On the Personal Work of Chinese Teachers (1)
As a primary school Chinese teacher, how to teach students well and how to be competent for this mission? I feel a great responsibility. In my opinion, if you want to have a good class, you must understand the textbook, understand the author's intention and temper students. Now I will summarize some experiences in teaching as follows:
First, according to the teaching materials and the students in our class, make corresponding teaching plans to reflect the editor's intention as much as possible. When preparing lessons, study the text carefully, and according to the outline, the editor's intention and the training focus of this unit, follow the author's ideas and make a * * * sound with the author.
Second, the premise of a good class is to prepare lessons, but preparing lessons can't just rely on "teaching reference". In order for students to learn a text well, teachers should first study the text repeatedly, find out the main idea of the text, seize the key words, and find out the key words and the thoughts and feelings expressed; It is necessary to distinguish paragraphs, summarize the meaning of paragraphs and grasp the central idea of the article.
The third is to design teaching links. In my opinion, when making teaching links, teachers should, like directors, carefully design clear, operable and effective classroom activities to guide students to practice themselves. According to the teaching materials and students' reality, we should grasp the key points and difficulties that must be solved in teaching, and focus on the word "reading" to promote reading by asking questions, thinking when reading, deliberating when reading, and understanding when reading. Students' independent reading, teachers' demonstration reading and synchronous reading between teachers and students are organically arranged in various teaching links such as initial reading, intensive reading and intensive reading. It is necessary to carefully design classroom questions, and every time students are asked to read, they should read with questions. Put an end to the reading method of "the young monk recites the scriptures, but his mouth is careless". Classroom questioning should have thinking ability, thinking value and proper depth, focusing on the focus of the article, the author's careful conception, the connection of things, the students' surprise, the development of emotions and the contradiction of materials. I believe that if we can do this, it will be a good lesson.
Fourth, we should teach and master the methods of extracurricular reading. Mastering the method will solve the problem of "learning". I have explored several ways to guide students' extracurricular reading: 1, writing an outline. Mainly tick off the summary of the article and list the outline. 2. Card extraction method. That is, when reading, extract the main points or key sentences and paragraphs of the article on the card. 3. Symbol substitution method. That is, according to my reading habits, I design a variety of symbols to circle, dot, tick and draw in the text. 4, comment on writing notation. Is to write the comments where you feel the deepest. 5. Index method. That is, index reading, write down the title, author, registration, number of issues and page number of the article, and turn over the index if necessary. 6. Cut and paste method. That is, cut out good articles and clips and paste them on the scrapbook. These methods are mainly based on the actual reading training of students' "hands-on, arteries and mouths".
No pains, no gains. There are joys and sorrows in teaching. We will, as always, make persistent efforts and do a better job in line with the principle of "study hard, think hard and work hard".
On the Personal Work of Chinese Teachers II
The work of this semester is coming to an end. I can infiltrate the concept of the new curriculum standard in the classroom teaching this semester, keep thinking and gradually form my own opinions. Under the arrangement of the teaching department, I deeply studied and delved into inquiry teaching, and made a certain amount of theoretical study notes, which benefited a lot from my study. Be able to complete the teaching work as planned, prepare lessons in time, and give timely and specific correction guidance with moderate homework. According to the arrangement of Chinese teaching and research group, actively participate in Chinese teaching, attend lectures, evaluate classes, learn from other teachers and reflect on teaching in time.
In classroom teaching, students can be respected and a democratic and equal classroom atmosphere can be created. In this semester's textbooks, except classical Chinese, most of the texts are taught by students according to the self-study mode and guided by teachers. Through the attempt, students' self-study ability has been improved to a certain extent. What is important is that they have obtained the method of learning and practice, and further cultivated their interest in learning. Students have accumulated a certain amount of language, increased their reading and mastered certain reading methods in the process of learning. Of course, students' reading range is still a little narrow, and the reading volume needs to be increased. In addition, the training and guidance of composition also needs to be improved.
While teaching in class, I'm constantly thinking. Now I will make a summary of my thinking on "questioning in class", please give me guidance!
Under the guidance of the new curriculum concept, I have been thinking deeply and practicing actively about how to improve the efficiency of Chinese classroom. Through my own personal experience, I deeply feel that as a Chinese teacher, refining classroom language and improving the effectiveness of classroom questioning play a vital role in improving the efficiency of Chinese classroom and thus improving the quality of Chinese teaching.
