In the real society, we must have first-class teaching capabilities, reflect on the past, and live in the present. So what does good reflection look like? The following are the reflections on classroom teaching of secondary vocational Chinese teachers that I have carefully compiled (9 general articles). You are welcome to learn from and refer to them. I hope it will be helpful to everyone. Reflection on Classroom Teaching by Secondary Vocational Chinese Teachers 1
The lesson "Prairie" is a prose, and the lines are infiltrated with rich grassland customs; the vast grassland scenery, where guests are welcomed immediately, drank together, and said farewell. The touching scenes and the simple, hospitable Mongolian compatriots are unforgettable. This article is based on what the author saw, heard, and felt when he visited the Inner Mongolia prairie for the first time. Through what he saw, heard, and felt, he praised the beautiful scenery of the grassland and the unity among the ethnic groups.
In order to help children better understand the text content, I played the courseware on the grassland at the beginning of class, allowing students to see beautiful pictures and hear beautiful music, bringing them into the vast and beautiful prairie. . Students' interest in learning is stimulated in the created situation. The course ends with a song, allowing students to be influenced by beauty again. The second step is to grasp the key sentences and appreciate the beauty of the imagined scenery. This link fully embodies the teaching ideas of taking students as the main body, reading as the basis, and independent development as the soul, and creates a democratic, relaxed and harmonious learning environment. The third step is to choose wonderful passages to appreciate the beauty of human relationships. This link mainly summarizes the host's hospitality through self-study and group communication. Overall, this course was completed ideally.
Disadvantages: Students do not let go enough, and teachers’ instructions and summaries lack appeal. Reflections on classroom teaching by secondary vocational Chinese teachers 2
1. Study the teaching materials, understand the students, and proceed from reality
The teaching materials are the basis for students’ learning and teachers’ teaching. How to use them well and fully Teaching materials, making students like teaching materials and learning, is the first issue worth considering. After an in-depth study of the teaching materials, I found that the new teaching materials pay more attention to the cultivation of students' learning habits and learning abilities, and the requirements for some Chinese knowledge points are not clear enough.
After having a more correct and clear understanding of the teaching materials, I can use my strengths and avoid weaknesses in the teaching process, complement each other inside and outside the class, and make the teaching materials more perfect. The reading texts in the textbooks are aimed at how different teaching objectives and learning requirements are consistent with students' actual learning, so as not to dig too deep and make learning difficult, leaving students feeling that they have nothing to say or feel to express.
This is another problem facing us. I think at this time, teachers need to really understand your students, know what is difficult for them, what interests them, and how to design real improvements through their thinking and cooperation. Only in this way will teachers have a correct teaching prediction when designing teaching plans, making the lesson plans closer to students and more reasonable. I think this is also an aspect of preparing lessons based on the students' "academic sentiment". Of course, in the classroom teaching process, we must proceed from reality and constantly adjust according to the learning situation.
2. Write students’ new insights and new ideas
The Chinese classroom teaching process itself is a process of mutual exchange and communication between teachers and students. In the process of classroom teaching, students are the main body of learning, and students always have "sparks of innovation" flashing. Teachers should fully affirm some unique insights put forward by students in class. This will not only make students' good methods and ideas It can be promoted, and it is also a kind of appreciation and motivation for students. At the same time, these valuable insights also supplement and improve classroom teaching, which can broaden teachers' teaching ideas and improve teaching standards. Therefore, recording it can provide rich material nutrients for future teaching.
For example: When I was reading the text "Jiuzhaigou", a student suddenly asked: "Teacher, can you swim in the colorful pool?" The student asked this question because children were extremely curious. His precious nature has no ill intentions whatsoever. The students were talking a lot, but I was very happy and took the opportunity to let the students start a discussion around this issue. I said: "This is a very good question! Determining whether Wucai Pond can be swimn depends on four basic conditions. First, The size of the pool, the second is the depth of the pool, the third is whether the water is clean, and the fourth is whether there are obstacles at the bottom of the pool. Let us read the text carefully and check the information to see if there is any information about this in the text and the information? With guidance, it is not difficult for students to find answers from the text. In this way, students are not only encouraged to ask curious questions boldly, but also use "doubts" to resolve doubts, read the text in depth, and improve students' ability to process information. The classroom effect is very good.
