Time flies by like a fleeting moment, and we have new learning content. We must carefully plan our future education and teaching methods. In order to save you from the headache of making teaching plans, the following is the 2021 Chinese teaching plan for the first year of high school (generally 5 articles) that I have collected for everyone. You are welcome to read it. I hope you will like it. Chinese compulsory course 1 teaching plan for high school students 1
Textbooks used: People’s Education Press compulsory course 3 and 4.
Basic situation: The students in the two classes taught have insufficient accumulation of basic Chinese knowledge, poor foundation, narrow knowledge, lack of good study habits and correct problem-solving methods, and poor reading and comprehension abilities. . But most students have a good attitude towards learning.
Textbook analysis: Compulsory Course Three focuses on novels, Tang poems, classical Chinese essays, and argumentative essays; Compulsory Course Four focuses on drama, Song poetry, and classical Chinese biographies; the focus of writing teaching is writing argumentative essays.
Teaching objectives: Strive to achieve a pass rate of 80%, an excellent rate of 20%, and an improvement rate of 95%. Efforts are made to broaden the knowledge of Chinese language, solidly deepen the foundation of Chinese language, cultivate students' good Chinese learning habits, and require every student to be able to write good pen calligraphy; write good argumentative essays, and comprehensively improve students' literary appreciation ability.
Measures and methods:
1. Pay close attention to recitation, dictation and basic training, pay attention to the combination of inside and outside class, focus on training and improvement, face the college entrance examination, focus on practice, and focus on giving full play to students' ability in learning main role in it.
2. Do a good job of activities in the five minutes before class to achieve maximum sharing of resources.
3. Pay close attention to reciting and dictating, and implement the method of everyone passing the test within the specified time, so as to ensure that there are no defects in reciting and dictating.
4. Pay close attention to classroom discipline and improve the quality of classes.
5. Study teaching materials and professional knowledge diligently, prepare lessons carefully, pay attention to the quality of classes, and ensure that time in class is not wasted.
6. Pay attention to language-based training and guidance, pay attention to the teaching of grammatical knowledge, and improve students' Chinese level.
7. Lectures that focus on extracurricular knowledge, rationally use "combination and inquiry" and "introduction to classics" to stimulate students' interest in Chinese learning and encourage students to extend their tentacles outside the classroom.
8. Pay attention to the cultivation of students’ study habits and guide students to accumulate knowledge.
9. Pay close attention to writing training and writing training, and strive to improve students’ writing skills.
10. Efforts should be made to carry out Chinese activities and comprehensively promote the reform of Chinese teaching.
Teaching schedule:
1-2 weeks: Compulsory Three Tang Poems unit, recitation of "Ideal".
3-4 weeks: Compulsory three novel units. Personalized interpretation of literary works. Study the classics "A Dream of Red Mansions" and "Old Man Goriot".
Weeks 5-6: Compulsory three expository units "Discussion" on the use of language in communication and self-evaluation of Chinese learning.
Weeks 7-8: Three compulsory Chinese language units, with the optional course "Basic Chinese Language Training".
Weeks 9-10: Learn to formulate an argument and write a good argumentative essay. Learn to use arguments and write a good argumentative essay. Mid-term exam, summary and analysis of Chinese language learning in the first half of the term.
Weeks 11-12: Compulsory four units of Song poetry, "Talk about Beauty", film and television culture.
Weeks 13-14: Four compulsory drama units, Shakespeare’s plays, learning horizontal and vertical discussion.
Weeks 15-16: Four compulsory argumentative essay units, learning dialectical analysis, logic and Chinese language learning.
Weeks 17-18: Four compulsory Chinese language units, the spirit of Chinese culture. Learn to rebut.
Weeks 19-20: Select "Basic Chinese Language Training", review for the exam, final exam, and summary. Teaching Plan 2 for Compulsory Chinese Language Course 1 for Grade One
1. Teaching tasks:
Complete the teaching of Compulsory Course 1 and 2, comprehensively improve students’ thinking ability and problem-solving ability; combine teaching and practice , lay a solid foundation and be fully prepared for the next stage of learning.