As we all know, the cultivation of students' Chinese ability depends on reading teaching to a great extent, and the problem design in Chinese classroom teaching is an important work related to the success or failure of reading teaching organization. Students are the main body of classroom teaching. Only when all students actively participate, think and explore can the classroom be successful and efficient. "Learning without thinking is useless". How can students expect to gain without thinking? However, for junior high school students who are not deeply involved in the world and have little knowledge, it is unrealistic to stimulate reading interest directly from the text, so as to gain knowledge and enjoy beauty. Because, before the teacher teaches, students are often confused when reading the text. They often don't know where their works are good and where they should learn from them. Even if there are some wonderful feelings and experiences occasionally, they are intuitive and can't be expressed in words, and they are in a state of knowing what they are but not knowing why. This requires the guidance of teachers, who can effectively guide students to understand the main idea of the article, truly touch students' hearts and improve their reading comprehension ability, not by endless explanations, but by some precise, enlightening and exploratory questions, as well as discussions and exchanges between teachers and students and between students. Thought-provoking teaching problems in line with students' reality and texts are helpful to ignite students' ideological sparks, set off emotional waves, mobilize students' enthusiasm and initiative in learning, and improve classroom teaching efficiency. However, there are still a lot of invalid problems such as "yes", "right" and "good" in Chinese reading teaching. On the surface, the students are full of interest, high spirits and warm classroom atmosphere. In fact, such questions are very simple, and there is not much room for thinking, which is not conducive to promoting students' thinking and guiding students to pay attention to the text.
So, how to enhance the effectiveness of classroom questioning? First of all, ask difficult and moderate questions. Neither too superficial, there is no room for thinking, nor too difficult, difficult to ponder and unable to start. Too shallow and boring to attract students' interest; Too deep, students can't answer, not only can't achieve the teaching purpose, but it is easy to dampen students' enthusiasm for learning, which backfires. The difficulty of the question should be the upper limit that the higher-level students can answer after thinking or discussing or giving a little hint.
Secondly, questions should focus on the teaching objectives, fit the students' reality, and closely follow the training points of textbooks and the highlights of articles.
Third, design questions should be geared to all students. Questions about understanding or appreciating materials should not be bound by "standard answers", so that the answers are multidimensional, and efforts should be made to arouse divergent thinking and cultivate students' innovative spirit and independent spirit.
Fourth, scientifically determine the direction of questions, avoid asking "sloppy" questions, and only seek "stimulation" in class, so that you don't know why you ask and why you answer.
Fifth, cultivate students' ability to generate questions. Teachers should respect students' understanding and push students to the main body. Many problems are caused by students themselves. The main task of teachers is to teach students how to find problems. When students ask too many complicated questions, teachers should guide students to screen and integrate the questions and treat the emerging new problems correctly with problem-solving methods.
Sixth, improve students' problem awareness and encourage students to constantly generate new questions.
In a word, classroom questioning is one of the important teaching methods, a bridge between teachers and students, and an effective way to impart knowledge. Proper questioning can inspire students to think positively and improve learning efficiency; Improper questioning is not only bad for teaching, but also blocks students' thinking and stifles the classroom atmosphere. Therefore, teachers should pay attention to improving the effectiveness of classroom questioning.
On the Personal Work of Chinese Teachers (3)
In the long-term process of Chinese teaching, I have been confused and thinking, and I have also made necessary improvements. Now I will take out my usual experience and "bask in the sun". I hope you can give me guidance and help.
Personally, I think the traditional Chinese classroom teaching is rather boring. I still remember when I was in primary school, I often "slipped" or fell asleep in Chinese class. However, if music, art and performance can be brought into Chinese classroom teaching, there will be unexpected results. After all, children are lively and active by nature, and their interest in music and performance is far stronger than learning Chinese.
First, skillfully use music to render the classroom atmosphere.
Music can develop people's thinking, give students the greatest association space, give people unlimited aesthetic feeling, and let people imagine and think freely. Adding some musical elements to Chinese classroom teaching, reading aloud with music or letting students sing some songs related to the text can not only mobilize the classroom atmosphere, but also mobilize students' enterprising spirit. For example, in the teaching of weeding, I taught students to change reading into singing and achieved good results.
Second, arrange painting to deepen intuitive understanding.
Language is an abstract symbol form, while art is an intuitive art form. Art plays a unique role in inspiring students' thinking ability in images and abstract generalization ability. Reasonable arrangement of students' painting in Chinese classroom teaching can not only arouse students' enthusiasm and enterprising spirit, but also help students to understand the text materials more deeply. For example, in the teaching of cloud house, I asked students to draw their own "cloud house" according to their own impressions, which deepened the intuitive understanding of "cloud" and the understanding of this lesson.
Third, improvisation stimulates interest in learning.
