Reflections on the Excellence of Chinese teaching 1 The senior high school entrance examination ended on June 2 1, and I still don't know the results, so I feel uneasy. But it is necessary to sum up the gains and losses of teaching work in the past year. Looking back on my work this academic year, my thoughts are as follows:
1, basic questions: collect more information and do less old questions.
Accurately grasp the examination standards, conscientiously implement them in daily teaching, do not raise or lower the requirements at will, thoroughly understand the teaching materials, properly handle the teaching materials and use them flexibly. For example, "Curriculum Standard" puts forward three requirements: being proficient in using dictionaries and being able to read independently, and knowing about 3,500 commonly used Chinese characters, of which about 3,000 can write. The students in our school still have certain advantages on this issue. Because we usually strengthen writing training, we have writing instruction classes every Monday. We usually strengthen students' pronunciation and font training, urge students to remember famous sayings and aphorisms, especially remind students of writing mistakes, cultivate students' ability to analyze problems and improve their comprehensive ability to use Chinese. In the review stage, we must collect all kinds of questions, and then boldly abandon the old questions, compile the most important and refined questions into a problem set, and spend our energy on the cutting edge.
2, reading questions: more summary and classification, less weird questions.
Method is the best summary of actual combat, and method is the best way to get scores. There are two best ways to master the method: one is to teach by the teacher, and the other is to summarize and accumulate by the students themselves. Teachers must collect materials and test questions from various channels, sort out test sites by topics and refine methods. Summarize the methods and ideas of answering questions according to different styles.
Therefore, in review, teachers should dare to abandon invalid exercises. No matter what channel the test paper is, you will never do anything that is not inspiring to students. Teachers can understand themselves and never let students touch them. Teachers carefully select targeted exercises, so that students can gradually narrow the scope of review after intensive training. Repeated training of key and difficult points. Use the limited time to talk about what students need most and what students don't know. Our review can't waste too much time on students, especially excellent students!
3. Classical Chinese topic: more back and less back.
In the review stage, students are most afraid of reviewing the front and forgetting the back; Review the back and forget the front. Many teachers have this feeling in the review stage, and students will still make mistakes in the topics they have talked about in class and in the exercises they have done. Therefore, it is very necessary to practice repeatedly for topics with strong memory.
Classical Chinese in class is a compulsory subject, and the scope of the examination has been defined. Teachers should study the syllabus carefully. Four Chinese teachers work together to compile materials for reciting classical Chinese and ancient poems. List the main points of the exam and let the students practice it again and again. Let the students practice in the form of exercises first, and then let the students revise after the teacher concentrates on the lecture. In another week or two, the teacher will list the main points of the answer and send them to the students. Let the students read and remember with their homework.
4, composition topic: more comments and more guidance, less arbitrary.
The composition is a big watermelon in the senior high school entrance examination. Judging from the examination questions of Shenzhen senior high school entrance examination in recent years, it is mainly the composition that determines the candidates' Chinese scores. For the review of composition, Chinese teachers should attach great importance to their attitude and not be too casual. Never write this article today and that article tomorrow. No system, no purpose. Second, we should pay attention to the improvement training of composition in methods.
At the end of the Chinese test for the senior high school entrance examination, many schools in Shenzhen Evening News and Bao Jing advertised "exciting" news. Let's guess the composition topic! We have written about this topic many times! But in fact, in those schools that say that the composition is written, the language is often not prominent. The key reason, I think, is that teachers lack an effective promotion process in composition teaching.
In the composition review stage, repeated training of each article can improve the review effect. After the teacher selected several topics (there is no need to have the psychology of betting and guessing questions), he created his own excellent article through several links: "student practice, teacher correction, composition lecture, and student revision and upgrading". You cannot make a silk purse out of a sow's ear. In addition, teachers should find fresh materials for students according to the topics. Let the students' compositions be vivid, flexible and full.
I always feel a little sorry after taking the exam every year. This year is the same. I think we have reviewed everything that should be reviewed, and emphasized all the important points. I think review is quite effective. After reading the paper, I always feel that I have done too many things in vain and done a lot of unnecessary questions. How to choose needs to be considered again.
In addition, it is necessary to strengthen individual counseling and get to know students better. Enhance your ability and level of creating materials, and constantly improve the effectiveness of Chinese review.
Reflection on Excellent Chinese Teaching 2 Whale is a common-sense expository text, which is more knowledgeable than other types of texts. This paper introduces the physical characteristics, species and living habits of whales. This paper illustrates the characteristics of whales by enumerating numbers, comparisons, examples and metaphors.
