The time of reflection and summary in Chinese teaching is like running water. I have been a class teacher in Grade One of Senior High School. I have be
The time of reflection and summary in Chinese teaching is like running water. I have been a class teacher in Grade One of Senior High School. I have been teaching Chinese in this class for half a semester. This half semester, I have been constantly reflecting and learning, trying to live up to the title of "engineer who casts human soul". My teaching work is summarized as follows: This semester, I resolutely implemented the school's relevant education and teaching plans, strictly implemented the school's various education and teaching systems and requirements, earnestly completed various tasks, paid close attention to teaching routines, and strived to lay a good foundation for students' lifelong learning.
First, the application of new curriculum standards:
In teaching, we should seriously study the concept of "New Chinese Curriculum Standard for Primary Schools", and formulate "Chinese Teaching Plan" according to the spirit of the new curriculum standard and the age characteristics of students, so as to achieve teaching objectives, teaching methods and teaching reflection. Through study and practical teaching, I understand that children at this stage are more emotional than rational, and pay attention to subjective understanding of external things. Therefore, in teaching, I have been using childish language and vivid and intuitive things to guide teaching, so that students can quickly accept knowledge. Treat children as friends and learn from each other, so that children can feel the kindness and care of teachers and know that teachers are their trusted friends.
Second, cultivate students' study habits:
First-year students are very plastic. Some people say it is "a blank sheet of paper". See how the teacher drops ink on this piece of white paper. Therefore, cultivating students' good study habits is the focus of my teaching work. As a new teacher this year, as a first-year class teacher and a Chinese teacher,
I feel that there is a long way to go. In the first few weeks of school, I have been learning from the senior teachers of the school, and I have integrated the cultivation of students' study habits into fun by making up children's songs and passwords, so that students can gradually develop good habits in fun.
1. Pre-class preparation requires students to prepare books, notebooks and stationery for class before class, and don't rush out of their schoolbags after class. Sharpen pencils before class, throw pencil scraps into the trash can, and form a good habit of being prepared and paying attention to hygiene. 2. Stand neatly when you stand up in class, obey the command, concentrate on your studies when you sit down, and don't look around and whisper to each other, so as to cultivate students' habit of observing discipline. 3. To achieve "three ones", keep your chest away from the seat, your eyes one foot away from the book and your pen tip one inch away from your fingers when boxing. Develop good reading and writing habits. 4. Speak boldly when answering questions. Speak louder, use Putonghua, make the question clear, and say "because, so" clearly. Pay attention when others answer questions. When others have finished answering, you can add your own opinions. They should not interrupt others' speeches, nor should they be half-hearted, as if they have nothing to do with themselves. 5. When giving lectures, the teacher should pay attention to the lectures, remember what the teacher said and related learning methods, and be able to put forward his own different opinions, but raise your hand and get the teacher's consent before speaking. 6. Seriously finish the homework assigned by the teacher, write carefully and standardize, and don't perfunctory the teacher. 7. Develop the habit of previewing before class, and teachers should make "preview tips" in advance. 8. After each class, you should review well, ask if you have any questions, and make a comprehensive understanding. You can't leave questions you don't understand.
The above requirements seem harsh and too serious for students, but I think they are of great benefit to students' habit formation. But I also pay more attention to contact with students, be their friends, and let students know that teachers are strict with them, which is good for their lives. I also think the teacher is amiable and approachable. I often use Li Dazhao's words to educate students to "study hard and have fun while playing!" .
Third, prepare lessons carefully:
In the first half of this semester, I gained a lot from school. I made it clear that preparing lessons should not only prepare students, but also prepare teaching materials and teaching methods. According to the content of the textbook and the students' reality, I designed a class diagram for the activity, put forward the teaching method, made a detailed record of the procedure and time arrangement of the teaching process, and carefully wrote the teaching plan. Every class should be "prepared", and every class should be fully prepared before class, making all kinds of interesting teaching AIDS to attract students' attention. Summarize in time after class and write teaching reflections.
Fourth, do a good job in the teaching of students' basic knowledge:
As the first step for students to enter school, senior one is as important as building the foundation of high-rise buildings. This semester focuses on students' mastery of Chinese Pinyin knowledge, writing, reading and extracurricular reading. The main task of senior one is to learn pinyin and literacy. When learning pinyin, use image teaching to help students understand pinyin, such as: what is L like? what do you think? When reading, use the ancient word-making method to help students read. Teach students to look up the dictionary in advance and use the dictionary to learn pinyin and words. After learning Pinyin, let the students learn to write by keeping a diary, and write whatever they want. Pinyin and Chinese characters are both acceptable. By the end of the first semester, most students can write what they have seen and heard in more than 100 words!
