Reflection on Chinese teaching in senior three: 1 Senior three is like the final sprint of a marathon. A slight mistake may lead to all the previous achievements being wasted. Because I'm the first year in senior three, I'm under great psychological pressure. With the help of teacher Deng and other teachers, I gradually became familiar with reviewing for the exam. Results Both the two ordinary liberal arts classes achieved good results above the city average.
Reflecting on the achievements, I personally think that we should take the new curriculum standard as a guide, consolidate the "double basics", highlight the key points, and openly implement them.
Here, I understand the "double basics" or basic knowledge and basic ability. The outline examines six abilities: memory, understanding, analysis and synthesis, appreciation and evaluation, expression and application, and inquiry. As far as basic knowledge is concerned, the contents of the examination include memorizing ancient poems, accumulating the meaning of notional words in classical Chinese, and "two, harmony, Hu, Nai, Qi, harmony, ruo, suo, Wei, Yan, Ye, Yi, Yu, Yu". Accumulate the meanings of commonly used words (including idioms) and find out the characteristics of several kinds of sick sentences, such as improper word order, improper collocation, incomplete or redundant components, chaotic structure, unclear meaning and illogical. Master common rhetorical methods: metaphor, analogy, metonymy, exaggeration, duality, parallelism, repetition, rhetorical questions.
In addition, the basic knowledge should also include the basic characteristics and main forms of expression of literary genres such as poetry, prose, novel and drama, as well as the basic stylistic characteristics and main forms of expression of practical classes such as interviews, investigation reports, news, biographies and social science papers; Knowledge of common expression skills, common themes, genre characteristics, language characteristics, classic images and so on; Characteristics and writing methods of narrative, expository, argumentative, prose and other common styles; Planning and layout skills. Of course, the accumulation of broad understanding can also include the accumulation of reading, composition materials, outlook on life and values, but I think the narrow accumulation in the preparation stage of senior three is enough.
The formation of basic ability is based on basic knowledge and gradually formed in this process. It is not a castle in the air, but it is higher than basic knowledge and lacks the cultivation of basic ability. Basic knowledge, like scattered sand, is fragmentary and unsystematic, and cannot be constructed in students' knowledge system. Therefore, in the preparation stage, teachers should give more guidance on methods, that is, summary, and then make students' training become basic abilities.
Due to the characteristics of text style, its wording is different in the ability of examination. Literary text is expressive, and it is an artistic life that social life has been processed by the writer's inner subjective mind. Even excellent works are often the epitome of the times and the nation. They are very humanistic and have a long history. The so-called image is greater than thinking, so they have various interpretations. "A thousand readers have a thousand Hamlets." Therefore, the word of inquiry ability is "rich"; National Psychology and Humanistic Spirit; Personalized reading and creative interpretation. The practical style is more objective, immediate and unidirectional, so the word inquiry ability means "deep"; "Life value and the spirit of the times"; Doubts and difficulties.
Secondly, we should treat them differently in training ability. On the basis of analysis, understanding and appreciation, cultivate students' healthy and noble outlook on life, understand the spirit and life value embodied by the narrative object of the text, and cultivate students' ability to question and solve doubts. On the other hand, literary texts should cultivate students' contact with writers' writing style on the basis of mastering common expression skills and methods of shaping characters, and explore their rich meanings in combination with the background of the times.
In a word, "double basics" is the basis of our preparation for the exam, and it is also a magic weapon to cope with constant changes. Only by laying a good foundation can students be safely sent to the college entrance examination room. However, due to the urgency of preparing for the exam, in the specific process of preparing for the exam, we must also highlight the key points and be targeted, so as to get twice the result with half the effort.
The emphasis needs to be combined with the reality of our students. As far as the students I teach are concerned, I think the focus should be on reading and writing ancient Chinese.
First of all, I think these two pieces are scores for highland, which are easy to get and easy to lose. As far as classical Chinese is concerned, because the test ability is not high, students only need to be able to understand simple classical Chinese, the questions are relatively fixed, the variables are small, the knowledge points are easy to master and improve, and students are not interested in classical Chinese, so this position has always been a weak link. So I think it is relatively easy to improve this score as long as they prepare for the exam carefully. As far as composition is concerned, after ten years of writing accumulation, students have a certain writing ability. How to improve quickly in an effective time is undoubtedly of great significance.
