Reflection on Chinese Teaching in Grade 9 1 Rain Theory is a poem in Unit 1 of Grade 9. It is fresh and lively, clear and lasting, as light and beautiful as music. Reading gives people beautiful enjoyment. Combined with my class, I want to reflect on the following points:
In poetry teaching, reading aloud is the best time to train reciting. In the whole teaching process, we should comment and guide recitation in time, so that students can learn to read aloud and enjoy reading aloud. After reading a book a hundred times, you can read it by yourself, let alone with emotion and taste. Read more poems and read good poems. This is a poem for children. Read it kindly, naturally and with love. This is the key.
Grasping the content of poetry and understanding poetry as a whole is an important link in poetry teaching, and it is also a spiritual activity with great personality. The overall grasp is actually the interpretation of poetry, so we should read it carefully and understand the writing ideas of poetry. Since it is "rain", let the students know what "rain" said. Taste its language charm. On this basis, students are encouraged to read their feelings in combination with their own life experiences. Dialogue with the text, understand and feel the rich artistic conception of poetry, and experience the beauty of artistic conception of poetry through rich association and imagination.
Through the study of poetry, stimulate students' thinking about life. The brilliance of reason is expressed through emotional words. From the perspective of rain, students realize that their greatest happiness is to have a kind heart and a broad mind to bring happiness to others. From the perspective of "children", we can see that no matter what ups and downs people encounter in their lives, they should live bravely and optimistically. For students, it will undoubtedly be a pleasant spiritual journey. Teachers should run this concept through the whole teaching, so as to "moisten things quietly" and avoid empty preaching. In the process of appreciating poetry feelings, students are naturally guided to form correct values and positive attitudes towards life. In this way, the purpose of poetry teaching has been achieved.
Reflection on Chinese Teaching in Grade Nine I encountered such embarrassment in an open class. Design in teaching objectives, contents, ideas, teaching methods and learning methods. I think there are still many thoughts from the perspective of students:
When setting teaching objectives, we consider the requirements of Curriculum Standards, the content of Chinese textbooks, students' original Chinese foundation and knowledge accumulation, and their own teaching experience, and make them as far as possible according to the three dimensions of knowledge and ability, process and method, emotional attitude and values stipulated in the curriculum standards. I think the teaching process based on multiple behaviors can provide great possibilities for the realization of teaching objectives, create space and build a platform for students' innovative spirit and innovative thinking. For example, teaching Confucius Collection: When students answer the question which impressed them during Kong Yiji's two appearances, they say that they can find the basis in the original text for the first time and the second time and justify themselves; While appreciating Kong Yiji's language, they expressed their opinions and made wonderful speeches.
In terms of teaching content, after studying the text repeatedly, my orientation for this class is: strive for openness and expansion. Generally speaking, the questions in this class are set one after another, with a strong sense of hierarchy, a certain depth and clear organization.
In terms of teaching methods, the orientation of this course is not to blindly pursue "stimulation" and not to use multimedia technology unless absolutely necessary. Teaching method: In this class, I mainly adopted the "nudge method" teaching. It is mainly to guide students to "sink into the text" and "read" to understand the text, let students talk to the text and the author, and pay attention to the students' thinking process, so as to realize a more comprehensive understanding and appreciation of the protagonist of the novel.
Learning methods: In class, students should be guided to learn the methods of analyzing characters: delineating, reading aloud, comparing, feeling, associating and expressing. In addition, there is a link for students to freely find other appreciation points in the article, so that students can deepen and use the content and methods learned in this lesson. Give students a space for thinking, a space for autonomous learning, and create a relaxed learning atmosphere.
In classroom evaluation, we tend to create a relaxed learning atmosphere, with encouragement as the main evaluation method.
This kind of teaching design and thinking can't be said that students are not fully considered, nor can it be said that it is not meticulous and meticulous. However, when a student answered "read it" soon, he finished drinking it, and then he sat and walked slowly with this hand in the laughter of others. "How does this sentence feel? I was very excited when I said this sentence: "I feel very cold! ..... "What a' cold' word! I was surprised. Although I couldn't help admiring, I didn't stop, but calmly completed the "task" of this class according to my own design. The positive emotional experience of students who should clap their hands in amazement should have been the beautiful spark of wisdom! If we put aside the "design" of "I" at this moment and make adjustments according to the students' ideas, it will be a wonderful conversation!