At the same time, the author's accurate use of words and image description is also a major feature of this paper. Learn from the author to explain the expression of things' characteristics in various ways. At the same time, by studying this article, cultivate students' interest in exploring the animal world. Although the fifth-grade students are in the senior stage, they still have a short time to concentrate and are not very active in answering questions. Combined with these age characteristics of students, I didn't talk about it at the end of designing the teaching link, but after completing a relatively complete teaching task, I designed a breakthrough whale in time. It lives in the ocean and looks like a fish, so many people call it a whale, and even the word fish is written next to Chinese characters. Why are whales not fish but mammals? Then let the students reread the text and break through the teaching difficulties.
After breaking through the difficulties, in order to stimulate students' interest in learning, I ask students to choose the parts they are interested in, and they can learn in their favorite way (such as asking questions, drawing, performing and reciting). Students gain a lot by choosing the parts they are interested in, and in this process, students ask questions and solve problems by themselves. Due to the strict design before class and proper organization in class, the effect is very good. This practice has greatly stimulated students' interest in learning. Faced with boring knowledge, students can solve their own problems clearly and coherently.
Reflections on Excellent Chinese Teaching 3 Articles Whale is easy to understand and the paragraphs are clear. Grasping the characteristics of whales, the author introduces the shape, evolution, species and living habits of whales by enumerating numbers, examples, comparisons and metaphors. It is rare that it can not only stimulate students' interest in learning science, but also learn a variety of popular science explanations in Chinese.
First, highlight Chinese characteristics and infiltrate scientific literacy.
In Chinese teaching, we always keep in mind that the name of Chinese class is "Yu". Therefore, in teaching, we should not only pay attention to the language training of students, but also make the scientific spirit, scientific methods, scientific knowledge and scientific attitude infiltrate invisibly in the classroom teaching process. Take this lesson as an example, the content of the text is easy to understand, and there is absolutely no need to entangle too much in the content and make complicated analysis and understanding. Instead, we should take the text as an example, firmly grasp the language and characters, and enhance students' perceptual knowledge of whales through various forms of painting and reading. Through the special form of "whale lecture group", the written language is internalized, thus enhancing students' rational understanding of whales, making students have a strong interest in learning whales and willing to take the initiative to do further research. This is our ultimate goal.
Second, emphasize individual reading and embody scientific literacy.
We all know: "There are a thousand Hamlet among a thousand readers". Every student has his own different views on the same text, and reading aloud with emotion is actually the students' external understanding of the text. Of course, we should respect this precious personality. Emotional reading is actually to be infected by the article, naturally reveal the feelings of the text, and achieve "everything from the mouth, everything from the heart." Through reading aloud, students can not only appreciate the rhythmic beauty of language and words, but also turn language and words into vivid visual images in front of students, stimulate students' imagination, stimulate the factors of truth, goodness and beauty in students' emotions, and make students, authors and articles have a * * * sound. For example, when I asked my students to read the close-up of the whale is very big, I tried not to ask them to read according to my own standards, but to ask them to "read as much as they want, as long as it can make everyone think that the whale is very big." In this way, students will not be restricted by books, but cherish their unique feelings, experiences and understanding and try their best to give them the right to read. For the same content, let students feel it from different angles, and students will inevitably read since the enlightenment by themselves here. Although some children's reading makes us adults feel unappreciative, isn't it a reflection of a scientific attitude to fully respect children's personality?
Third, implement dialogue teaching and integrate scientific literacy.
If the classroom becomes a centralized teacher, it will inevitably make students lose the desire to actively explore knowledge, which will lead to the lack of students' scientific spirit and attitude. As we all know, democracy and equality are the first principles of dialogue teaching. Without them, the dialogue between teachers and students is impossible. Because students' life experience, knowledge level, understanding ability, aesthetic taste and perspective are different, students' perception and understanding of texts and characters will be different during reading. Therefore, we should create as many opportunities as possible for as many students to express their views, ideas and doubts, so that students can collide with each other in their words and debate, so as to achieve the wonderful realm of knowledge, experience, wisdom and emotion, and let every student hone his language, show his heart and publicize his personality in a vivid Chinese class.
It should be said that in the teaching of this class, I didn't deliberately "please" science education, so as to rigidly bind Chinese classes. I think, in fact, science education is everywhere in Chinese classroom. Our experiment is to further explore and integrate the scientific components contained in it in the usual classroom teaching, so as to make our classroom more scientific and energetic!