Secondly, compared with other exam contents, these two students are more enthusiastic about preparing for the exam. I noticed a strange phenomenon. Every time after the composition class, before the class is over, the students can't wait to ask questions. Most of the questions that come to my office are about ancient Chinese. When correcting papers, I paid attention to some students' answers, and found that those students who were not serious in class at ordinary times but had a good foundation in literature reading answered in an orderly way. This makes me think that Chinese needs profound accumulation, which is more obvious after the concept of big Chinese is put forward. Some students study hard, but in any case, he doesn't understand why Feng Ming committed suicide at home. Because the preparation time is tight, I think we should focus on the items that are easy to score quickly. This is my humble opinion.
In preparing for the exam, the key is implementation, which is something I am still reflecting on. This kind of implementation refers to the implementation of the important and difficult knowledge points in the classroom, the targeted implementation of the homework assigned by the teacher and the implementation of the students. What should be remembered should be implemented by morning reading classes and extracurricular tutoring, and the completed homework should be implemented. In today's embarrassing language situation, execution is even more important.
Reflections on Chinese teaching in senior three. The busy senior three school year is coming to an end. Summarizing the Chinese teaching work in senior three years can be summarized as "carrying out the plan to the letter, preparing for exams in an orderly way, discussing teaching and research enthusiastically and effectively, and naturally achieving results". The following is my personal reflection:
First, arrange the schedule.
From September of 20xx, the review of the 20xx session began in an all-round way. Senior three groups made a review plan for the semester and school year seriously and pertinently. At the beginning of the school year, according to the specific plan of the school, the preparatory group formulated the overall preparation ideas and plans for this school year, and divided the year into stages, levels, goals and tasks. In the corresponding preparation stage, every step of the preparation should be followed, promoted on time, and every step should be taken well under the guidance of the plan to ensure the effective review of each student in each class and prevent blindness and inefficiency.
Grade group divides Chinese review into three stages. The first stage takes textbooks as the center, lays a solid foundation, and moderately migrates to the college entrance examination sites. After the first round, the second round of special review will be started, and the knowledge points will be comprehensively scanned. After the second round, the third round mainly focuses on the heat preservation of test papers, connecting Chinese knowledge points and ability points into a network, and at the same time checking for missing points to prepare for the final sprint.
We also divide the Chinese class in senior three into knowledge transfer class, special practice class, composition review class and test paper evaluation class. Different classes have different teaching objectives, teaching structures, teaching methods and acceptance criteria. Every time we review a text, a unit and a test center, we must first discuss with the whole group to establish the key and difficult points of teaching, and agree on the specific arrangement and treatment of teaching content before entering the classroom to ensure that students can gain a key or even a life-saving medicine after paying 40 minutes of "life".
Second, establish the review principles and strategies of senior three students.
The focus of college entrance examination review is "middle" and "benefit"; Otherwise, all previous efforts will be in vain. Therefore, according to the arrangement of grade group, I established the review principles and strategies for senior three students.
Direction: strictly follow the "exam instructions"
Fully understand the "exam instructions". By thoroughly analyzing, understanding and grasping this relatively stable system, the preparation group can grasp the overall situation of the college entrance examination from a certain height, make the review focus comprehensive, and help students establish a complete knowledge and ability system; You can also reasonably allocate review energy, arrange time, prioritize and make bold choices according to the amount of questions and homework in each part to improve review efficiency.
Reflections on Chinese teaching in senior three 3 1. Make good use of textbooks and lay a good foundation.
The college entrance examination questions are not directly extracted from textbooks, so some people have doubts about the role of textbooks and are not interested in the teaching of texts. In fact, although the college entrance examination proposition is not based on textbooks, most of the knowledge examined directly or indirectly involves textbooks, which is particularly prominent in classical Chinese examination and famous sentences dictation. If you recite the back question, you can get full marks as long as you master the items required to recite in the textbook and outline. Therefore, in senior three, we have paid great attention to the teaching of classical Chinese in six textbooks, requiring students to review in a down-to-earth manner, accumulate real words and function words in classical Chinese, translate the text sentence by sentence, and supervise through practice. Students are required to pass one by one, and the scores they should get must not be lost.
2. Break through key points and pay attention to actual results.
Quality education requires the college entrance examination proposition to change from knowledge view to ability view, and pay attention to students' innovative thinking ability and language expression ability. Therefore, after repeated thinking, I think we must give full play to subjective initiative and make Chinese teaching more efficient. Minimize ineffective and inefficient labor and achieve the best teaching effect of "short time, high efficiency, labor saving and low consumption".