Teaching is the communication between teachers and students, but students are the main body of teaching. The key to teaching effect depends on how much knowledge students have mastered. Children are born with a desire to perform. If we can make use of this in teaching, sometimes we will get unexpected results. For example, in the teaching of Letter from Autumn Girl, I let my children play the leading role, which achieved twice the result with half the effort. It can be seen that if the classroom materials are changed into vivid and visible forms, they will stay in students' minds more deeply.
Education calls for innovation, and it is the general trend to break the traditional Chinese classroom teaching mode. It is an important trend to strengthen the connection between Chinese and music, art and other disciplines, organically combine reading with singing, painting and performance, and make the Chinese classroom "move". It can not only improve students' Chinese literacy, but also cultivate students' broad interests and hobbies, which is helpful to improve students' comprehensive quality.
On the Personal Work of Chinese Teachers (Ⅳ)
This semester, I am a Chinese teacher in Class Two, Grade Two. I studied the new educational theory seriously, dabbled in all kinds of knowledge extensively, and formed a relatively complete knowledge structure. According to the school's work plan and the actual situation of undergraduate classes, I strictly demanded and respected students, and carried forward teaching democracy according to the plan and requirements, so that students could learn something, improve constantly and successfully complete the teaching task. The following is a summary of my experience.
First, educational theory.
Over the past semester, I have studied relevant education and teaching theories in time, seriously reflected on my teaching practice, studied students and explored teaching methods, and gradually established the teaching idea of "learning before teaching and training in class", and established a new teaching concept with teachers as the leading factor and students as the main body. In teaching practice, I actively explore the vitality of Chinese classroom, master different types of teaching methods flexibly, stimulate students' enthusiasm for learning Chinese, and get good teaching results.
Second, education and teaching.
The key to improving teaching quality is to have a good class. In order to have a good class, I have done the following work:
1. Preparation before class: prepare lessons and write lesson plans. Learn from each other's strengths and determine their own teaching ideas and styles.
2. Seriously study the textbook, understand the basic ideas, basic concepts, every sentence and word of the textbook, understand the structure, key points and difficulties of the textbook, master the logic of knowledge, be able to use it freely, know what materials to supplement and how to teach it well.
3. Consider teaching methods to solve how to teach students the textbooks they have mastered, including how to organize the textbooks and how to arrange the activities in each class.
4. Organize classroom teaching, pay attention to all students, pay attention to information feedback, ensure that students keep good attention, at the same time, stimulate students' emotions, make them have a happy mood, create a good classroom atmosphere, organize more classroom activities and discussions, and do their best to improve the effectiveness of classroom teaching.
In addition to the classroom effect, students should read, speak and practice more. To this end, I insist on understanding the morning reading after work and correcting the problems in time. After class, students' homework problems are found to be solved in time and explained clearly in time, so that students can digest them immediately.
6. Actively participate in lectures and evaluation, learn teaching methods from peers with an open mind, learn from others, and improve teaching level. I have attended more than 20 classes this school year and completed the class tasks stipulated by the school.
Third, teaching achievements and shortcomings
Excellent results in five unit exams and mid-term exams this semester; Actively organize students to participate in various competitions organized by the school. After a semester of hard work, the final exam is a test. No matter whether the grades are high or low, they all reflect my teaching achievements this semester. I understand that this is not the most important thing. What is important is how to improve yourself after this semester and how to improve students' Chinese level together. So I will continue to work hard, ask more questions, think more, learn more from others and strive for progress. The above is a summary of my work this semester, and there are still many shortcomings. I hope that with the cooperation of all teachers, I can achieve better results in the future.
On the Personal Work of Chinese Teachers (V)
Chinese is not only a subject, but also an art. As a Chinese teacher, if you want to get twice the result with half the effort in teaching, you must understand what is the key to classroom teaching. Now I will summarize my teaching experience as follows:
First, design a good teaching guide. Introduction is the introduction of new lessons and the prelude to teaching new texts. A wonderful introduction is the key to the success of a class. Therefore, lead design is an essential link in Chinese teaching. So how can we design a good introduction to classroom teaching?
1. Design different tables according to different text types. When designing, we should focus on the teaching materials and learning objectives, highlight the teaching focus, avoid flashy, deviate from the theme of classroom teaching, and make students feel at a loss.
2. Pay attention to conciseness and generalization. The introduction should be concise, and grasping the essence of the text and the core materials of the learning materials with concise introduction is conducive to summarizing the main materials of teaching and making it easy for students to master relevant knowledge.