Reflections on excellent Chinese teaching. Reflecting on Chinese teaching in primary schools, I entered Chinese teaching in primary schools under the background of new curriculum reform. In this process, I really saw my growth track, and felt the energetic excellent teachers, who are striking the sparks of wisdom in the Chinese classroom one after another. The subjective consciousness and innovative consciousness are touching and thought-provoking, and the "three-in-one" is impressive. I once said excitedly that the new course is really good. The new curriculum reform has been in Wanzhou for two years. If the new curriculum reform is just "the new curriculum is really good", it is worth thinking about in Wanzhou. Fortunately, under the guidance of Wanzhou Education Institute, in the organization and implementation of teaching and research sections at all levels, many of our teachers have begun to treat the new curriculum reform rationally and to give Wanzhou teaching and research new vitality with criticism and reflection to build truly wonderful teaching. I want to talk about some reflections on minority language teaching based on my personal experience and encourage my peers!
Reflection 1: What kind of Chinese lessons are given to children?
I remember at the beginning of the curriculum reform, many teachers and parents said: "Although the curriculum reform is an experimental process, it is related to the fate of thousands of children in Qian Qian, Qian Qian!" Educator Mr. Dewey said: "What kind of education you give your children means what kind of life you give your children!" I thought, "What teachers care about, what students develop."
(A) to give students an "emotional classroom".
1. A Chinese teacher should make students feel incomparable passion. In Chinese class, how to embody the "humanity" of Chinese subject depends on "emotion". How can a teacher without passion arouse students' emotions and make them study enthusiastically? Show the students a "passionate me" and accompany the children through every "burning year"!
2. Respect "demand" and pay attention to "wonderful".
In the teaching process, students' interest in learning can be stimulated by various means, or by intuitive demonstration, or by learning from others, or by cleverly setting suspense to stimulate their reading desire and motivation, so as to create a positive teaching atmosphere of "I want to learn" and "I want to learn". In order to stimulate students' interest in learning, when I was teaching the text "There is Only One Earth", I found pictures and materials of the Milky Way, celestial bodies and the universe to enjoy with the students. When the vast universe appeared in front of children, I really felt their eager eyes! They want to know more about the galaxy and the universe! I sincerely asked: "What do you want to ask the Milky Way? What else do you want to say? " The children are all in high spirits and eager to try. "Stimulating interest" greatly mobilized students' initiative and enthusiasm, and the teaching process also "turned pain into pleasure".
3. In teaching activities, teachers and students should be immersed in the text, the author and the situation, that is, "dissolving feelings".
"Mountaineering is full of emotions, and watching the sea is full of emotions." Emotion in teaching is like a "catalyst" for bilateral activities between teaching and learning. With it, students will enter wonderful texts under the guidance of teachers.
(2) Give students a "communication class".
In previous Chinese classes, students were only poor listeners, let alone "communicate" with anyone. It is also necessary to give students a "communication" classroom to realize "text dialogue", "communication between teachers and students" and "communication between students".
(3) Give students an "open classroom".
1, let children "show themselves".
Teaching is not only a kind of narration, but also a kind of experience, inquiry and feeling for students.
Give the child a big stage, he can dance beautifully. What is a classroom? Classroom is a dynamic zone where passion burns, and it is a platform for them to seek knowledge, create, show themselves and experience success. It is a place where students grow up healthily. The potential of students is infinite, and the key lies in whether the teacher gives students a large enough platform. Children's creativity is sometimes beyond our imagination: when a teacher was teaching crows to drink water, he was exposed to two groups of similar characters, namely, bird and dog, drinking and thirst. This has always been a difficult point in teaching. The teacher asked the children to think for themselves and got such an answer: the understanding of "Wu": "Wu" means black; "Wu" is smaller than "bird", because the crow is black all over, so we can't see its eyes. Regarding the difference between "drinking" and "thirst", the students said: "drinking water" should be done with your mouth, and your mouth must be wide (the image shows the font of "mouth"), so it is next to your mouth; "Thirst" is because you are thirsty and want to drink water very much, but you don't have to open your mouth to drink water, so you are next to the water.
2. Pay attention to practice and practice the language in many ways.
Mr. Ye Shengtao once said: Teaching materials are nothing more than examples. Then, after teaching students learning methods with good examples, there should be a lot of practice next. Only in practice can students' ability be continuously consolidated and improved. Based on this idea, I often collect extracurricular reading materials and recommend them to students. After teaching Mo Mei, he led the students to read and recite more than ten ancient poems, such as Bamboo Stone, Horse and Song Qing, which made the students know more about lyric poems by borrowing things and accumulated a lot of ancient poems invisibly. In addition, books such as Andersen's fairy tales, 300 Tang poems and Grimm's fairy tales are recommended for them to read, so that they can understand the subtleties in the books! In short, the teacher should be a shepherd, leading lovely children to the most fertile grassland to enjoy themselves! The teacher asked the students to express their feelings through "speaking" and "reading", and the classroom reached a climax in this fierce emotional collision.
