Reflections on Chinese teaching 1 1. Reflections on the infiltration of moral education in Chinese teaching
The infiltration of subjective moral education is an important way to carry out moral education for students. Chinese teaching is more suitable for moral education for students because of the characteristics of its teaching materials. But in actual teaching, teachers do not attach importance to moral education, but only emphasize the imparting and accumulation of knowledge. Students learn Chinese knowledge, but they don't understand the moral factors contained in the text in time, which affects the development of China's humanity. Teachers are not sure enough about the point and degree of moral education infiltration. The timing and breakthrough point of moral education infiltration is the key to moral education infiltration in Chinese teaching.
Therefore, teachers should be fully familiar with teaching materials, read through the text and related materials, realize the moral education factors contained in the text, and choose the best time to carry out moral education for students in the teaching process. The ideological connotation in the content of the article is often the main content of moral education. Teachers should be good at digging up the moral education content in the text, which requires teachers to be familiar with and deeply understand the teaching materials in order to do a good job in moral education infiltration.
Second, the lack of effectiveness of reading teaching
Reading teaching is the highlight of Chinese teaching, shouldering the humanistic characteristics of Chinese. Teachers do a good job in Chinese reading teaching, that is, they have completed more than half of Chinese teaching tasks. In reading teaching, we should pay attention to the understanding of the text, the perception of ideological connotation and the cultivation of students' temperament. The core of reading teaching is reading aloud, but in junior high school teaching, students have almost no chance to read the text except the teacher's model essay reading aloud in the classroom teaching process. One is that students' age determines their dislike of reading, and the other is that teachers ignore the role of reading aloud. Familiar reading and intensive reading are the basic skills of students in reading teaching, but in practice, this link lacks due attention.
Therefore, in reading teaching, teachers should pay attention to reading aloud, realize Tao in reading and taste in reading. Reading aloud is the core and key of reading teaching. Paying attention to reading means paying attention to reading teaching. Therefore, paying attention to reading aloud in reading teaching should be the focus and key in reading teaching.
Third, the junior high school Chinese exercises teaching reflection
Exercise is the embodiment of Chinese tools, and the composition score in the senior high school entrance examination paper is also quite high, so we should not pay attention to the teaching of exercise. However, exercise teaching is also a difficult point in teaching. It is difficult for students to write and teachers to teach, which is a big problem in Chinese teaching. Teachers should have divergent teaching ideas and guide students to broaden their writing ideas.
At present, there is no clear regulation on the writing form of the college entrance examination, and the writing form is becoming more and more vague. Therefore, teachers are required to broaden their thinking, update their teaching concepts, guide students to divergent thinking, collect writing materials in life, and be good at small touches and discoveries in life.
Reflection on Chinese Teaching 2 With the experience of teaching "Hurry" for the first time, after listening to everyone's suggestions, I re-examined myself.
In teaching, too much teaching is carried out according to the designed teaching process, and it is not adjusted in time in the face of the sudden situation in the middle, which leads to some problems. For example, I didn't demonstrate and guide students in time when they didn't read well. In the sentences of communication, some children didn't hear the requirements clearly, and they all confessed what they had copied from the reference books. Other children jumped in thinking, and when exchanging the author's thoughts, they actually mentioned "Why must we go for nothing this time?" Faced with these unexpected problems in class, my mind went blank, I didn't know how to guide next, I didn't know what I was talking about, and I was shocked for a few seconds. I have never been so touched by this coaching and brought me so much thinking. I really experienced so many unexpected things between "presupposition and generation".
To tell the truth, I didn't worry less when I designed "Hurry". For such a classic essay, it is a challenge for a 12-year-old child to understand the feeling of being hurt, cherish time, learn how to grasp the bits and pieces of life and describe the rush of time. Focus on content understanding or learning expression? After some consideration, I decided that the content of my study is to discover the mystery of written expression from the text, appreciate its subtlety and realize the inspiration brought by the author's thinking-cherish time and don't waste it.
How to lead students to the depths of the text step by step? I will focus on appreciating words and understanding emotions in this class. After a brief introduction, students are required to read and think, sketch and annotate, collide and exchange ideas, and experience their feelings in various forms of reading. In the process of learning at different levels, we can promote our own thinking, discover the exquisiteness of the author's writing style, put ourselves in the author's shoes, look at the day when he died, imagine his own day, imitate the writing in the article, grasp the little things in life, express the hurry of time with verbs, and lead students through the process of "language input" and "output". In the writing practice, the performance of the students really surprised me. A child wrote: "when playing computer, time skips from the crackle of tapping the keyboard;" When cleaning the blackboard, time drifts from the scattered dust; When thinking, time passes through the fast-moving brain. "Jumping", "drifting" and "wearing" all vividly describe the rush of time. Isn't it the embodiment of students' creativity and imagination to come from the text, enrich the text and surpass the text? I fell into deep thought when I was happy. Only by studying hard, thinking practically, step by step, holding hands in text life, giving students more space and diversified attention, can this wonderful writing be presented. This is the charm of "teaching Chinese"!