2. Analysis of academic situation:
Due to the overall low admission scores of the current high school students, the situation is not optimistic. The foundation of junior high school is generally not solid enough, and their reading ability, analytical appreciation ability and The overall ability to perceive articles is worrying, and a considerable number of students do not pay attention to Chinese. Therefore, while comprehensively strengthening the supervision of students, how to grasp the foundation, strengthen pertinence, be targeted, explore and improve methods of teaching and practice, and strive to improve efficiency have become the top priority of teaching at this stage.
3. Teaching objectives:
Comprehensively improve students’ Chinese literacy, correctly grasp the characteristics of Chinese education, continuously improve students’ ability to correctly understand and use the motherland’s language, and pay attention to accumulation and perception. And edify and cultivate language sense, so that students can develop good Chinese research-based learning habits. Actively advocate independent, cooperative, and inquiry-based learning methods, strengthen classical Chinese reading teaching, use language flexibly, strengthen writing guidance, improve oral communication skills, continuously cultivate students' research-based learning spirit, and strive to develop dynamic new Chinese courses.
4. Analysis of teaching materials:
The Chinese compulsory course 1 and compulsory course 2 of the standard experimental textbook for ordinary high school courses are divided into four parts: "reading appreciation", "expression and communication", "combination and inquiry" and "introduction to famous works" parts. The first three parts are included in the in-class study plan, and the "Introduction to Classics" is arranged independently outside class.
(1) Compulsory Course 1
The texts selected in the "Reading Appreciation" section of this textbook include famous poems and prose that describe scenes and lyrical scenes, as well as practical articles closely related to real life. . The four units are: emotion and image (modern poetry), summary hooks (ancient narrative prose), character and character (narrative prose), and extensive knowledge (news, reportage). The writing part of "Expressive Communication" mainly trains the writing of narrative essays from the perspective of writing content. The writing topics are: "Writing about people and things that touch the soul", "Getting close to nature and describing scenes to capture the characteristics", "The Glory of Humanity" "When writing about people, you need to highlight your personality" and "When writing about Nine Songs of the Yellow River, you need to have some waves". The special topic of "Oral Communication" is "Recitation". The special topics designed for "combing and exploring" include: "Beautiful Chinese Characters", "Wonderful Couplets", "New Words, New Phrases and Popular Culture". "Introduction to Masterpieces" introduces "The Analects of Confucius" and "David Copperfield".
(2) Compulsory Course 2
The four units in the "Reading Appreciation" part of this textbook are: Taste and Interest (Chinese and foreign lyrical prose), including Yingzuihua (The Book of Songs, The Book of Songs, Songs of Chu, poetry of the Han, Wei and Six Dynasties), blending of scenes (ancient lyrical prose), dialogue and communication (speeches). The writing part of "Expressive Communication" mainly provides narrative training from the perspective of writing methods. The writing topics are: learning to face setbacks
Description, discovering beauty and learning to express emotions, gardener's hymn to learn to choose a narrative perspective, and imagination World learning fiction. The topic of "Oral Communication" is speech. The topics designed for "combing and exploring" include: idioms, a microcosm of Chinese culture; rhetoric is everywhere; the origin of surnames and the search for cultural roots. "Introduction to Masterpieces" introduces the two novels "Home" and "The Hunchback of Notre Dame".
5. Main measures:
1. Study hard. Study new textbooks and new curriculum standards, and clarify the requirements of the curriculum standards for the first grade; study the new textbooks carefully, prepare lessons in a down-to-earth manner, teach the lessons well, give full play to the effectiveness of the 45 minutes in class, manage time scientifically, and pay attention to the teaching effect .
2. Improve the quality of lesson preparation. For each text in each unit, the key points, difficulties, basic points, and doubtful points of the teaching materials must be analyzed in detail, classroom exercises should be designed, and the teaching materials should be handled flexibly.
?3. Composition teaching is based on the teaching material compilation style, completing the "expression communication" training in the textbook, but appropriately exceeding the teaching material. Mobilize students to participate in composition correction and review to improve the effectiveness of correction. Pay attention to self-composition, guide students, require students to practice writing more, and teachers carefully mark them. Teachers should do "composition writing" appropriately, in order to be proactive and friendly when commenting on students' compositions, and really scratch the itch. In this period, I plan to do 8 to 10 compositions, both large and small, and practice some writing outside of class.