3. Learn Chinese in life.
Let Chinese come into life and learn Chinese in life. All along, students have been consciously guided to learn Chinese in their lives, so that children can deeply feel that Chinese is close to them. In this way, children will learn more confidently and actively. The teaching experiment of "life reading" proves this point well. Streets, televisions and carriages have all become places for children to read. Grasping every bit of life, we have resources in our eyes, education in our hearts, and curriculum resources everywhere.
Give students a "perception class".
1, turn other people's emotions into your own.
"Guilin Landscape" describes "Southern Scenery". How do students understand the author's feelings of loving nature and the mountains and rivers of the motherland? Show beautiful banyan trees through pictures and videos, and then guide students to introduce their beautiful hometown to everyone. The children are full of pride and incomparable love and praise for their hometown. Children naturally feel the author's feelings, but also deeply touched themselves.
2. Turn other people's languages into your own.
3. Take other people's articles as staff, and your own life as a soldier.
Every article has something we should feel with students, and everyone's income is different. It is necessary to guide students to keep in touch with themselves, realize themselves, and realize life while learning and understanding other people's wonderful chapters, and "treat other people's articles as staff officers and their own lives as military affairs"! I try to spend a happy time with my children in every Chinese class! Reflection 2: What kind of teaching language does the new curriculum need?
1, the taboo of teachers' language
A taboo word. Teachers' use of nonstandard language will lead to students' language confusion, thinking confusion and endless harm.
Second, avoid coldness. Some teachers don't like some words and deeds of students, and think that they don't meet their own wishes, so they satirize, satirize and mock students, such as "cleverness" and "great beauty". This will make students get undue stimulation and hurt their immature childlike innocence.
Reflection on Excellent Chinese Teaching 5 As a teacher, we all know that reading aloud helps students to have a deeper understanding of the text materials. The research of Chinese teaching psychology proves that the attention stability of primary school students in lower grades is mostly poor, and reading aloud can keep their attention stable, which is conducive to thinking, understanding and memorizing text materials. The ancients said that "reading a hundred times is self-evident", which just illustrates this truth.
In addition, reading aloud can cultivate students' expression potential, including oral expression and written expression. No matter what kind of expression, it requires accurate and vivid words, fluent and coherent sentences, flexible and diverse sentences, specific and clear materials and so on. Reading aloud can impress students with the words they have read. In addition, by reading the text aloud, students can accumulate language materials, master various sentence patterns, and learn the method of connecting sentences into paragraphs and paragraphs into articles, which will promote the improvement of oral English and writing potential.
Although "a book is read a hundred times, its significance is self-evident", appropriately creating artistic conception for students and bringing them reading background will help students to have a deeper understanding of the text materials and help them to understand the author's writing intention. Therefore, before teaching a new text, it is necessary to fully prepare the appropriate artistic conception, so that students can read the text repeatedly in various specific environments, which is not only an appreciation, but also a natural understanding of the author's feelings and the cultivation of sentiment.
From the perspective of reading psychology, reading is a psychological contradictory movement process of expectation generation, expectation realization and new expectation generation. In the process of reading, students' reading thinking activities begin when they understand the first information of the reading material. He wants to ask, guess and expect this information. It is this kind of inquiry, speculation and expectation that has become the internal driving force for reading activities to be carried out independently and freely. Only teachers' enthusiasm can move students. In the process of reading teaching, teachers' appropriate emotions can stimulate students' reading enthusiasm, enhance students' desire for learning, trigger students' deep thinking and let students take the initiative to take the lead in learning.
At the same time, teachers should cherish and grasp the pulse of students' emotional activities in reading teaching, so as to strengthen it with the progress of reading. Primary school students are still in childhood, and their feelings have been in a state of movement. When they feel the emotional image of words, their emotions tend to rise, and the excitement center of the cerebral cortex begins to turn to the language of the words themselves. Teachers should be keenly aware of the surging emotional wave in students' hearts from their facial expressions, the tone of reading aloud and the wording of their speeches. Teachers should grasp the emotional ties of students in time and guide them to feel and experience, and the ripples of students' emotions will inevitably surge gradually.