How to really "teach less and learn more" in class?

As a Chinese teacher in a secondary vocational school, because I just entered the post of teacher, I have many shortcomings in my experience. Some of them are just some teaching theory knowledge I have come into contact with in college, some are full of enthusiasm in my heart, and some are heavy love and responsibility for students. A few months ago, I was a senior student, and now I am a Chinese teacher. I have been a teacher for a semester, during which I have both sweat and tears, but I have gained more. As a teacher, we should have a bucket of water to give students a glass of water. This distance training is a good learning opportunity, which has benefited me a lot. The research topic I choose is the application of "teaching less and learning more" in Chinese teaching in senior high schools. For the traditional spoon-feeding teaching, "teaching less and learning more" is an innovative and practical teaching mode, but it needs the joint efforts of teachers and students to truly achieve "teaching less and learning more" in the classroom. The quality of students in vocational high schools is average, the individual differences of students are great, and the starting point of admission is low. Many students we teach don't have good study habits, weak cultural foundation and low comprehensive quality. After entering vocational high school, I didn't know enough about my major at first, and then unilaterally thought that as long as my professional skills were good, other subjects didn't matter, and even some parents of students held this view, so that students relaxed their study of subjects other than their major. After nearly half a month's study, most students are not interested in physical education class. In class, most students ask for free activities, and their learning enthusiasm is not high. On physical education class, they have no desire to explore, and their thinking is relatively simple. Even some students are lazy in class and can't concentrate. Faced with such a student group, to ensure the quality of teaching, we should spend more time as teachers, study the organization and control of the classroom more deeply, and have more innovations in classroom teaching. Innovation is an extremely complicated psychological process, which will cause a series of psychological reactions. At the same time, it is also restricted by psychological factors, such as emotions and desires. To implement innovative education, we must first create a good, relaxed and free psychological environment. Specifically, in the Chinese class of vocational high schools, I think we should pay attention to the following aspects in order to "teach less and learn more": First, stimulate interest. Try to stimulate students' interest in learning, make them interested in your teaching and interact in class. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy!" Indeed, "interest is the best teacher!" However, students in vocational high schools generally dislike learning and are not good at it. They are not interested in specialized courses, especially cultural courses such as Chinese. You can start from the following aspects: 1, read early. In order to make students like Chinese, we should first let them read and taste Chinese. We call a collection of simple and short articles with obvious linguistic or emotional characteristics "early reading textbooks". For example, one morning, students read an article in Youth Digest about maternal love. After reading the last sentence, "the tree wants to be quiet but the wind will not stop, the son wants to be filial and his parents are not there", all the students are quiet and no one talks for a minute. I know the students are moved by the emotion in the article. 2. Read books in class. The morning reading mentioned above is to let students approach Chinese, while the reading in class is to let students enter Chinese. Langlang Shusheng is the symbol of Chinese class and an important part of Chinese teaching. Chinese teachers should read aloud, guide, analyze and experience the key paragraphs of the text. Wonderful reading and analysis in class can undoubtedly bring students into the text. 3. Reading after class. According to my observation, students who love reading will have a strong understanding of language sense, have a strong interest in Chinese classes, and have outstanding achievements in natural Chinese. So we should encourage students to read more extracurricular books. We can recommend some reading books to students and make reading cards for each student. It is our goal to make students love reading through extensive reading. If our Chinese teacher can grasp and organize these three periods well, we can realize the transformation from knowing Chinese to liking Chinese, and then taking Chinese as fun, so that students can find the feeling of learning Chinese and greatly stimulate their interest in learning. (2) essentials. We should talk as little as possible in the Chinese class in vocational high schools. Teachers should teach less and learn more, but the lectures should be wonderful, the main points should be simple and attractive, and students should be given enough room for digestion. Teachers can improve classroom efficiency in the following ways: 1. Teachers who stimulate interest and creatively organize classroom teaching can often spend a short time at the beginning of the class, which not only shows their learning goals, but also stimulates their interest in learning, and sometimes sets up a desert of thinking to induce curiosity and thirst for knowledge. For example, when a teacher goes to class, he arouses students' thinking as soon as he attends class: "Learn today" without asking for a great solution, and see who can come up with a way to shorten the text? " Another example is watching the teaching video of Comrade Lao Yang. The teacher said excitedly, "As the saying goes, listen to what he says and watch what he does. This is the way to understand people. In fact, to understand a person, we should not only listen to what he said, but also guess what he is thinking. Do you want to understand Comrade Lao Yang in this way? " A problem dominated the class and the classroom created a strong atmosphere. If you meet a famous teacher, you can also introduce words from the author's profile and ask students how much they know about the author and what works they have studied before. This will not only make students feel cordial, but also achieve the purpose of reviewing what they have learned in junior high school. 