In order to improve the review effect of senior three Chinese, the focus is on those training points that take less time and get quick results. Such as pronunciation, font, idiom usage, etc. Let the students understand the memory carefully and grasp it accurately. To this end, I used the Internet to select Chinese characters and idioms commonly used in society, which students often mispronounce, mispronounce and misuse, and compiled three handouts for students to correct pronunciation and orthographic interpretation, which benefited students a lot by memorizing them.
3. Choose exercises and optimize training.
In view of the increasingly high requirements for the ability test in the college entrance examination, it is very necessary to review and strengthen training in senior three, so that students can do enough exercises. However, the training must be practical, regardless of the advantages and disadvantages of the test questions and the training effect, and it is not advisable to blindly engage in sea tactics. Therefore, for the second and third rounds of examination papers, we should do ideological work first, let students train seriously and truly, and then seriously evaluate and talk about the basis, characteristics, ideas and problem-solving skills of the proposition, which has received good results.
4. Strengthen reading and promote writing.
Increasing reading and broadening knowledge are not only conducive to understanding the topic, because most of the propositional materials come from newspapers and periodicals, but more importantly, they are very helpful to writing. We believe that students' rigid thinking and closed thinking in writing have a lot to do with their usual ignorance and ignorance. It seems to be said that the level of students' composition depends largely on the amount of reading. I read more books and broadened my horizons. I not only accumulated writing materials, but also learned to analyze social phenomena. At the same time, I learned clever ideas and lively language, and had an epiphany on the way of writing.
In the process of preparing for the exam, adjust the review ideas and modify the plan in time according to the specific situation. Secondly, according to the requirements of the school, we have strengthened the collective lesson preparation system. Give full play to the advantages of team strength and collective wisdom, and tap personal potential; In addition, in the classroom teaching of senior three, we are not completely step by step, but actively explore new classroom teaching forms. Paying attention to improving classroom efficiency and getting benefits in 40 minutes is an important policy in our senior three teaching. We have achieved "seven unifications": unified planning, unified content, unified progress, unified teaching materials, unified test and training questions, unified homework and unified comments. With everyone's joint efforts, we can share resources, foster strengths and avoid weaknesses, so that the teaching objectives, methods, important and difficult points and knowledge points of each class can be implemented and the teaching effect can be continuously improved.
Reflection on Chinese teaching in senior three: March is the season of hard work in rural areas. The Chinese teacher of Grade Three in Putian No.8 Middle School has also started the work of "spring ploughing" in the new semester.
At the beginning of this month, the first quality inspection in our province was ushered in. After the test results came out, many people with lofty ideals lamented it. It turns out that the foundation of our candidates is so weak, and it also exposes the "speculative" consciousness of our teachers and students in teaching and learning.
For example, there is an obvious phenomenon of poor basic skills in classical Chinese reading (multiple choice questions and subjective questions); The examination questions of cultural masterpieces come from Zhuangzi; Literary masterpieces have detailed themes; The score of pragmatic questions is obviously not high; Weak sense of writing style. The existence of these problems, to a great extent, exposed the lack of teaching and eager for quick success, and even "speculation" behavior.
In view of this, after multi-level teaching and research, our senior three Chinese preparation group decided to make up for the vacancy in the second round of review. To this end, we require students to order "learning to sail" as the second round of re-teaching syllabus.
Although the formal outline has not come out recently, some well-informed people have revealed some changes, such as omitting the objective multiple-choice questions of scientific and technological texts and taking "language use questions" as subjective questions instead. These changes reflect the pragmatic spirit of Chinese teaching reform. To sum up, the direction of Chinese teaching reform is also the direction of Chinese reform, and the two are not contradictory.
This month, senior three Chinese preparation groups also listened to each other and exchanged teaching experiences, especially reviewing teaching experiences. In addition, in order to make up for the shortage of composition teaching, we specially invited the old headmaster, Mr. Qi Minggui, to give a special composition lecture, which is open to all senior three students. Get favorable comments.
Wang Guoxiong said that reading has three realms, but actually it is not the three realms of teaching. Now, we are in the stage of "wasting people for Iraq". I believe that in two or three months, our teachers and students in Putian No.8 Middle School will surely usher in a wonderful moment of "suddenly looking back, that person is under the dim light"!
Spring sowing and summer harvest, no pains, no gains!