After class, I reflected and recorded the students’ new ideas and insights. I realized more deeply that it is not easy to fully respect everyone’s opinions in the Chinese language class. As a teacher, You cannot use your own thinking to replace students, and you cannot let students follow their own ideas. It is necessary to fully embody the educational philosophy of taking students as the main body and teachers as the leader, and pay attention to cultivating students' innovative and practical abilities.
1. Reflection on the penetration of moral education in Chinese teaching
The penetration of subject moral education is an important way to provide moral education to students. Chinese teaching is more suitable for moral education of students due to the characteristics of its teaching materials.
But in actual teaching, teachers do not pay attention to moral education, but only emphasize the teaching and accumulation of knowledge. What the students learned was Chinese knowledge, but they did not understand the moral education factors contained in the text in time, which affected the development of the humanistic nature of the Chinese language. Teachers do not have enough grasp of the point and degree of moral education penetration. The timing and entry point of moral education penetration are the keys to the penetration of moral education in Chinese teaching.
Therefore, teachers should be fully familiar with the teaching materials during teaching, read through the text and related materials, understand the moral education factors contained in the text, and choose the best time in the teaching process to implement moral education for students. . The ideological connotation in the content of the article is often the main content of moral education. Teachers must be good at exploring the moral education content in the text. This requires teachers to be familiar with the teaching materials and have a deep understanding of the teaching materials in order to do a good job of moral education penetration.
2. Reading teaching lacks effectiveness
Reading teaching is the highlight of Chinese teaching, and reading teaching shoulders the humanistic characteristics of Chinese. If teachers do a good job in teaching Chinese reading, they have completed more than half of the Chinese teaching task. Text understanding in reading teaching, understanding of ideological connotations, and cultivating students' temperament are all issues that should be paid attention to in teaching. The core of reading teaching is reading aloud, but in junior high school teaching, except for the teacher's model reading in the classroom teaching process, students have very few opportunities to read the text aloud. One is that the age characteristics of students determine that students do not like to read, and the other is that teachers ignore the role of reading aloud. Familiar reading and intensive reading are essential basic skills for students in reading teaching, but in practice, this link lacks due attention.
Therefore, in reading teaching, teachers should pay attention to reading aloud, understanding the truth while reading, and savoring while reading. Reading aloud is the core and key of reading teaching. Paying attention to reading aloud means attaching importance to reading teaching. Therefore, paying attention to reading aloud in reading teaching should be the key and focus in reading teaching.
3. Reflections on the teaching of Chinese composition in junior middle schools
Composition is a manifestation of the instrumental nature of Chinese, and the score of composition in the high school examination papers is also quite high, so we cannot ignore the teaching of composition. However, teaching exercises is a difficult point in teaching. Students find it difficult to write and teachers find it difficult to teach. This is a big problem in Chinese teaching. Teachers should have divergent teaching concepts and guide students to broaden their writing ideas.
In the current high school and college entrance examinations, there are no clear regulations on writing forms, and writing forms are becoming more and more blurred. Therefore, teachers are required to broaden their ideas on composition teaching, update their teaching concepts, and guide students to diverge. Thinking, collecting writing materials in life, and being good at small touches and discoveries in life. Reflections on classroom teaching by secondary vocational Chinese teachers 3
1. Textbooks are the blueprint for classroom teaching.
Therefore, "exploratory" teaching materials are not only the task of students, but more importantly, the teachers themselves explore and explore the teaching materials. How to dig out the deep connotation of teaching materials is the prerequisite for good classroom teaching.