2. After the successful introduction of teaching materials, classroom teaching should closely focus on the relevant text content, mobilize various teaching methods and means, and bring students into the classroom situation designed by teachers. In view of the present situation of vocational high school students, we should dare to abandon some contents, especially long articles, and take "virtual", "real", "rough" and "essence" according to the needs of students under the guidance of teaching objectives. For example, the words "exchange wisdom for a birthday steel" can briefly introduce the story, mainly combining the employment situation of students, advocating more teamwork spirit and achieving better results. 3. Student-oriented. Many teachers are lamenting that the quality of vocational high school students is getting worse and worse. There is often a situation of "ten thousand Ma Benteng" in the classroom. When students "don't cooperate" in class, teachers simply replace students' learning with their own teaching, ignoring students' dominant position. However, if teachers only tell students to listen in class, both teachers and students will feel tired, which is unfavorable for developing students' intelligence and cultivating students' creative thinking. Students should be the main body of the classroom and try their best to stimulate students' interest in learning. For example, when teaching the text "Hats off to the People of China", I arranged for two students to play "Professor Beard" and "Me" respectively. I cooperated with these two students and recited the text affectionately, and moved the college classroom in the text to our middle school classroom, which made the classroom atmosphere very active, and the students quickly grasped the ideological theme of this article. When studying the poem Error, I asked the students to choose their favorite poems and read them on stage. Some students still want more. When will there be a bright moon after reciting Su Shi's book? They volunteered to sing another song for everyone. It can be seen that classroom "activities" stimulate students' vitality and personality. In Chinese teaching, if the teaching design is reasonable and the teaching materials are handled properly, teachers can achieve the best results with the least class time. It plays a key role in improving teaching quality. (3) Keep the differences. For students' learning foundation and learning ability, we should admit the differences, implement hierarchical teaching, and give detailed guidance to students at different levels so that every student can learn something. As the saying goes, "benevolent people have different opinions, and wise people have different opinions." Students have different personalities and hobbies. It is impossible to have exactly the same feelings during reading. This difference is influenced by many subjective factors and has distinct personality characteristics. If we insist on "unification", it will inevitably block innovative ideas. For example, if you study Encounter on the Train, you can have a debate around the topic mentioned in the article, which is more important, life or your own quality. Teachers serve as judges and are allowed to retain different opinions; By studying two Song poems, students can talk about which one they like, and it can also be extended to the discussion of bold and graceful school. "A thousand readers have a thousand Hamlets." Similarly, a thousand students can have a thousand Su Shi and a thousand Liu Yong. The soul of Chinese teaching is innovation, and the most fatal deficiency of Chinese teaching in vocational middle schools at present is innovation. Creativity is the result of many abilities, such as memory, imagination, sensibility, understanding and curiosity. Among them, imagination plays an important role. Chinese education exerts a subtle influence on students' sensibility, imagination and understanding through one textbook after another (especially literary works), because each work contains the writer's unique life experience, emotional experience and way of thinking, shows the writer's distinctive personal style and unique creativity, and provides students with unlimited imagination. Each student can make different interpretations according to his different age characteristics, knowledge literacy, life experience and temperament. And this interpretation itself is a kind of re-creation. It can inspire students to think about the life world and stimulate their desire to explore and create. This is also the special charm of Chinese class. We can't artificially create a so-called standard answer and force students to understand according to a unified model. Otherwise, we will stifle students' creativity. In a word, Chinese teaching in secondary vocational schools has its particularity. As a teacher, we should advocate the teaching mode of "teaching less and learning more", abandon cramming teaching and advocate innovation, so that students can give full play to their subjective initiative, become interested in Chinese learning and give full play to their creative ability, so as to lay a good foundation for them to go to work smoothly. The first textbook of higher vocational education is Mr. Tao Xingzhi's Declaration of Creation, which can still be created by predecessors, and so should we.