4. Make full use of "Chinese Reader" to expand students' reading range and cultivate students' ability to learn Chinese by themselves. Actively carry out weekend reading activities, select more thoughtful and short modern and contemporary beautiful articles and classical Chinese essays every week, and provide them to students for reading. We strive to improve students’ reading habits, Improve students' reading ability in many aspects such as language sense.
5. We should promote the learning method of "independence, inquiry and cooperation". It is necessary to guide students to self-study in a planned way, guide them to study the texts independently, work hard, and learn independently; it is necessary to highlight the characteristics of research-based learning, expand classroom content, and deepen text understanding; it is necessary to organize cooperative learning groups to encourage students to learn from each other and learn from each other. discuss. Teaching Plan 3 for Chinese Compulsory Course 1 in Grade One
1. Situation Analysis:
1. Textbook Teaching: The first semester of Grade 1 is a critical semester in the high school stage. From the perspective of textbooks, the difficulty There have been great improvements. For example, the requirements for students in reading teaching have been raised from general reading comprehension to taste appreciation, and new reading units such as poetry and novels have been added. In terms of writing, students are required to have a better grasp of argumentative writing and the ability to write topic-specific essays.
2. Student analysis: Students were still in a relatively passive state in Chinese language learning in the first semester of high school and were not very interested in learning Chinese. The basic knowledge of Chinese language is not mastered well enough, the extracurricular transfer is not enough, and the reading and writing skills need to be strengthened.
2. Teaching objectives of this semester
Comprehensively improve students’ Chinese literacy, correctly grasp the characteristics of Chinese education, continuously improve students’ ability to correctly understand and use the motherland’s language, and pay attention to the accumulation and Comprehension, edification and cultivation of language sense enable students to develop good Chinese research-based study habits. Actively advocate independent, cooperative and inquiry-based learning methods, strengthen classical Chinese reading teaching, consolidate the "double foundation", strengthen writing guidance, improve oral communication skills, and at the same time pay attention to cultivating students' aesthetic taste, thinking quality and cultural taste, developing personality and forming a sound Personality. Continuously cultivate students' research-based learning spirit and innovative consciousness, and strive to develop dynamic new Chinese courses.
3. Work focus:
1. Improve the quality of lesson preparation, continue to study the new syllabus, delve into new teaching materials, explore new teaching methods, reflect knowledge and ability requirements, and give full play to teachers’ personality and advantages to improve students’ Chinese literacy.
2. Strengthen the cultivation of students’ Chinese learning habits, strengthen the implementation and inspection of routine work, and provide periodic inspection summaries and rectification measures.
3. Use reading and writing teaching as the starting point to promote other aspects of teaching work.
4. Strengthen the accumulation of Chinese knowledge, including famous quotes and verses, literary common sense, cultural common sense, idioms, etc.
5. Use various methods to improve students’ interest and ability in extracurricular reading and expand students’ Chinese learning space.
IV. Specific measures:
1. Use module teaching as the "point" and reading and writing practice as the "chain" to expand conventional teaching ideas.
The newly compiled Chinese teaching materials are divided into "modules" to achieve different levels of ability. They are arranged according to the three dimensions of knowledge and ability, process and method, emotion and value, focusing on the overall improvement of Chinese literacy. Therefore, when using new textbooks, teachers should pay attention to the integrity and ability of the teaching modules and the "systematic" combination of reading and writing. They should also pay attention to the alternating (interspersed) teaching of "reading" and "writing and speaking". Avoid single linear repetitive teaching.
2. Focus on "teaching and reading lessons" and guide "self-reading lessons" to form an inquiry-based ability course.
Each module focuses on "teaching and reading lessons". Taking "lessons" as an example, we draw inferences from one example and draw inferences about other cases. We focus on the whole-process cultivation of abilities, highlight student-centered ideas, and strive to change teachers' teaching methods, thereby promoting students' Change the way of learning to achieve the purpose of "teaching, for the sake of not teaching". The "self-reading course" type must focus on students' self-study, emphasizing the inherent characteristics and study method guidance of the self-study course type. The "self-reading" and "taught reading" course types cannot be treated with a simplistic "one size fits all" approach.