Only when teachers have an in-depth understanding of the teaching materials can they stand at a certain height and guide students to analyze the texts, and can they truly form teachers, students and text authors. dialogue.
2. Teaching tools
Any form of classroom (including the use of audio-visual media) serves the teaching objectives. The means of teaching activities should not be formulaic or stylized. For example, classroom discussions may be rigid, monotonous, or left to chance; some classes completely use the mouse instead of chalk, and use recordings instead of textbooks, etc.
This teaching method downplays the rich and colorful nature of Chinese teaching, and will inevitably lead to the suspicion of "showing off" and becoming a mere formality.
3. Teachers
We emphasize the main role of students in the classroom, but the role of teachers in teaching should not be ignored. Only when teachers intervene in a timely manner, or put forward necessary opinions and summaries, or appropriately expand the text, can they guide in-depth exploration, further stimulate students' interest in inquiry, and enable students to obtain systematic knowledge and correct viewpoints.
"Ask where the canals should be clear and where the source of living water is." As a teacher, "This is a long way to go!" I have to go up and down to get it. it! "
Shelley has a famous poem: "Winter is coming, can spring be far behind? "In fact, now bathing in the east wind of the second round of continuing education and enjoying the rain and dew of the country's emphasis on compulsory education is a beautiful spring for vigorously promoting the new curriculum reform and comprehensively implementing quality education.
Every Chinese teacher should Create a warm summer in this sunny spring, with birds singing and flowers fragrant, in line with the east wind of the times, holding high the banner of curriculum reform, in short, sowing a red autumn for the future of the motherland. Reflect, be more awake, and make more progress. Under the new wave of curriculum reform, we should continue to reflect and keep pace with the times. Reflections on classroom teaching of secondary vocational Chinese teachers 4
Our "New Chinese Curriculum Standards" "It does not point out that students are the main body of learning and development. Students are the masters of Chinese learning. That is to tell us to change from passive receptive learning to active independent learning, so as to adapt to the needs of future social and personal development. , the "New Chinese Curriculum Standards" advocates the learning method of independence, cooperation, and inquiry, and regards it as one of the basic concepts of the new Chinese curriculum reform.
Such a teacher-led, student-centered learning method of autonomy, cooperation, and inquiry can fully develop students' awareness of active learning and innovative spirit. Applying this new learning method to exercise classes can not only improve classroom efficiency , which is more conducive to improving students’ abilities in all aspects.
In our traditional classroom exercise teaching, the teacher is often the center and the student is ignored. The students do the exercises in class and the teacher explains them. The teacher mainly answers the questions. Students circle around the teacher. Students just listen blindly and judge whether they are doing right or wrong. Classes are just dead knowledge indoctrination and endless cramming. However, the dominant position of students is ignored and no attention is paid to the guidance of learning methods and learning ability. What students learn is dead knowledge. This kind of classroom teaching can only cultivate people who have no active learning spirit and people who cannot learn. It is even more impossible to improve students' abilities.
Therefore, I believe that in the exercise class, our teachers must first change their teaching concepts and apply our school’s 1236 teaching model to the exercise class, in order to achieve twice the result with half the effort. Students should be the main body in exercise classes, and teachers must change their roles and become guides and helpers for students' learning. In the classroom, the teacher adheres to six rules: don’t explain anything that students know, don’t explain anything that students can answer, let students think about everything that students can think about, let students discuss everything that students can discuss, and don’t explain anything that students can answer. Let students write what they write, and let students do whatever they can do. Let students learn on their own. Teachers only teach students how to learn in a timely manner, teaching them to draw inferences from one example, to understand, and to learn and apply.
In the ninth-grade teaching, when I tutored students to train seventh-grade classical Chinese knowledge, I still adopted the traditional model. The students did it first, and then I analyzed and explained each topic one by one. But I found that students in the classroom have become machines for memorizing answers, and they have become stuffed ducks, with little actual gain. This week, when I was guiding the students in my class to review the classical Chinese knowledge in the first volume of eighth grade, I adopted the school teaching model and tried the learning method of independent cooperative inquiry, and achieved good results.