In class, I supplement relevant materials in time to better promote students' understanding of the text. After exchanging "traces", I questioned "Did Zhu Ziqing really leave no traces of gossamer?" With the information before the age of 24, the student knows that "it's not that there are no traces, but that he thinks he hasn't done enough!" Dissatisfied and unwilling, Zhu Ziqing was thinking and asking questions, creating a situation of reading a series of questions and talking with the author. Show the information after the age of 24, and the students are amazed while watching it. Zhu Ziqing, who is constantly thinking, persistent in pursuit and unwilling to waste his time, stays in the hearts of students. At this time, in the mutual reading between teachers and students, we should find the answers to our own thoughts, talk to ourselves and express our heartfelt wishes of cherishing time.
The wonderful class made me happy, and the problems made me think deeply. After a class, I feel that time is in a hurry and my steps are in a hurry. I am ambivalent. If you choose the teaching content, can you focus on the second and third paragraphs for writing training? I once had this idea, but considering that the goal of this unit-understanding philosophy and talking to editors-was not well implemented, I gave up that idea.
Want to practice Chinese characters, practice the "instrumentality" of Chinese, and infiltrate "humanity" to achieve the unit goal? I wonder if you can have your cake and eat it?
Time is in a hurry, footsteps are in a hurry, and my thinking has not stopped. ...
Reflection on Chinese Teaching: A Three-week Record
This week's teaching task is mainly literacy teaching. In order to cultivate students' literacy ability and learn the laws of Chinese and Chinese characters themselves, I have adopted various forms of literacy in teaching, mainly including reading pictures, classifying literacy, changing familiar words into radicals and so on.
First, look at the pictures and read books.
Classified literacy (1) The first text is picture literacy. In the teaching of this class, I will let the students start with the pictures provided in the text, so that these emotional things will form a deep impression in the students' minds. This form of literacy is lively and interesting, which conforms to the characteristics of children and is conducive to improving the efficiency of literacy teaching.
Second, classified literacy.
The second lesson is similarity. When teaching this part, I first divide the new words into learned words, so that students can know the radicals respectively, and then combine the corresponding radicals with familiar words, so that students can guess the pronunciation of the words. Students are very interested in this method. In the process of literacy, they know some word-formation rules of Chinese characters, gradually master the literacy method and cultivate their literacy ability.
Third, change familiar words into radicals.
This method is to let students analyze new words and tell them which words are transformed from new words, which not only mobilizes students' enthusiasm, but also gives play to their initiative, and the effect is good.
Zhou Ji 2
It is impossible for junior students to talk to the teacher sentence by sentence when learning ancient poetry; We must make more use of reading, so that students can read, learn words, analyze sentences and understand the content in repeated reading, and cultivate their reading ability and habits. Let students coordinate their activities with their ears, brains, mouth and eyes, pay attention to the pause and rhythm of poetry, read out their feelings, feel the beauty of language, rhythm and rhythm of poetry, and gradually enter the artistic conception of ancient poetry. Let students experience the pleasure of reading, the artistic conception of poetry and improve their reading ability in the transformation. Therefore, although I know that many students can recite it, I still spend a lot of time guiding students to read aloud in various ways. Through reading, students realized the beauty of spring and the harmony of nature.
Zhoujisan
There is a sentence describing the shape of a big frog in the article "Little Tadpole Looking for Mom": "They swam to the lotus and saw a big frog squatting on the lotus leaf, dressed in green, showing a white belly and protruding a pair of big eyes. This sentence is about the shape of a frog sitting on a lotus leaf. In teaching, I consciously guide students to understand the difference between "drumming" and "staring", "wearing" and "wearing". Let the students understand that using "stare" to describe frogs is too scary, and using "long" can't explain that frogs' eyes are protruding. If you change "wear" to "wear", then the frog's snow-white belly will not be exposed.
In this way, students naturally know how to use words accurately, vividly and vividly, which plays an important role in depicting characters and expressing ideological content, and is very beneficial to cultivating students' sense of language and ability to use language.
Zhouji temple
I gave a lecture on "Spring Rain" on Tuesday and found that the effect was not bad. One of the teaching clips is to ask students to say sentences according to example sentences. Because the sentences are full of children's colors, the students are very interested and speak well. Then I asked the students to imagine how you would thank the spring rain if you were a peach blossom. Through the teaching of this paragraph, I think the following points are worth appreciating:
1. It focuses on stimulating students' emotions, enriching students' imagination and letting students learn to express themselves in reading practice. First of all, let the students imitate sentences and imagine the dialogue between spring rain, willow, wheat seedling and frog, as well as their happy mood and performance. Let students get closer to nature and express their great love for spring.