3. Be vivid and infectious. Colorful and vivid leads can stimulate students' interest in learning, infect students, mobilize students to appreciate the style of the text, and arouse emotional excitement.
Second, create a good classroom atmosphere, which directly affects the teaching effect. Teachers are the organizers and leaders of classroom teaching, and their knowledge, personality and prestige are a great spiritual force with great educational shock, which is the key factor affecting students' emotions and restricting the classroom education atmosphere. Therefore, in the process of classroom teaching, teachers should be "strict" with students and cannot let themselves go. Of course, "strictness" should not be too strict, so as not to bring psychological pressure to students.
Teachers should also have "vitality" in classroom teaching. Teachers should impart knowledge and skills to students in an enthusiastic and enterprising state before each class, so that students' hearts can surge with teachers' emotions. As long as we sincerely love students, care for students, and actively create conditions for students to be influenced and infected in a subtle way, a good classroom atmosphere will form on its own, thus achieving the expected teaching effect.
Thinking: It is difficult to have a Chinese class, and it is even more difficult to have a good Chinese class. When going through the turning point of preparing lessons, there are many and complicated procedures to be done. As mentioned in the above article, in order to design a concise introduction and a rigorous and relaxed classroom environment, Chinese teachers need to be full of vitality and firmly grasp the "heart" of students in order to implement classroom teaching. Although Chinese class is difficult, it is also fun to harvest the results. Hard and happy.
It is clearly pointed out in the new curriculum standard that primary school students should "develop the habit of reading books and newspapers and have the ability to read independently". The standard also says: "The total amount of extracurricular reading for primary school students is not less than 1 10,000 words". To accomplish this task, it is not enough to rely only on in-class reading, but must be done with the help of extracurricular reading.
Third, seek the combination of reading in and out of class.
In order to effectively improve the quality of extracurricular reading, we must study the in-class reading and extracurricular reading as a whole. Therefore, teachers need to combine reading teaching frequently to understand students' reading trends.
Once a new Chinese book was published, the students were very novel and read it from beginning to end. A student asked me, "Teacher, why is the pocket of Fabres, a famous French entomologist, full of bugs?" I opened the ninth Chinese book published by the Soviet Education Press and saw the article "Pockets Full of Insects", which brightened my eyes. The original source of interest in extracurricular reading is there. So, I asked the students to look for stories about scientists studying science to read, and watch videos and movies about scientists studying science online with the students. In this way, scientists love the scientific spirit and understand it in students' extracurricular reading.
Fourth, form an atmosphere of extracurricular reading.
Pay attention to the best time for extracurricular reading. This best opportunity varies from student to student, from teacher to teacher and from environment to environment. In short, teachers should determine the best time for extracurricular reading according to the artistic conception of teaching. The general expression of this artistic conception is that students' reading interest should be at the climax and excitement. As soon as I get to school every morning, I go to find out the students' reading interest. One day, I occasionally heard two classmates arguing about who had learned more ancient poems. One said, "I want to recite Qian's Ode to a Lime!" " The other said, "I want to recite Wang Mian's Mo Mei!" Another person said, "I want to recite Chai Lu written by Wang Wei!" "The other said," I want to recite the book "Early Making Baidicheng" written by Li Bai! It suddenly dawned on me that the source of interest in reading is there-listening and watching. So, I quickly borrowed more than ten "Collection of Ancient Poems" from the school reading room and sent them to students to read in turn. In a few weeks, all 45 students in the class have read more than a dozen collections of ancient poems. At that time, I held a poetry recitation in my class. As a result, students are scrambling to recite, and many people can recite more than 30 ancient poems, which are still vivid. I take this opportunity to announce a good news to the whole class: from now on, students can borrow books from the reading room once a week. For a time, reading in the class became a common practice.
Fifth, the teaching methods of extracurricular reading.
We should also master methods in extracurricular reading. Mastering the method will solve the problem of "learning". After more than 20 years of Chinese teaching, I have explored several methods to guide students' extracurricular reading: 1, the method of writing an outline. Mainly tick off the summary of the article and list the outline. 2. Card extraction method. That is, when reading, extract the main points or key sentences and paragraphs of the article on the card. 3. Symbol substitution method. That is, according to my reading habits, I design a variety of symbols to circle, dot, tick and draw in the text. 4, comment on writing notation. Is to write the comments where you feel the deepest. 5. Index method. That is, index reading, write down the title, author, registration, number of issues and page number of the article, and turn over the index if necessary. 6. Cut and paste method. That is, cut out good articles and clips and paste them on the scrapbook. These methods are mainly based on the actual reading training of students' "hands-on, arteries and mouths".