3. Pay attention to the cultivation of classical Chinese reading ability and enhance students’ cultural heritage.
The new textbooks have a strong classical cultural flavor in classical Chinese, but the focus of learning this semester should still be on accumulating classical Chinese knowledge, understanding the content of articles, and enhancing students’ cultural foundation. Plan the teaching of classical Chinese modules, pay special attention to cultivating students' interest in reading classical Chinese, and appropriately supplement them with relevant knowledge of classical Chinese.
4. Make good use of the "Reader" to expand students' reading and continuously improve their Chinese quality.
"Chinese Reader" has become a necessary part of high school textbooks. Certain class hours must be arranged to provide reading guidance to students and provide specific reading opinions to ensure that there are plans, measures, and effects. Don't engage in formalities, don't go through the motions, and do a good job in "reading the book well". Or comments, or self-reading, or testing, or lectures, or group discussions...teaching students in accordance with their aptitude, and adapting to the conditions of the "school" to implement the "Reader" teaching. Teaching Plan 4 for Compulsory Chinese Language Course 1 for Senior High School Students
1. Guiding Ideology:
1. Implement the "General High School Chinese Curriculum Standards", establish a scientific, democratic, open, and people-oriented Chinese education concept, and constantly explore new teaching methods that can adapt to student development and students' actual needs.
2. Cultivate students with good humanistic and scientific literacy, innovative spirit, cooperative awareness, basic abilities including reading comprehension and expression and communication, and the ability to use modern technology to collect and process information. Lay a solid foundation in Chinese language to enter society. Cultivate students' good high school Chinese learning habits, help them master the learning methods of knowledge points, and prepare the necessary abilities for lifelong learning.
3. Discover new problems, explore new teaching methods, deepen research reading in the classroom, and improve the new curriculum model of "self-study-inquiry-reflection" supporting the new curriculum standards.
2. Analysis of academic situation:
This semester I teach two classes, Class 327 and Class 334, in the first year of high school. Among them, there are 66 people in Class 327 and 55 people in Class 334. Students come from all over the county. various places and surrounding counties and cities. Judging from the entrance examination, students' junior high school foundation is generally not solid enough. Reading ability, analytical appreciation ability and overall perception of articles are all worrying, and a considerable number of students do not pay attention to Chinese. Therefore, while comprehensively strengthening the supervision of students, how to grasp the foundation, strengthen pertinence, be targeted, explore and improve methods of teaching and practice, and strive to improve efficiency have become the top priority of teaching at this stage.
3. Analysis of teaching materials:
1. The system and construction of the new teaching materials have been based on the "four major reforms" based on the experimental revised version:
(1), established a three-line teaching material compilation system for reading, writing, and oral communication in parallel;
(2), eliminated the three stages of more complex narratives, more complex explanations, and more complex discussions. model, the reading part is no longer organized around style, but is combined with the ability training objectives and the actual organizational units of the text;
(3). A Chinese reading book that matches the teaching material has been compiled as an organic component of the Chinese teaching material. part for students to read outside class;
(4) The content of inquiry learning is designed to cultivate students' inquiry awareness and inquiry ability.
2. The teaching focus of the new textbooks
Reading textbooks focus on cultivating understanding and analysis skills in the first grade of high school; the first volume of the writing textbooks is arranged according to the psychological requirements of writing, focusing on cultivating students' individual subjective abilities. ; The focus of the first volume of oral training is to cultivate one-way oral communication skills: listening and responding. Inquiry-based learning focuses on multiple interpretations of the themes of literary works and reflections on calligraphy culture.
4. Teaching strategies and implementation:
1. Strategies:
(1) Change concepts, strengthen learning, enhance awareness of new curriculum standards, and pay attention to knowledge updating .