1. Independent learning
Teachers should optimize the exercises before class to highlight the key points of teaching and expand and extend them. Then let students complete the exercises independently. This is an independent learning process and a means of feedback on students’ learning effects. During this period, the teacher can patrol back and forth to understand the students' performance and identify the students' difficulties and problems in learning. When the students were doing the exercises, I shuttled among them and found that they had a good grasp of the basic parts of the exercises, such as content word understanding, sentence translation and stylistic common sense, but they were somewhat unable to understand the content and expand and extend. Only when teachers understand students' academic situation can they be targeted.
2. Cooperative Learning
After discovering the problem, I used the third link of 1236 to conduct training through cooperative communication. Exercises that students can master proficiently allow students with learning difficulties in the group to communicate within the group, which helps them consolidate their knowledge, cultivate their self-confidence, and find the joy of learning. For more difficult exercises, the group leader will host discussions within the group to find a breakthrough to solve the problem. At this time, I will encourage competition between groups to see which group communicates more seriously, learns more efficiently, and analyzes more based on the facts. As long as we let them solve the problem within the group, their understanding of the answer will often be more reasonable and will often give us unexpected surprises. This link is a progressive test of knowledge, highlighting the disadvantaged groups, and also embodies the characteristics of training soldiers to strengthen soldiers, which is learning by pair and group learning. When I explained the task clearly, the dull atmosphere was broken. I saw the children became more active and their expressions became much more relaxed. I saw the long-lost smiles on their faces.
3. Shared learning
This link is a process of interaction between students, teachers and students, and groups. The protagonist is the student. The students raise problems and difficulties in the exercises, and the group can solve them. The most important thing is to show the improvement to the whole class, so that students in other groups can share the results. If other groups are inspired by the sharing and have better solutions, they can also share it with the whole class. In this way, inquiry learning in Chinese teaching is presented. This kind of teaching not only increases the capacity, accelerates the teaching progress, and has high teaching efficiency, but also students' understanding, mastery, and experience become deeper, more thorough, and faster. After one class, the content of the two originally planned classes was solved in one class. After comprehensively reviewing the classical Chinese knowledge in the first volume of the eighth grade, I summarized the knowledge, grasped the internal connections of the knowledge, and drew parallels. I can see from their expressions that they learn easily and happily.
No matter what type of course it is, as teachers we should create such independent opportunities for students, and we should be good at guiding and encouraging students to observe and think about problems from multiple angles, and to explore from multiple aspects. questions and support students’ answers that are unique and reasonable. Instead of requiring students' thinking and spirit to change with themselves, only in this way can students' innovative spirit and ability be cultivated. There is no anxiety about fighting for time, and there is no need to work hard on exercises. Instead, there is the joy of using wisdom in class.
In short, on the road to curriculum reform, we can only face the strong east wind of classroom reform and depict the most beautiful scenery in the classroom with our own enthusiasm, wisdom and creative labor. Reflection on Classroom Teaching by Secondary Vocational Chinese Teachers 5
After several months of Chinese language training, combined with the actual situation of teaching work, I realized that there is a principle that is important, but is not taken seriously in daily teaching. That That is - let appreciation enter Chinese teaching. This can improve the quality of teaching and make students love learning Chinese. I think we can start from the following aspects:
1. The relationship between teachers and students is equal
In appreciation education, the relationship between teachers and students is equal. Teachers are not an authority that cannot be offended in front of students, and students are not humble people who obey orders. Only when teachers and students establish a democratic and equal relationship can students feel safe and confident, their thinking can be activated, and they can dare to ask questions and question. In this way, a relaxed, pleasant, democratic and harmonious environment is created for students' active participation, which prompts students to have a strong desire for knowledge, that is, to learn from their teachers and learn from them. Successful teaching relies on a harmonious and safe classroom atmosphere. The establishment of this atmosphere requires the use of some means, such as gentle eyes, kind touches, and earnest wishes to strengthen the emotional communication between teachers and students, making students more dependent on the teacher. This will stimulate students' greater enthusiasm for learning, which is the key to students learning Chinese well.
