficient, which makes most of the contents behind feel very rushed, that is, blindly explaining and student activities, with less students participating. These reflect my lack of understanding of teaching materials and curriculum standards. In teaching, I don't know how to choose some questions, and I always want to cover everything. It leads to unreasonable time allocation, and also causes key points and difficulties.
In addition, my expression in class is single and serious, which makes the classroom atmosphere a bit dull and unfriendly, and it is difficult to interact with students.
The above is my reflection on this course. I will constantly reflect on myself in the future teaching and strive to improve my teaching level.
Reflection on Chinese teaching in junior middle school. This is a rational exposition. It took me a class to finish teaching. The text tells us the scientific truth contained in the universal phenomenon of sunset. Because this paper involves a lot of optical knowledge, students will find it very difficult to read, and they will be at a loss when faced with optical knowledge such as refraction and dispersion. Therefore, students will focus on optical knowledge, but Chinese class is not a general knowledge class, and popular science discussion not only talks about scientific knowledge, but also talks about the form of language.
When teaching this article, I grasp the scientific knowledge hidden behind the common sunsets introduced in this article, and use pictures and other teaching AIDS to let students learn vivid, vivid and elegant language, which is both aesthetic and scientific. In particular, the layers of questions put forward in the text are easy to arouse students' enthusiasm and create good conditions for text learning.
However, the optical knowledge and some terms contained in this paper are profound, which makes it difficult for students to learn. They should pay attention to using common sense to break through, say more words of encouragement and create some opportunities for students to cooperate and explore.
Because the thinking of the textbook clearly introduces the illusion given by sunset and the reasons for the illusion, the language is popular, so I let the students understand the general idea through silent reading, and then clarify the thinking through learning from each other, and integrate the teaching of words into it, which is completed in reading. In the whole process, relying on students' understanding and communication learning has achieved good results.
Furthermore, in class, teachers should guide students to pay attention to the language behind the text, the expression and the questions raised by the author. In this way, integrating scientific knowledge, expression and language form, students not only understand common sense, but also learn knowledge, which is very good.
Reflection on Chinese teaching in junior middle school. Because this is the second lesson of junior middle school Chinese learning, it is also a favorable opportunity to implement the "new curriculum standard" and train students to overcome difficulties and adapt to junior middle school life as soon as possible. So when designing this class, my idea is to let students learn from each other, cooperate with each other and let them go by themselves. I just play the role of a guide, aiming at cultivating students' good habits of research-based learning.
So I changed the long-winded teaching method that I dominated the classroom in the past, and replaced it with students as the protagonist. Therefore, in the 45-minute class, I will be a participant for a while and discuss with my classmates the life problems of "one step at a time". The questioner will lead the students to the text again; One moment is a designer, creating a certain environmental atmosphere for students to think ... Students are constantly changing their roles and ideas, and the other moment is a bystander, anxious for the little hero; Later, he was the protagonist in the article and personally experienced the mood at that time; Then he is the hero's companion, giving him advice. ..... Students' interest was fully mobilized, and the whole classroom atmosphere was warm but not noisy, compact but not nervous, relaxed and happy, and the teaching purpose was achieved in a happy and relaxed atmosphere.
At the end of 10 minute, ask the students to write a segment about a difficulty they encountered and how to overcome it in five minutes. After five minutes, the students read exercises and comments. I didn't expect senior one students to have such a wonderful story. Their understanding of the difficulties also told me that they really need frustration education.
After a class, my speech time adds up to less than 15 minutes. Most of the time, students discuss, speak and practice writing, but I think students get much more from the discussion and exchange between classmates and teachers than from my long speech. Reflection on "Step by Step" teaching in the first volume of Grade 7 Chinese 2 "Come on!
A Brief Reflection on Chinese Teaching in Junior High School 9 "Hawking in a Wheelchair" tells the story of stephen hawking, a famous scientist known as the "king of the universe", who was paralyzed and confined to a wheelchair for a long time. Facing the unimaginable difficulties of ordinary people, he still tirelessly explored the unknown world of the universe, bravely challenged his destiny, and made important contributions to the scientific cause, which gave people a strong shock and touched people's hearts. In teaching, I think the following two aspects are better:
First, cultivate students' imagination and expressiveness.
In teaching, I encourage students to train their language and imagination by creating various language situations. For example, if he was confined to a wheelchair for 40 years, what would he think? He is completely paralyzed, which means he can't do anything. If you were a female reporter, what would you think if you heard his answer? Wait a minute. In this way, students have an environment of role orientation and imagination, reproduce the scene at that time, activate students' thinking, stimulate students' imagination and train students' expression ability.
Second, sentence analysis of purposeful words.
In teaching, we should grasp key words to guide students, such as "2 1 year-old, 40-year-old, thorough" and so on, so that students can understand that Hawking is seriously ill, ill for a long time, and sick at a young age. Another example is "iconic image, grinning, silkworms eat mulberry leaves", so that students can understand Hawking's strong optimism and learning difficulties by reading and observing pictures. This kind of teaching not only teaches students how to learn Chinese, but also improves their ability to analyze sentences.