(2) Pay attention to thinking training, focus on ability cultivation, enhance awareness of quality education, and learn textbooks in a down-to-earth manner.
(3) Pay attention to composition teaching and strive to improve the overall level of students’ Chinese learning.
(4) Strengthen the organization of the second Chinese classroom and give full play to the auxiliary role of the second classroom.
2. Implementation:
Required courses
1. Textbook
(1) Progress arrangement
The reading textbook for compulsory courses 1 and 2 focuses on cultivating the ability to understand articles, appreciate literary works and read simple classical Chinese. In line with the principle of starting from the shallower to the deeper and resolving difficulties in a dispersed manner, the teaching arrangement is to complete units one, two, and five in the first half of the teaching period, and to complete units six, three, and four in the second half of the period.
(2) Teaching requirements
This issue’s textbooks are diverse in style, including poetry and prose, as well as speeches, prefaces, etc. The content is relatively scattered and involves ancient and modern times, both at home and abroad, so it is important in teaching. It is necessary to highlight the characteristics of various literary styles and guide students to appreciate and learn as well as imitate and create. The teaching of each unit must be carefully organized. While highlighting its own characteristics, each text within the unit must be consistent with the overall characteristics and requirements of the unit. After the teaching of each unit is completed, students should be guided to summarize the unit knowledge and clarify the key points and difficulties of each unit.
2. Readers
Based on the principle of combining textbooks and readers, students can "acquire knowledge in class and benefit from extracurricular activities."
3. Personalized discussion:
Begin to popularize Chinese studies, start with morning reading, and select some classic quotes to chant with everyone. Compulsory Chinese Language Teaching Plan 5 for Grade One
1. Overall goal:
According to the spirit and requirements of the new curriculum standards, our overall teaching goal is: strive to enable students to master the following five aspects: Get development.
(1) Accumulation·Integration
Be able to strengthen Chinese language accumulation around the chosen goal, and pay attention to sorting out during the accumulation process. According to one's own characteristics, make full use of strengths and avoid weaknesses, and gradually form a personalized Chinese learning method. Understand the diversity of learning methods, master the basic methods of learning Chinese, and be able to use appropriate methods to solve problems in reading and communication as needed. Through the integration of Chinese knowledge, skills, learning methods, emotions, attitudes, values ??and other factors, Chinese literacy can be effectively improved.
(2) Feeling and Appreciation
Read excellent works, taste the language, feel the charm of their thoughts and art, and develop imagination and aesthetic ability. Have a good sense of modern Chinese language and strive to improve the sensitivity of ancient poetry and language. While reading, appreciate the diversity of nature and life, inspire feelings of cherishing nature and loving life; feel the beauty in art and science, and enhance your aesthetic realm. Through reading and appreciation, you can deepen your love for the motherland's language, appreciate the profoundness and long history of Chinese culture, cultivate your temperament, pursue noble tastes, and improve your moral cultivation.
(3) Thinking and Comprehension
According to your own learning goals, choose classics and other excellent reading materials to start a dialogue with the text. Through reading and thinking, we can understand its rich connotations, explore the value of life and the spirit of the times, so as to gradually form our own thoughts and behavioral norms, establish progressive life dreams, and enhance our sense of mission and social responsibility to work for national rejuvenation. Develop the habit of independent thinking, questioning and inquiry, and develop the rigor, profundity and criticality of thinking. Be willing to communicate and collide with ideas. In the process of mutual discussion, we can deepen our understanding and improve together.
(4) Application·Expansion
Be able to use the motherland’s spoken and written language correctly, skillfully and effectively in life and other areas of study.
Broaden your horizons in the application of Chinese, initially understand your own potential and tendency to learn Chinese, and develop in your favorite fields according to needs and possibilities. Enhance cultural awareness, pay attention to the inheritance of human cultural heritage, respect and understand multiculturalism, pay attention to contemporary cultural life, learn the analysis of cultural phenomena, and actively participate in the dissemination and exchange of advanced culture. Pay attention to cross-field learning, expand the scope of Chinese learning, and improve the comprehensive application ability of Chinese through extensive practice.