From this, I thought a lot. Under the background of curriculum reform and the guidance of new curriculum standards, it is time to reflect on and change similar phenomena that often appear in daily teaching. Chinese teaching design under the background of new curriculum should be flexible and leave no "blank". The presupposition and generation of Chinese teaching should be a contradictory unity. The "blank space" in Chinese painting and the "blank space" in calligraphy leave people with infinite imagination and unique beauty of freehand brushwork. This is incomparable to western painting. This is just like a good article can be written in a real and imaginary way, and it can also be written in a real and imaginary way. The most perfect situation is the combination of reality and reality. Why shouldn't Chinese classes be like this? We should pay attention to the certainty of Chinese subject, but don't be confused by its uncertainty. Chinese subject
Reflections on ninth grade Chinese teaching I. Teaching design
This is a lyric poem, and I try my best to embody its poetry in teaching.
1, the naming of teaching links reflects poetry. Approaching Yu Guangzhong —— Reading Homesickness and Feeling the Musical Beauty of Poetry —— Taste Homesickness and Feeling the Emotional Beauty of Poetry —— Saying Homesickness shows the verve beauty of poetry.
2. Reflect poetry in the teaching language.
In class, try to get rid of unnecessary phrases and use more plain language to make the teaching language beautiful. For example, when introducing Yu Guangzhong's life experience, he described it in such a language: he lived in Nanjing for nearly ten years, and the scenery of Zijin Mountain and the elegance of Confucius Temple had already penetrated into his blood. During the Anti-Japanese War, he went to Chongqing to study, and the wild winds of Jialing River and Bashan Mountain once again infiltrated him. He was educated by the traditional Four Books and Five Classics, and China culture has long been rooted in his heart. As a result, his attachment and affection for the Chinese nation turned into a strand of homesickness in his heart.
3. Reflect poetry in reading aloud. In this lesson, I designed four reading materials, each with different requirements. Reading aloud for the first time requires loud voice and clear pronunciation and mellow voice; The second reading requires grasping the rhythm and reading rhythm; The third reading requires grasping the emotional tone and reading deeply. The fourth reading is beautiful reading, which is divided into two parts: men and women. This kind of reading is a small step, which makes reading skills and emotions step by step, and makes students feel poetry step by step in reading.
Second, the classroom teaching effect
This class didn't achieve the effect I expected. Although every teaching link can be implemented, I always feel that something is missing after class. What was originally lacking was an appeal. Mainly manifested in:
1, students lack emotion in reading. Yu Guangzhong said: "If homesickness has only pure distance and no vicissitudes, this homesickness is thin." Indeed, our students are only teenagers and have no painful feelings about these parting feelings. Students can't effectively guide their emotions in class, so they can't grasp the emotional tone of deep affection and sadness well when reading aloud.
2. Unnecessary nervousness makes this course very formal. Emotional tension will make the classroom less flexible, lacking teaching wit and less enthusiasm for teaching. Due to the interference of this nervous mood, there are two obvious mistakes in class. One is to have the illusion and leave class early. The second is a collection of music recitations in this class, which were originally recited by the teacher. Because of a slip of the tongue, the students said "Let's recite it together" and they recited it together. Students participate in the recitation, and the expression of emotions is not just right, which makes the recitation of the soundtrack lack of appeal.
Reflection on Chinese Teaching in Grade Nine and Grade Four In the past, Chinese teaching in Grade Three kept students in a small classroom, isolated from the world, and "turned a deaf ear to things outside the window and read textbooks wholeheartedly". A very important point of this course is to establish the concept of Chinese education and guide students to learn and use Chinese in their lives.
We can at least make efforts in the following two aspects:
On the one hand, we should vigorously improve classroom teaching. Classroom teaching should not be limited to reading, writing and answering questions, but should be full of colorful Chinese practice activities, so that "small classes are connected with the world."
On the other hand, we should broaden the ways and forms of Chinese teaching. Teaching materials, forms and approaches should be open to nature, society and real life, which means that Chinese teaching should go out when necessary. We should also pay attention to the guidance of extracurricular reading and homework, so that students can transfer what they have learned in class to extracurricular learning.