In the teaching process, there are also some shortcomings, such as students' reading ability needs to be improved, such as poor reading of key words, which need to be reflected.
Reflections on Chinese Teaching in Junior High School: 10 A passage in Chinese Curriculum Standard: "Reading teaching is a process of dialogue among students, teachers and texts". Implementing inquiry reading teaching, building a truly open communication platform for students, changing text interpretation into text appreciation and language inquiry, and jumping out of the text to read the text can make Chinese teaching show new vitality.
The teacher sets the stage and the students "sing opera". Give back the time to students as much as possible, so that students, teachers and texts can form a whole, and the three can communicate, collide and communicate. Students can challenge the authority of the text, and teachers can also have their own unique opinions. Reading teaching classroom has become a stage for teachers and students to study and explore together, and also a multi-directional interactive process of dialogue between students and texts, teachers and texts, students and students, and teachers and students. The traditional Chinese classroom is a monologue of the teacher, one-to-many communication, ignoring several other learning methods. The new curriculum standard of Chinese advocates research, inquiry, independent learning methods, and various interactive learning methods such as teachers and students, so that students can get the greatest teaching benefit from the only learning resources.
For the new curriculum standards and new textbooks, it should be said that most teachers are still in the learning stage and have little practical experience. Perhaps this is why it is more attractive. Naturally, our research space is also extremely broad. Of course, the curriculum reform is long and arduous. "The road is full of Xiu Yuan, I want to search up and down." Learning the new curriculum standard can't be metaphysical, out of context and distorted. We should doubt and innovate the traditional way, but we can't completely abandon it. After all, there are rules to teach, but there are no fixed rules. Otherwise, it will fall into the quagmire of a certain teaching model and be modeled again. I think this is not the original intention of the new curriculum reform.
Reflections on junior high school Chinese syllabus 1 1 According to the requirements of the new junior high school Chinese curriculum standard: actively advocate the learning mode of students' autonomy-cooperation-inquiry, and cultivate students' comprehensive Chinese literacy; Focus on stimulating students' emotional experience and the correct orientation of emotions, attitudes and values. With this as the goal, I have designed the following teaching: singing, scene introduction-explaining the background, understanding the theme-reading the lyrics, perceiving and exploring, tasting and appreciating-sublimating feelings and giving actions. By following the trend step by step, we can deeply understand the theme, stimulate students' patriotic feelings, and achieve harmony between teachers and students.
In the specific teaching process, we can closely follow the provisions in the Chinese curriculum standard: "Pay attention to the correct orientation of emotion, attitude and values, follow the laws of students' physical and mental development and Chinese teaching, and choose teaching strategies. "In classroom teaching, we should pay attention to cultivating students' good sense of language and overall grasping ability, make the classroom sound as loud as possible, guide students to embrace the language attentively, have a direct dialogue with the author's mind, ignite the sparks of students' thinking collision, and experience the author's great personality, profound thoughts and beautiful sentiments in the strong shock of thinking and emotion, so that every student can enjoy a colorful spiritual life more or less. In classroom teaching, we pay special attention to and give full play to the guiding role of Chinese courses in students' values, so as to learn both Chinese and life.
However, the learning mode of autonomy, cooperation and inquiry implemented in the classroom, in which students cooperate independently, has completed the most basic problem inquiry within the prescribed teaching time, but it lacks the collection and reading of extracurricular materials, unable to explore new ideas and construct new knowledge. In the teaching of this course, although students' personal feelings and unique experiences are respected and the text is read aloud with emotion, it needs to be carefully designed to encourage students to express their personalized opinions and activate their creativity.
A brief reflection on Chinese teaching in junior high school 12 Two pieces of news is the first text of the eighth grade last semester. As the first lesson of the new semester, I don't like Mao Zedong's article very much because of the limitation of text background and article genre and the ideological characteristics of modern children. Especially as a model of news, not to mention whether it is easy for students to master, but after all, the content is far from modern life. Students are expected to have a sense of distance and don't like this text very much. If students can simulate and feel the experience in practical activities, the classroom will have a new world.
The success of this course lies in:
Prepare to use vivid examples before class to complete the study of news style knowledge in a simple way. Students can easily understand the structure and elements of news. Group cooperative learning, each student has a clear task, both division of labor and cooperation, everyone is the protagonist of learning, but also an indispensable part of the group learning chain, which stimulates students' enthusiasm for participation and teamwork spirit.
The shortcomings in the teaching of this course are:
The depth of the text is not enough, and the careful taste is not enough. Due to the limitation of the background of the times and students' experience, the discussion in this paper is not well understood, and the teacher should make some supplements and explanations. The focus of this teaching is to let students know the stylistic features of news. In fact, it is difficult to grasp the teaching of key content only by one experience class. Let the students find the corresponding content by themselves, resulting in the phenomenon of delaying classes. In addition, because students are unfamiliar with news style, students are not active enough to show and comment in class, and the blackboard writing is not neat enough. These are all areas that need to be improved in the later period.
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