Reflections on the Teaching of Drinking, the Second Volume of Chinese in Grade Eight

Combining with students' learning reality, choosing and making a reasonable teaching plan is an important guarantee to improve the quality of classroom teaching. Therefore, according to the actual situation of our school, such as poor teaching hardware facilities and weak knowledge base of students, I designed such an ancient poetry teaching class suitable for students. Judging from the process and effect of my teaching, this is a relatively simple and effective Chinese class, because it does not use modern information technology and other advanced educational media to assist teaching, nor does it have a lively classroom learning scene, but it enables students to easily and naturally complete their learning tasks. Of course, this course is not perfect, and it still needs to be improved. I sum up the gains and losses of this lesson in six aspects.

First, the learning objectives are concise and clear.

Students often don't know where to start, let alone how to learn ancient poems. In order to solve this problem, according to the requirements of the new curriculum standard for students to learn ancient poetry, combined with my own teaching experience, I set the teaching of this course as "goal-oriented learning" course. After studying the text carefully, I set the learning goal of this lesson as "five skills", that is, reading aloud, understanding, appreciating, reciting and dictation. Such a goal is comprehensive and concise. What is more gratifying is that this goal is easier for students to implement and remember, setting a scientific tone for the whole class.

Second, the teaching of basic Chinese knowledge has been put in place.

Throughout the class, I paid great attention to the teaching and implementation of basic Chinese knowledge. On the level of "reading aloud and understanding", I guide students to learn the pronunciation differences between ancient and modern characters, such as the pronunciation of "lotus" and "lotus hoe", and also guide students to understand the meaning of ancient poetry, such as the meaning of "waste". At the level of "memorizing", I pay attention to students' knowledge accumulation training. The success of these teaching links has further enriched students' knowledge of ancient poetry.

Thirdly, students' ability has been effectively cultivated and really improved.

In the process of guiding students to carry out targeted learning, I pay attention to the students' memory ability, self-study ability, reading ability, understanding ability, appreciation ability and expression ability, and carry out targeted training. In the process of completing these tasks, judging from their classroom performance, students' ability has indeed been improved.

Fourth, students have emotional experience.

In teaching, I regard the beauty of language and artistic conception of poetry as an important part of teaching. In this part of learning, students can actively participate in it, and they gain emotional experience in the analysis.

Fifth, students have mastered the methods of learning ancient poems.

Throughout the class, students complete the established learning tasks in a hierarchical, step-by-step and autonomous manner with their learning goals, and learn this clear learning method of ancient poetry in the process. Isn't this the purpose of our teaching?

Six, due to the lack of multimedia and other auxiliary teaching, the lack of teaching is obvious.

Although this class has effectively completed the teaching tasks and students are more active in learning, the classroom capacity is less. For example, although there are arrangements to expand reading, it is far from being in place; Poetry-related exercises have not been specially trained; There was too little training time for the imagination of the poet's pastoral life scene at that time. These shortcomings deserve my serious consideration and improvement.

Although this class has become a thing of the past, I will learn from this class and reflect, improve and make progress in teaching practice.