Classroom reading teaching determines the classicality, foundation and demonstration of Chinese texts. Texts should be excellent, the quality should be beautiful, the ideological materials should reflect the distinctive spirit of the times, and there should be certain paradigms in terms of words, sentences, layout, planning and writing. Therefore, the text becomes the carrier of knowledge, potential, ideological education and aesthetic taste. What is important is that the text can enable students to master the universal and regular knowledge and potential, so that students can learn to draw inferences from others and better study and read other similar articles after class. Reading teaching is inseparable from extracurricular reading, and the two must be combined and complement each other.
Text reading teaching is the foundation and plays a guiding role in extracurricular reading; Extracurricular reading is the continuation and supplement of the class, which in turn enriches and deepens the reading and learning of the text. At present, it should be noted that in the classroom, personality is in the lower class, paying too much attention to form, seemingly happy and busy, and taking up the time of learning Chinese by using too many non-Chinese activities, resulting in more happiness than success, failing to lay a solid foundation for students' Chinese learning, which runs counter to the goal of curriculum reform. As for extracurricular Chinese activities, some of them are not clear in purpose, unfavorable in organization, spend a lot of time, and students have little gain in learning and using Chinese. This requires strengthening the purpose and reducing blindness; Strengthen planning and reduce randomness; It should be pragmatic and pragmatic.
Chinese curriculum reform should focus on the formation and development of each student's Chinese literacy. What is the core of Chinese literacy? This is the potential of language. Therefore, we must lay a solid Chinese foundation for students, including necessary Chinese knowledge, great potential in literacy, writing, reading, oral communication and practice, basic learning methods and good study habits. This foundation is not only solid, but also sustainable.
At the same time, we should pay attention to cultivating students' innovative potential, which was neglected in Chinese teaching in the past. The core of cultivating innovative potential is the potential of independent thinking and rich imagination. How to cultivate? For example, cultivating the potential of independent analysis and memory of glyphs in literacy teaching; Cultivate the potential of thinking about pictures and activate imagination in reading teaching; Encourage students to express their unique feelings and personal views and express their true thoughts. In composition teaching, we should guide observation, encourage discovery, advocate writing personalized composition and increase the practice of imaginative composition.
At present, our teachers should be alert to the blind pursuit of novelty in reading and composition teaching. Personality is the relationship between cultivating different thinking and seeking common ground thinking in reading teaching. It is not that the newer the idea or statement, the better it is, and the more different it is. The key is to tell the truth, say your own words and express your true feelings. Only in this way can we better promote the harmonious development of junior middle school Chinese curriculum reform.
Reflection on ninth grade Chinese teaching: the five-year senior high school entrance examination is just around the corner. Reflecting on Chinese teaching this semester, some lessons are particularly profound and must be summarized in time.
Reflection 1. It is very important to systematically explain the knowledge points, and more importantly, what kind of time period to choose.
Systematic explanation of knowledge points can help students master the main points of Chinese learning well and make them cope with exams more calmly. There is no doubt about it. What matters is when to start. Should we start with students who don't know anything and have not accumulated, or wait until they have accumulated before starting to explain systematically? I generally choose the latter when reviewing. For example, students generally find it difficult to appreciate ancient poems. At first, the scoring rate was very low, and many people could only score one or two points in five minutes. Students are very anxious and often ask what are the rules for doing these two questions.
I insisted on not teaching methods until students accumulated a certain ability to appreciate ancient poems. Because when their minds are blank about a certain kind of knowledge, the way of speaking is equivalent to talking in vain. Only when they have accumulated enough such problems, even if they are wrong, will they sort out and correct their knowledge according to your method and realize where they were wrong before.
Reflection 2. It is very important for teachers to think carefully when reviewing, and more importantly, they should not bind students' thinking because of this.
A meticulous and thoughtful teacher can make students take fewer detours in review, so try to be considerate when reviewing, but no one is perfect and there are always omissions. For example, last year's mid-term exam was filled in with literary common sense, which has not been tested for many years. There is this test center in the review points, but the teacher clearly marked it out for review with years of experience in the so-called mid-term exam, so that students would ask why this question was not reviewed for them after the exam, but they did not ask themselves what such simple literary common sense could not do.
So teachers should not bind students' thinking by combing or choosing knowledge points. Don't think that their consideration is perfect. The most taboo thing is to say to the students, "It is impossible to test anything except what I said." The senior high school entrance examination is to test students, not teachers. Don't put everything on yourself. Not only will it be passive, but it will also be irresponsible to students.