-Summary of the finals of junior high school Chinese teaching experts
The feast of 20 19 junior high school Chinese competition slowly came to an end. After three days, 19 quality class, 19 contestants and their teams presented us with a wonderful feast, which made all teachers feel the meaningful taste of China in admiration, excitement and joy.
In the early stage, under the scientific co-ordination and meticulous organization of Mr. Fang Xinjiang and Mr. Qiu from the Municipal Institute of Teaching and Research, junior high school Chinese teachers who signed up for the competition in the city finally competed for 19 contestants to participate in the speech contest after professional preliminary and semi-final screening. Under the comprehensive planning, supervision and management of Mr. Fang and Mr. Qiu, and with the full cooperation of Nanhu Middle School, the contest ended successfully with the fair and just selection of eight judges.
The competition covers lectures, self-study classes, whole book reading and writing classes, with a wide range and different difficulties. The contest aims to guide all Chinese teachers to pay attention to and study the teaching methods of different classes based on Chinese core literacy. According to the competition standards of the state and the autonomous region, the results of the competition are announced every half day, and a judge is arranged to make a summary comment every day. In the open and transparent competition rules, the atmosphere of China study is more intense. Now, the feelings of the judges who have served as summary comments for three days are summarized as follows for your reference:
Teacher Du Yanping from Dushanzi No.3 Middle School:
1. Each class can pay attention to the reading aid system of teaching materials such as unit tips, preview tips and after-class exercises, which is helpful to teaching consciousness.
2. It can skillfully penetrate the guidance of reading methods and guide students to correctly implement reading methods in class. Such as silent reading and speed reading.
3. The blackboard writing has a sense of design, beauty and sketching effect.
4. Pay attention to the taste of language, full of Chinese flavor, and the classroom becomes more and more interesting in silence.
5. Pay attention to reading aloud. There will be loud reading in the classroom from time to time. It can be said that it is a good teaching method to experience emotions and deepen understanding in reading.
6. Strong sense of dialogue, outstanding core literacy in language use and thinking development, such as telling stories and drawing mind maps.
7. Pay attention to the creation of situations, have the consciousness of teaching students according to their aptitude, and the learning content chosen by teachers is highly consistent with the characteristics of the text. If you teach fairy tale teachers, you can bring students into the countryside with exaggerated intonation. The language of teaching poetry teachers also moistens the soul like poetry and creates praise from friends.
Several problems worthy of consideration and discussion besides feeling and admiration;
1. According to Wang Rongsheng, the minimum standard of a good class is the content of "Chinese". If we go further, we must persist in solving the problem of China with China's method.
2. The content to be taught should be the paragraphs or sentences that best reflect the characteristics of this article. Different styles should teach different characteristics, such as the essentials of prose reading, which is to "appreciate accurate verbal expressions in daily life, identify personalized feelings and share the author's life experience". If you can't taste the personalized feelings conveyed by language, you can't really read prose well.
3. The insertion timing and amount of reading AIDS are appropriate, so don't feel like usurping the role of the master.
4. Can you skip the whole reading session of previewing the text in class?
5. Emotions, attitudes and values permeate the whole class. Too much is just preaching or ideological education.
6. Please take your time, teacher. The discussion and thinking on the problem should not be a mere formality, but should give enough time for each teaching link to land.
7. brubeck, an American educator, said: The highest principle followed by the most exquisite teaching art is to let students ask questions. Efforts should be made to cultivate students' awareness of problems, and any thinking in learning begins with problems.