Problems and shortcomings of verbs (abbreviation of verb);
As a new teacher, I have many shortcomings, such as lack of experience, insufficient efforts and poor teaching skills. Insufficient attention is paid to students with learning difficulties in education and teaching. From pinyin sampling to reciting ancient poems to exams, I found the basic knowledge of several students in my class.
The grip is not solid enough, and more attention and help are needed in the second half of the semester. Parents don't cooperate enough. It shows that my communication with my parents is not enough, which will be one of the problems I should seriously consider. In the future education and teaching, I will continue to study hard, improve my overall quality and actively learn from the teachers around me.
Reflection on the Summary of Chinese Teaching This semester, I will continue to teach Chinese in Grade Three. In my work, I think interest and intelligence are cousins. Suhomlinski said that "all mental work depends on interest". If a person lacks a strong interest in understanding things, then the cultivation and development of his intelligence can only be empty talk. Therefore, cultivating interest is a necessary prerequisite and condition for cultivating intelligence and ability, and an important way to improve teaching quality. The cultivation of interest has more special significance for junior high school students and Chinese teaching.
The physical and mental development of junior middle school students is in a transitional period from childish to mature. They are simple and enthusiastic but have poor self-control and willpower. Most of them do things by interest, and they lack a clear understanding, rational grasp and lasting spirit of the lessons that they are not interested in but have to learn.
First, stimulate students' interest in learning with emotion.
Emotion has an infectious function, which can improve the excitement of classroom emotions and the acceptance of teaching content, and is a catalyst for students' intelligence. Most Chinese textbooks are full of affection, and there are many lyrical masterpieces. If teachers can carry out classroom teaching with passion, then textbooks and teachers' emotions can infect students, arouse students' emotions, and let students really enter the artistic conception of the text driven by positive and healthy emotions and taste the fun of learning Chinese.
Emotional education should first arouse emotions. It is an important artistic means to trigger emotion by carefully designing the lead and creating a strong emotional atmosphere for the classroom. Good introduction can guide and control students' psychological orientation and harmonious classroom atmosphere in classroom learning activities, form a good state of teaching preparation, and enable students to quickly enter the predetermined teaching track, which can be said to be the cornerstone of teaching success. In Chinese teaching, there are many excellent works that blend scenes, either passionate, deep or joyful.
Or mixed with grief and indignation, at the beginning of the lecture, it is often twice the result with half the effort to properly guide and control the students' emotions first. For example, in the teaching of "Spring and Snow in Qinyuan", I first asked the students to read the poet's thoughts repeatedly. On this basis, the whole class competed to read aloud, so as to stimulate students' reading enthusiasm and promote students' understanding of poetry. Finally, the teacher made a model essay recitation, which made the students passionate and realized the poet's broad mind and great heroism. The students were deeply impressed, and even some students were interested in my class and fell in love with Chinese.
To stimulate students' interest in learning with emotion, we should not only stop at emotional infection, but also let students deeply understand and appreciate the thoughts and feelings of the article in essence, and link the emotion with reason. For example, studying Kong Yiji, students think Kong Yiji is ridiculous, pitiful and worthy of sympathy. This kind of understanding is obviously still at the surface of the text. Therefore, I guide students to conduct in-depth analysis, so that students can deeply understand the root of Kong Yiji's tragedy and the evils of feudal scientific system and indifference to the old society.
Second, constantly change the teaching form and teaching methods, so that students can always listen to the new.