2. Guide students to get close to nature, and talk to the spring rain with imaginary characters (peach blossoms, willow trees and frogs), so that people and nature can be integrated and their emotions can be sublimated again.
3. At the same time, pay attention to extending to extracurricular activities to connect students with life, and then imagine what kind of life the spring rain will awaken, and students' innovative thinking will be developed.
Zhoujiwu
On Wednesday, I found several willows sprouting on the campus playground, so I had the idea of taking students to observe the willows.
In the third class in the afternoon, I told my students my thoughts. The children's jumping and cheering made me understand that this decision was correct. I told the children the order of observation in the classroom, and then let them go to the playground to observe by themselves. The children observe carefully and take notes with pens from time to time. Before that, I keep a diary.
After revising the diary, I really feel very gratified, because most students can write three or five sentences describing willow trees coherently, and some students write well. One of the girls wrote the following sentence: "The willow buds crept out of the willow branches ...". What a good song "Quiet", not only wrote the changes of willow, but also wrote the unconsciously sprouting of willow branches. I think this word is wonderful! Another classmate compared willow buds to small pieces of green frost, which surprised me. I think children's imagination is immeasurable.
In short, from this diary, I realized that if students want to get inspiration for writing, they have to go out of the classroom and experience and explore in practice, so that they can better exert their imagination and get unexpected gains.
week
Review the content of the fourth "oral communication" exercise "We should help them". To do this exercise, you can follow the following steps:
1, carefully observe the environment in the picture and determine the time and place where it happened. Look at the people in the picture, what are their characteristics, and analyze their relationship. In this way, we can imagine the cause, process and result of the event.
2. Grasp the key content of the picture and show reasonable imagination. Pay attention to the gestures and actions of the characters and imagine what they will think and say.
Imagine what you would do if you met a disabled person who needed help. Play with the children.
Zhou jiqi
The biggest experience of teaching lower grades is that teachers waste too much time, and the last class is really difficult. As far as classroom discipline is concerned, this is a headache. Sometimes it's really hard to control the classroom. What is the reason? Is it your own way? After discussing with colleagues, I also have this experience. It seems that this classroom discipline is worth thinking about.
Reflection on Chinese Teaching 4 Teaching Reflection
Cheng Xiang, a teacher in the middle school attached to Beijing Normal University, is used to reviewing teaching plans and preparing lessons repeatedly after each class and thinking about what needs to be improved in the teaching process. No matter how well prepared a class is, there will be shortcomings. This is the so-called wise man sometimes nods. A good Chinese teacher's classroom is tempered by constant polishing.
Therefore, Chinese teachers should form such a good habit, reflect on their teaching process every day, and discard the useless. Only in this way can we readjust the future teaching design according to our own reflection and formulate better teaching strategies, thus improving our teaching level.
Reflection on learning in teaching
The new curriculum standard of Chinese proposes that interactive teaching should become the normal state of quality education, and the teaching process is actually the process of students' autonomous learning. Chinese teachers are only organizers, guides and collaborators in class. Based on this, Chinese teachers should pay more attention to students' confusion in the learning process.
Then teachers need to change their original identity and truly realize that they are no longer the center of traditional teaching, but the server of students and the staff of students. Where are the learning difficulties of students, where are they not mastered, and where do they need teachers' guidance? These are all things that teachers need to reflect on. Only when Chinese teachers accurately understand the real needs of students can they purposefully accumulate their own pre-class preparation materials and make their teaching preparation targeted.
Highlights of reflective teaching
The so-called teaching highlight is the crowning touch in classroom teaching. The author once took such a class. The third grade Chinese "Zuiweng Pavilion" once asked students to recite the full text. I didn't want a student to suddenly ask the teacher to recite a paragraph, so the author recited the whole text word for word at once and won warm applause from the students.
The author recited Wang Bo's preface while the iron was hot. Looking at the students' dumbfounded appearance, the author advised them to learn ancient Chinese not only for exams, because some articles are really eternal chapters, which can not only improve their sense of language but also cultivate their sentiments. It's killing two birds with one stone. The author's purpose in doing this is to give students a hint that each class should have its own highlights. As long as teachers can grasp these finishing touches in time and improve in future teaching, why worry that their teaching level has not improved?
Reflect on the shortcomings in teaching
Chinese teaching is different from other subjects, such as science students and political students. There is no middle way between right and wrong. However, some Chinese knowledge is still controversial, so even if there are flaws in teaching, it is not difficult to find them.
If you can record your own failures in the teaching process and analyze the reasons, learn lessons for future correction. At the same time, accumulating problems in teaching, finding out the weak links in learning and finding the shortest plank will definitely improve our overall teaching level.
Reflection on Chinese teaching 5 Facing an old text with profound cultural connotation, Master, 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 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.