Teacher Li Li of No.7 Middle School:
Every class is excellent, wonderful, endless in learning and indefinite in teaching. Teaching is an art of regret. But the improvement of teachers can make this regret less. There are three self-study classes this morning. I will focus on the self-study class and how we should attend it. In our textbooks, there are obvious differences between lectures and self-study courses. There is no preview and after-class exercises in the self-study class, instead, there are border markers and reading tips. Therefore, teachers should pay attention to the role of mutual evaluation and reading skills when teaching self-reading classes. Reading methods include intensive reading, skimming and browsing. Skimming can get a lot of information more conveniently. Skimming is more widely used than intensive reading. Therefore, we should pay attention to it, so as to carry out teaching correctly. Self-study is not self-study, but it must be led by a teacher. Self-study is not just skimming. Mr. Ye Shengtao said: As far as teaching is concerned, intensive reading is the main part and skimming is only a supplement, but as far as the effect is concerned, intensive reading is preparation and skimming is application. Therefore, in the teaching of self-reading class, teachers should aim at cultivating students' autonomous learning ability, take self-reading texts as the main materials and students' self-reading practice as the main line, fully stimulate students' subjective consciousness, guide students to seek self-satisfaction, and effectively transfer and expand the knowledge, methods and abilities they have learned in teaching and reading classes. It can be said that it is an important link between in-class and out-of-class, a key link to improve students' quality, and an effective channel to realize "teaching is for not teaching". Independent reading class and teaching reading class have different teaching purposes and bear different teaching functions, but they are also organically related and mutually coordinated. Teaching reading is an example and gives methods; Autonomous reading course is to transfer and apply the knowledge and methods learned in reading teaching to reading practice. Teaching reading class is a window, and self-study class is a training ground. Therefore, after teachers understand the different teaching purposes of self-reading and reading in class, only by teaching properly and making good use of self-reading texts and textbooks can students really learn something.
Teacher Li Yan from No.5 Middle School:
Regarding composition teaching, we always say that students have nothing to say, because they have not observed carefully, gone deep into life and found the beauty in life, so they have nothing to say. But sometimes, even if we give specific and targeted guidance, there are still many students who can't write in class. What is the reason? Students don't do as the Romans do, that is, they don't fall in love, let alone write stories.
To make students fall in love, we should try our best to create a good classroom situation. This is not a moment and a half, nor is it to give students an assumption at the beginning, but to really think of yourself as a character in the situation, and then compare your heart with each other, so that something new can be born. Students gain the driving force to understand things through personal feelings and experiences in the whole class, so there is no need to worry about the formation of the class. This is just as teacher Huang Houjiang thinks that "the basis of composition teaching in middle school should first let students feel the writing process."
Reading the whole book is an important part of the curriculum reform under the background of the new curriculum standard, and it is also the first task group of senior high school teaching 18. The junior high school part is connected with the senior high school curriculum, and the whole book reading method can be used for famous works and classic works. As far as students' learning style and learning stage are concerned, there are still many different classifications of reading the whole book in junior high school: in the early stage of learning, comprehensive and acceptable reading is carried out by obtaining information, remembering, observing and listening. This is the guided learning. Through intensive reading, skimming, skipping and other ways, it helps us to advance from knowledge points to knowledge systems, sort out and construct knowledge systems, and strive to understand works; The other is to deepen understanding and reading, which is self-discovery learning, manifested in contact, feeling, imagination and reflection. Only in this way can our reading enter extended reading and inquiry reading, sort out information, push forward in depth, and form our own unique views. There are questions, analysis and discussion, which are the process of answering or criticizing, the process of discovering self-thought and the process of establishing middle school students' understanding of the world. These two kinds of reading have been done very well, and students can also carry out critical reading and typed comparative reading if they have spare time. Through these attempts, I feel that students' three years are rich, substantial and thoughtful.
Of course, these types of reading are based on the whole. As far as personal operation is concerned, our courses can be detailed and diverse. But if it is a demonstration class or an open class, you must confirm the reading stage of the whole book, whether before, during or after class. With such a positioning, our reading class can be targeted and a clearer display goal can be confirmed.
Class is fleeting. Whether participants or observers, I think what we have gained is not only 19 class, but also the experience behind each class, the collision of thinking, personal growth and the expectation of ideal Chinese class. For the dream of Chinese, for the taste of Chinese, for the responsibility of our bodies, and for the lifelong development of our children, let's go hand in hand, teach Chinese well, learn Chinese well, and build a bright future for our Chinese discipline in Karamay!