Curiosity is one of the characteristics of junior high school students, and the stimulation of novelty can arouse their directional inquiry activities, so junior high school students' interest in learning Chinese often comes from novelty. If a teacher's teaching is stylized in form and always follows the same pattern, it will make students feel bored. On the contrary, if we can constantly update and change, we can effectively stimulate students' new control activities and maintain and develop students' strong thirst for knowledge. Therefore, I always ask myself to constantly "seek novelty" and "seek difference" and strive to give students new stimulation in every class. For example, when analyzing the text, I abandoned the mode of analysis and explanation from beginning to end, and often changed the angle of cut-in, sometimes from the beginning (such as "background"), sometimes from the end (such as "watching a play"), sometimes from the topic (such as "from Baicao Garden to Santan Reflecting the Moon"), sometimes from the paragraphs that students like, and sometimes from the students' doubts. In the design of reading class, I often change the pattern and take the forms of discussion, competition, taking notes, outlining, comparison and asking questions. read
Methods include elimination reading, students' mutual designation reading, role reading, competition reading, music reading and so on. The summary of classroom teaching includes generalization, evaluation ceremony, induction, logical order, lyricism, connecting the preceding with the following, and detection. Due to the frequent changes in various methods, students often listen to new things in class, thus effectively maintaining and consolidating students' interest in Chinese classes. The change of teaching methods should be mainly reflected in the overall design of unit teaching. Teaching unit is an organic whole with specific functions, which consists of several interactive and interdependent texts. Unit teaching should start from the whole unit. Make overall arrangements for the strength, teaching methods and the rhythm of the whole unit, and complete the unit teaching goal through the basic ways of accumulation, integration, promotion and migration. When arranging unit teaching, I usually deal with it like this: lectures and reading classes are mainly given by teachers, supplemented by students' reading analysis, and knowledge is accurately imparted; The self-study class focuses on students' reading training, supplemented by teachers' guidance, so as to achieve the goal of consolidating new knowledge and improving students' reading and speaking ability; After-school self-study class focuses on students' reading and use, supplemented by teachers' exams, so that students can correctly transfer their newly acquired knowledge and ability. The rhythm is usually slow-fast-slow. Use adagio in lectures and reading classes, so that students can read aloud repeatedly, savor carefully, use teaching methods as much as possible, and explain thoroughly and fully. With this foundation, students can easily enter directional thinking and have a better understanding in self-study classes, so we should speed up the pace, grasp the key points and start comparative discussions. Independent reading after class is to complete the transfer of knowledge. Cultivating students' transfer ability is the ultimate goal of teaching and the highest level in the teaching target system. Therefore, I often leave enough time for students to analyze themselves, carefully check students' transfer ability and seriously correct the problems. In this way, a unit of teaching, students feel both substantial and relaxed.
Third, the composition is unfolded, the thinking is synchronized with the students, and the composition evaluation is solid, which improves the students' interest in writing.
Many teachers teach students to write their own compositions, but in fact they may not be able to write them themselves. teacher
If you don't go into the water, it's just scratching your boots, and the evaluation of students can't suit the medicine.
For a long time, many students are not interested in composition, and even taking a look at the composition book returned by the teacher is superfluous. Why? After ruling out the reasons why some students really have no intention to study, we find that this phenomenon, which deeply grieves our teachers, actually has a lot to do with our habit of correcting compositions.
In the past, I also thought that writing "the center is absent (prominent), the material is absent (accurate), the image is absent (vivid) and the language is absent (fluent)" is the best way to grade the composition, but now I must admit that this is the most undesirable way because it has become a form. That's not nice. It's just that the school leaders check the teaching work, not the students. Students need teachers' specific opinions, such as how to attract readers at the beginning of the article, how to have ups and downs in the middle, how to surprise at the end, how to show personality in psychological description, how to set off artistic conception in environmental description, how to highlight personality in appearance description, what language should be concise, how to learn flexibly (referring to copying other people's structures and even sentences) and so on.
According to the practice in the past year, we think that we should pay attention to the following points in composition review:
(1) "Comments and Criticism" uses little or no rhetoric, and clearly points out the advantages and disadvantages of this article. For example, when students write articles such as My Teacher, they use typical examples to show a teacher's excellent qualities such as being conscientious, caring for others and knowledgeable. If we evaluate his good writing style, we don't have to say such things as "outstanding center and proper selection of materials" We should indicate what qualities the teacher reflects next to each example in the article, and write a general comment at the end of the article: "The teacher in the article touched me a lot, I hope so." If there are a few examples in the text that are redundant or even hinder the expression of the center, they should be circled and marked with "should be deleted (changed) here" next to them, and the specific reasons should be written.
(2) In the language of "comment and criticism", try to use the tone of discussion and conversation. The students are all very serious.
Writing articles is the result of students' labor. Our aim is to improve his level through correction, not just to decide whether to accept or reject, as newspaper editors do. We respect the fruits of students' labor, and students will be infected by it. Conversely, we will not be indifferent to our "comments and criticisms". We deeply realize that in the teaching process, students are the main body, and our "evaluation" adopts the tone of consultation. Students' subjective status is greatly respected, and they will inevitably accept the guidance of teachers psychologically and consciously. Only in this way can our "evaluation and criticism" really play its due role.