2. Believe that every student can succeed
The Rosenthal effect experiment says that if teachers give students confidence, students will have high achievements. Teachers' belief in students is a huge inspiration. Mr. Tao Xingzhi also gave us this advice: "There is Watt under your pointer, Newton in your cold eyes, and Edison in your hungry smile." As a teacher, we should believe that every student has the hope of success, and every student All students have the potential to succeed, and the role of teachers is to awaken students’ self-confidence.
3. Reading teaching, let students feel more about themselves
In reading teaching, teachers should update their concepts, return students to the status of learning and development, and cherish students' unique feelings. , experience and understanding. Teachers should fully acknowledge students' various answers. Even if students' answers are naive, superficial, or even one-sided and wrong, teachers should not hit them with a "stick". Instead, they should enthusiastically encourage, guide, and carefully care for the shining ideological flames. This will have a huge impact on students. Let students develop their own thinking and gain aesthetic experience, thereby improving the quality of Chinese reading.
4. In composition teaching, let students learn to express themselves
Under the constraints of exam-oriented education, students’ individuality and creativity in composition have disappeared. There are always a few dry paragraphs in the composition, clichés, and lies. The article is divorced from my true inner feelings, causing the composition to lose its vivid life and color. In this case, teachers encourage students to write essays, observation diaries,
Reflections after reading, observations, and weekly notes. Such compositions often reveal students' true emotions, have distinctive personalities, and use unique words. Many excellent works often emerge. Over time, students can discover their own writing personality.
Teachers can allow students to develop at different levels, and seize the advantages in students’ compositions and encourage them: such as good sentences, use of accurate words, good beginnings or endings, etc., to arouse students’ desire for writing. Enthusiasm and confidence. Comments on compositions are mainly to encourage. Of course, the main faults in the compositions need to be pointed out in a tactful and acceptable way for students. Then students will be more active and enthusiastic in future compositions, and can show or express themselves better. Changing some shortcomings in students' compositions in an appreciative way has obvious effects and can quickly improve their writing skills. This is a little bit of my thinking during my recent study. I am making the above summary. My thoughts and opinions are relatively simple. I hope the teacher can give me guidance. Secondary Vocational Chinese Teacher’s Classroom Teaching Reflection 6
"Longing for Love" is a masterpiece describing the homesickness and affection of the frontier soldiers during their journey. It is a well-known and deeply affectionate poem. A journey of mountains and rivers, a journey of songs, a storm and snow, and sorrow. Nalan Xingde wrote this homesick song on his way to Shanhaiguan on his eastward tour with his army, which has become an eternal masterpiece. Nalan Xingde expressed his feelings through scene description and narrative. He encountered a snowstorm on the way and couldn't sleep. Passing through mountains and rivers, even the dream of missing my hometown was shattered by the noisy sounds during the rest. He looked up at the moon, thinking of the peaceful and peaceful life in his hometown, and couldn't help but shed tears.
In order to better understand the author’s mood at this time, I asked the students to imagine the warm and harmonious scene of the author’s hometown. In the sound of music, I recited this poem affectionately, and the students closed their eyes and imagined unique and happy scenes.
Some said: "I saw the birds singing and the flowers fragrant in Nalan Xingde's hometown. Their family sat together, chatting and laughing. It was so lively. The children were playing in the alley, and the girls were sitting Embroidery was done at the door; children returning from school put down their schoolbags and flew kites. Some even made garlands of flowers and put them on their heads. The hometown was full of vitality.