(5) Discovery·Innovation
Pay attention to the observation of language, literature and Chinese and foreign cultural phenomena, learn to find problems from the facts and processes that you are accustomed to, and cultivate the awareness of inquiry and the sensitivity to find problems. . Always have a strong interest and vitality in the unknown world, dare to explore new things, enter new learning areas, try new methods, and pursue innovation in thinking and expression. Learn to read from multiple angles and levels, read excellent works frequently, and gain new experiences and discoveries. Learn to examine the materials and ideological tendencies of ancient works from a historical perspective and modern concepts, and put forward your own opinions. In inquiry activities, be brave enough to put forward your own opinions, respect the achievements of others, constantly improve your inquiry skills, and gradually develop a rigorous and realistic style of study.
2. Specific measures:
We plan to carry out work from the following aspects:
(1) Actively study the implementation methods of curriculum reform.
All Chinese teachers in the first year of high school are members of the curriculum reform. All members must study the new Chinese curriculum materials carefully and explore their spirit. Make full use of the weekly lesson preparation group activity time to discuss the teaching materials, operating procedures, and teaching methods of each unit in a planned and step-by-step manner, so that the theme of the activity is clear and there is a central spokesperson.
(2) Actively advocate independent, cooperative, and inquiry-based learning methods.
Chinese classroom teaching should create a good autonomous learning situation for students, help them establish a sense of subjectivity, adjust their learning mentality and strategies according to their own characteristics and needs, and explore learning methods and approaches that suit themselves. Cooperative learning is conducive to improving learning efficiency during interaction and cultivating a sense of cooperation and team spirit. Therefore, we encourage students to actively participate in discussions and other learning activities on the basis of personal study, be good at listening and absorbing other people's opinions, learn tolerance and communication, and learn to collaborate and share. In order to change the over-emphasis on understanding learning, rote memorization, and mechanical training, we advocate and implement autonomous, cooperative, and inquiry-based learning methods in the classroom, and strive to improve the quality of organized teaching and guidance of student learning.
Organize study groups and carry out cooperative learning.
Implement the collection system of difficult questions before class preview.
Classroom teaching highlights the dominant position of students and strives to create space for communication and expression.
3. Read more, broaden your horizons, and cultivate your sentiments.
In addition to the reading materials arranged in teaching, we will make full use of library and online resources to allow students to read more extracurricular knowledge. At the same time, students are required to take notes, write reflections, essays, etc. In this way, Improve students' reading speed and understanding of article materials, and train students to learn to find information on their own, which not only broadens students' horizons but also accumulates information.
Class combination: 3 lessons of reading teaching + 1 lesson of electronic reading (book reading) + 2 lessons of classroom reading and writing.
Pre-class Chinese activities highlight the introduction of idioms, ancient poems, good books, etc.
4. Change the habit of doing exercises
How to deal with practice problems, we try the following methods:
1. Integration principle.
Integrate exercises into text teaching and solve them in class. Because the exercises are designed around the text materials and unit requirements, they play a necessary guiding role in classroom teaching. Therefore, classroom teaching and practice processing must not be separated, but the two should be skillfully integrated. Some experts said: "In the process of teachers leading students to learn texts, certain problems in practice can be solved unconsciously and naturally." This way, students can learn easily, save teaching time and improve classroom efficiency.
2. The principle of freedom.
The new curriculum standards are flexible and open in exercise design, which provides flexible space for teachers and students to handle exercises independently. Teachers can adopt different processing methods according to different teaching environments and different teaching objects. In addition, teachers should leave more room for students to choose when handling exercises, and students should choose what they need, and require students to complete it flexibly according to their own situations. Students can copy the words in the exercises several times; they can use their imagination to connect these words into a paragraph; they can also excerpt sentences from the book that contain the above words. Students of different levels will choose the form of practice based on their own interests and learning conditions. In short, let every student become the master of learning and let them no longer regard practice as a burden.
3. Pay attention to the process.
The traditional way of handling exercises is to focus on results and pursue the accuracy of answers. When teachers ask a question, they often design a conclusion in advance, and then ask students to do everything possible to get into the so-called standard answer rut.