(3) the form of "evaluation and approval" should be flexible, and individual counseling should be combined with overall improvement. "Comment and criticism" is not necessarily written in the composition book, but can also be spoken in class; Not only the teacher's evaluation, but also the group discussion under the guidance of the teacher; It is not necessarily only the teacher who evaluates the students' homework, but also the students can evaluate the articles written by the teacher on the same topic. In short, any form can be tried as long as it is conducive to improving students' writing enthusiasm and writing level.
(4) The focus of "evaluation and criticism" is to praise Excellence, and the orientation of comments is to guide and encourage, and to refuse to criticize and preach. Because we want other students to have a study object and a direction of progress, instead of scaring those students who don't write well.
In teaching, cultivating students' interest in learning is the most effective method.
I think junior high school Chinese teachers must make great efforts to cultivate and mobilize students' interest in learning Chinese in order to ensure the teaching quality. Interest is cultivated, and everything is solved.
The above is my reflection on the Chinese review class in grade three, hoping to correct the shortcomings.
Reflection and summary of Chinese teaching To get a text, we must first look at the teaching focus and teaching objectives of the unit where the text is located and where the article is located in the unit. At this time, you must read the unit description, because the unit description often indicates the learning content, learning requirements or learning methods of the unit. In this way, the text is put into the whole unit for reference and comparison, so as to clarify the teaching focus and teaching objectives of this class.
When setting teaching objectives, we should consider the three dimensions mentioned in the curriculum standards as much as possible and determine the key teaching contents according to the characteristics of the text. There are many knowledge points and ability training points carried by a text, and it is impossible to cover all the problems in one lesson. At this time, we should learn to "do subtraction" and think from the students' point of view, what they need most, what they can accept, why we should teach this article, and so on. And try to eliminate those that don't need to be taught, so that the teaching content can be refined, the tasks can be concentrated and complexity can be avoided. It can be said that it is more important to determine what to teach in a class than how to teach it. The teaching content should be deep and thick, and the theme should be clear and concentrated, and should not be confused. Mr. Chen Zhongliang's "three don't talk" when teaching kites is very enlightening.
There should not be many links in classroom teaching. Many teachers are racing horses in class, and slides become like lanterns, all because there are too many teaching links. Three or four main links in a class are enough. First of all, try to choose a good entrance and design a good theme. If we can find a key question that "affects the whole body" to drive the questioning design of the whole reading, then this lesson will be more than half successful. This main problem should be conducive to the overall reading teaching of the text, and focus on the whole class to facilitate the in-depth reading and understanding of the whole class. For example, the query of the word "watching the snow in the lake pavilion" will certainly resonate with the whole text and deeply understand the author's feelings and the beauty of the scenery in the text. In the process of exploring the theme, we should try our best to embody the learning process of autonomy, cooperation and inquiry, and strive to have full dialogue and communication in the reading process.
The main link of Chinese teaching should be to lead students to wander between the words of the text, ponder and taste the key words repeatedly, and touch the deep charm through its surface context, especially to lead the whole article to the "eye of the text", and even to hammer and beat, in order to splash a dazzling spark. In the process of grinding language, students can make comments and talk about their feelings; You can read the emotion in the sentence according to your own understanding; You can change its language form and compare its advantages and disadvantages; You can connect with life and imagine extension; You can quote materials and explore in depth ... In the process of this taste, the exquisiteness of language will naturally be transformed into students' spiritual nutrition, and there will be many wonderful productions in the classroom, with prominent teaching points, concentrated links and "Chinese flavor". For example, when teaching the text "Oath of the Land", the teacher analyzed the two main points of "grasping the land" and "Oath", especially reading the two paragraphs about "land" repeatedly, and naturally selected the breakthrough point, so that the teaching was implemented. Another example is "independence" in "Looking at the Lake Pavilion and Snow". Perhaps some students ask that this word is contradictory to the following "two or three people in a boat", so we should hammer it here to taste the author's inner loneliness and enter the author's heart.
A deep classroom first comes from the depth of the teacher himself. Throughout the current classroom, teachers are mostly at a shallow level, and many students can solve problems before class, and teachers are still chattering in class. Even Professor Sun Shaozhen lamented that "the life waste of teachers and students in Chinese classes in China is the highest in the world", and Chinese classes have become a nonsense distribution center. This requires teachers to refine their own language on the one hand, and work hard on text mining on the other hand, and have their own interpretation of the text, instead of speculating some cheap things to sell like second-hand dealers. It's really hard to be a thoughtful teacher! Then do more contact expansion work in class, so that students can improve their Chinese literacy through comparison and recognition.