”
Some said: “I saw the bright moonlight and twinkling stars at night. The author’s relatives were sitting in front of the window admiring the bright moon. The chirping of birds and flowers were heard from time to time not far away. Closing the beautiful petals, it seems that like the author's relatives, they are quietly looking forward to Nalan Xingde's reunion with them.
I saw that the students were very enthusiastic, and then asked them to communicate in the group, thus making it clearer about Nalan Xingde’s aspirations to join the army and fight on the battlefield. For the sake of his ambition and ideal, the author endured the pain of homesickness, the isolation and loneliness of his thoughts, and every journey along the mountains and across the water was always--Sauvignon Blanc. The wind changes, the snow changes, and the more awakening - Sauvignon Blanc. Leaving the small family behind to care for everyone, all the innocence in my heart turned into Sauvignon Blanc.
Seventh grade is the transitional stage between elementary school and junior high school. Learning in elementary school is very dependent and self-conscious. You are used to being watched by teachers all the time. There are many places that need to be adapted to slowly. The students in the class I teach are not good in all aspects. First of all, there are no good study habits: poor listening habits. One-quarter of the students cannot concentrate in class, speak or make small movements, and often have to stop to correct discipline. I have not developed the habit of taking notes at all times. The homework completion situation is very unsatisfactory. There are often five or six students who do not do their homework. If it is a weekend, the homework situation is even worse. There are more than ten students who do not do their homework. Most students' handwriting is poor. In a word, he has a poor attitude towards learning. Secondly, behavioral habits have not been developed, littering everywhere, disrespecting teachers, etc. In response to these situations, I have also taken some measures.
1. Use the self-study time at noon to practice calligraphy for twenty minutes every day. As soon as school started, I asked everyone to prepare a pen copybook. When students practice calligraphy, I also guide them in class. Some students have made great progress in their writing after a semester of practice.
2. Pay close attention to the completion of homework. The intensity of inspections is strengthened every day, from group leaders to class representatives, careful inspections and detailed records are made. Once you find that there is incompleteness, you should be moved with emotion and understand it with reason. Help them correct their attitude towards learning. In addition, I also work with parents to supervise and inspect. Some results have been achieved, but there are still a handful of die-hards.
3. Strengthen dual-base training. Basic knowledge and basic ability are the cornerstone and foundation of Chinese literacy. The students in this class have poor double basics. On the one hand, I strengthen reading training through reading in the morning and evening and in class. Texts, poems, words to be understood, etc. are required to be memorized. Pass one lesson at a time. I corrected each dictation one by one, urged them to revise, and emphasized the most important issues in class again. On the other hand, I found that students’ answers were very irregular. To this end, I explained in detail the answering techniques and specifications for various question types, and some even required students to read and memorize them. Then through a lot of exercises, theoretical knowledge can be applied into practice and transformed into problem-solving potential.
Although I did a lot of work, the final exam results were not satisfactory. The main problem lies in basic knowledge. Accumulation and application are not very difficult and mainly test students’ basic knowledge of Chinese language and general language application potential. For example, if you look at Chinese characters written in pinyin, you will see that the four characters are all written silently and emphasized, and only about ten people can get them all correct. Many students still had points deducted for the dictation of famous sentences in the text, which are usually emphasized. These are usually based on a lack of solid basic knowledge. For the special topic and comprehensive practice, we have done the questions, but we lost more points. The main reason is that we did not listen carefully in class and the listening efficiency was poor.
Poetry appreciation is a difficult aspect. This time is no exception. Students do not understand the main idea of ??the poem and the feelings to be expressed. At the same time, organizational language potential also needs to be strengthened.
Reading ancient poetry. Judging from the status of answering questions, not many students can get full marks. Focus on testing students' understanding of word meanings and translation capabilities, as well as their grasp of article materials. Many students did not understand the information, so they could not translate the sentences, let alone answer the questions in combination with the articles. Therefore, in the future, we should try our best to explain the meaning of content words and function words in classical Chinese in detail in class, and students should also be reminded to pay more attention when reviewing.