This passive understanding deprives students of their unique reading experience and turns them into "two-legged bookcases" who are not good at analyzing and solving problems. The emphasis on process strategies is to present the process and methods of solving problems and cultivate students' ability to analyze and solve problems. When using process strategies, attention should be paid to guiding students to decompose and refine the problem. For some comprehension exercises that are not difficult, teachers should not rush to ask students to tell the answers. Instead, let them think first, tell the thinking process, and finally tell the answers. The use of process strategies is conducive to cultivating students' thinking quality, teaching them scientific learning methods, and turning students from "learning" to "knowing how to learn."
4. Evaluation strategy.
Evaluation is a testing incentive mechanism. Evaluating the situations in which students complete exercises can make students develop a sense of competition and encourage them to continuously improve. Develop good study habits. When using evaluation strategies, we must adhere to the combination of constitutive evaluation and summative evaluation. In the past, we blindly emphasized summative evaluation and used methods such as percentage systems and grading to evaluate students' completion of exercises, lacking the awareness of constitutive evaluation. Therefore, in our daily teaching, we must pay attention to evaluate students' active participation and serious and responsible attitude in completing exercises, pay attention to discover and promptly praise their small improvements, and downplay the differences between students. At the same time, the forms of practice evaluation should be diversified to overcome the past single model in which students' practice was judged by teachers. In addition to teacher evaluation, students can also evaluate each other, students self-evaluate, or allow parents to actively participate in evaluation activities. Therefore, in the evaluation activities, it not only stimulates students' interest in learning Chinese, but also cultivates evaluation awareness and cooperation awareness, and improves students' ability and confidence.
In short, the purpose of the exercises in the new textbooks is not to increase the burden on students, but to help them better understand the text. In class, students are guided to get active, ask questions, and explore in depth. Teachers and students discuss knowledge and sharpen their thoughts together; outside class, through small but precise homework, they accumulate knowledge, stimulate interest, and cultivate skills. Both inside and outside the classroom, students must realize that they are the masters of learning!
5. Change the way you write and compile your own personal portfolio.
We can try the following composition teaching, the operating procedures are:
1. Compile a personal portfolio. Each student is required to do the following work in compiling a personal portfolio starting from the first year of high school:
① Give a beautiful name for his or her portfolio;
② Complete 1,500 words of pen practice every week, and the time and materials for practice can be customized;
③ Make some art for your weekly pen practice, such as illustrations, text color matching, photos, shading, etc.;
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④Write a preface for your portfolio;
⑤Compile a small collection every ten weeks. Compile a large collection in one semester.
In three years of high school, I had 6 personal portfolios. In the middle of the second semester of the senior year of high school, a "Personal Portfolio of Selected Works" will be compiled. In this way, by the time they graduate from high school, each student will have seven collections of his or her work on hand.
2. Select a class portfolio. Take the class as a unit and compile the "Collection of Outstanding Works of Students of Class XXX" (or give it a more pleasant name). It is published in the middle of each semester and presented to parents at parent-teacher meetings.
3. Select a grade-level portfolio. On a grade-by-grade basis, a "Collection of Outstanding Works by XXX Students" is compiled and published once every semester. Those whose works are selected will receive a souvenir copy. Give one copy to each class and circulate it.
4. Select a collection of essays. On Teachers' Day, National Day, New Year's Day and Friday every year. During festivals such as Chinese New Year, summer vacation or long holidays, essay solicitation activities will be held, and then the "XXX Essay Winning Works Collection" will be compiled. Winners of works will receive a souvenir book. Give one copy to each class and circulate it.
5. Hold a student personal portfolio exhibition week. In the second week of the second semester of each school year, the "XXX Graders' Personal Portfolio Exhibition" is held on a grade-by-grade basis. The duration is one week and the location is in the library reading room. The works on display are the personal collections of all students in the grade. No matter beautiful or ugly, no matter good or bad, all students' works are required to participate in the exhibition. The grades of students' personal portfolios will be evaluated according to first, second, third, fourth and fifth, and authors who obtain the top three grades will be rewarded. Organize each class of students to take turns visiting and browsing, and each class will visit for one class period.