Modern literature reading. It mainly tests students' reading and understanding abilities, analysis and synthesis abilities, and appreciation and evaluation abilities. Students have poor ability to analyze and generalize and cannot answer questions in a standardized manner. Imitation of sentences is also difficult. Reflection on Classroom Teaching by Secondary Vocational Chinese Teachers 7
I read through the teaching materials during the vacation, focusing on the first unit teaching materials. The text is not unfamiliar, but how to teach it well requires effort. The lesson "Grassland" is an old traditional text, and the process is designed based on the new curriculum standards and the model of learning first and teaching later.
In order to better improve myself, I went to attend classes at the beginning of the semester. After listening to Teacher Nie's class, I feel that the organization is clearer and I have a better idea of ??what to train. After reading the proficient text, let the students sort out the order and study it part by part. Combined with training points, let students practice and consolidate in class. For example, the training of several metaphorical sentences in the first paragraph, or the part about drinking wine, what will they say when toasting? Guide students to imagine. It is required to recite the first and second paragraphs in time to accumulate language.
The new words in this lesson are not difficult, but since school has just started, the students have not entered the learning state and are a little lazy in memorizing the new words, which leads to mistakes in dictation. I had to study again and take dictation again. At the beginning of school, it is very important to mobilize students' enthusiasm for learning.
Reflection on Classroom Teaching by Secondary Vocational Chinese Teachers 8
Facing an old text with profound cultural connotations such as "The Teacher's Statement", my teaching methods are still relatively traditional and I have not deeply explored the cultural characteristics and era contained in it. Spirit. A classmate raised this question when writing his thoughts after reading "Shi Shuo": I think that "after primary school and leaving a big legacy" does not mean "you should learn small aspects but give up on big aspects", but should understand As: "Children are asked to study, but adults do not study." In this way, the meaning of the context is clear. Regardless of whether his understanding is correct or not, this kind of research spirit of in-depth thinking and independent expression of opinions should become an example for everyone, and teachers should allow students to discuss.
Compared with "Encouraging Learning", Han Yu's "Teacher's Statement" is more emotional, so it pays attention to the teaching of recitation in teaching. I asked several students to read and imitate it aloud, and the results were good. For students who have not done well in reading, use the words in the article that "people are not born to know" and translate it simultaneously, and the effect is also seen. This situation only applies to students who have previewed and have better grades, and the atmosphere in the entire class is more lively. But you may be a little worried about the requirements of the ancient Chinese exam. Therefore, the arrangement of context should be repeated again in the next class. Reflection on Classroom Teaching by Secondary Vocational Chinese Teachers 9
This section talks about the Yangtze River from three aspects: first, the largest river in my country, second, golden waterway, third, development and governance, among which the development and governance of the Yangtze River is the main focus of this section. The key point is also the difficulty.
This lesson has a lot of content and can be covered in one lesson, which makes many contents not comprehensive enough in explanation, and even some questions cannot be expanded upon, which brings certain difficulties to students' understanding. For example, when talking about the management of floods in the Yangtze River, we only talked about the management measures, but not the causes of the floods, which made students have trouble understanding and answering the following question "Why should we take different management measures for different sections of the Yangtze River?" bring difficulties. And the time arrangement seems unreasonable. The previous overview of the Yangtze River takes too long, and there is insufficient time to develop and manage the key points and difficulties in this section, making most of the following content feel like it is in a hurry and is just a blind explanation. There are fewer students participating in student activities. This reflects my insufficient interpretation of textbooks and course standards. When teaching, I don’t know what to choose on some issues and always want to cover everything. As a result, the time allocation is unreasonable and the focus on important and difficult points is also difficult. The explanation is not adequate.
In addition, my expression is single and serious during class, which makes the classroom atmosphere a bit dull, less friendly, and difficult to interact with students.
The above is my reflection on this lesson. I will always reflect on myself in future teaching and strive to improve my teaching level.