In today's social life, we need strong classroom teaching ability. The so-called reflection means that we can quickly get out of a scene and state of affairs and see our performance in the previous scenes and States of affairs. So what is a good reflection? The following are my thoughts on efficient classroom teaching of junior high school Chinese (generally 5 articles), hoping to help everyone.

Reflections on efficient classroom teaching of junior high school Chinese 1 I have been engaged in junior high school Chinese teaching for several years, and I have been trying to create an atmosphere of "learning in happiness and being happy in learning" so that students can "enjoy learning" and fully enjoy the fun of learning; Create an efficient classroom model. Based on this, I made the following efforts:

First, try to close the distance with students.

In daily class management and study life, we should draw closer to students, communicate more, seek their approval, find a breakthrough and emotional methods to pay full attention to them, let them get close to teachers and trust their ways. Taking this as a starting point, give them appropriate tasks, promote their autonomous learning, encourage the joint efforts of the environment, formulate clear, concrete and feasible goals and tasks, trust them, affirm them, and let students truly feel what they have learned, stimulate their interest and experience happiness from it. Only in an equal and relaxed atmosphere can students study happily and get good grades.

Second, prepare carefully before class.

To create a happy and efficient classroom, we must meet the requirements of knowledge capacity, breadth, depth and skill training. It is very important to pay attention to process methods, communicate with each other, think and solve problems with strong pertinence, and gain all-round results. Usually, preparing lessons can't be limited to the teaching staff, but also should collect information extensively to ensure the high efficiency of the classroom.

Third, stimulate interest in learning and arouse students' enthusiasm.

The introduction of passion into the classroom gives students a relaxed and happy signal, brings students into a relaxed and happy atmosphere and guides them into the classroom. Set questions skillfully to stimulate interest, so that every student can move, not be distracted, listen carefully and think positively.

Fourth, pay attention to students' self-presentation, give play to their subjective initiative and improve their ability.

Pay attention to the discussion and communication in the group. Each group recommended representatives to show their learning achievements, and other students in the group made all-round comments, so that the problems were deepened and corrected. If necessary, the teacher finally makes a summary. During the demonstration, students should pay attention to listening and make records or corrections in time. Let every student move and express as much as possible, and cultivate students to think hard, dare to speak and speak hard, which not only cultivates students' thinking ability, but also exercises students' language expression ability. Let every student participate in it, cultivate their sense of accomplishment and enhance their self-confidence.

Fifth, cultivate the ability of coordination and cooperation between class representatives and team leaders to make the class more efficient.

To be harmonious, relaxed and efficient, teachers' personal efforts are not enough. This requires giving full play to the role of class representatives and group leaders reasonably and efficiently, clarifying responsibilities and division of labor, and truly making class representatives and group leaders "right-hand men" of teachers, so as to make the classroom effect more efficient.

Reflections on efficient classroom teaching of junior middle school Chinese II. Chinese in the senior high school entrance examination is very important, especially in life and work. However, in teaching, I found that some students, the longer they study, the lower their enthusiasm for Chinese learning, especially in the third grade, they despise Chinese learning and show all kinds of negative psychology. Now, combined with years of Chinese teaching practice, I make some analysis of students' negative psychology in learning Chinese and its causes, and try to find a solution to the problem.

First, performance.

1, ignoring language

Students who ignore Chinese are indifferent to Chinese learning, and often listen if they want to, and don't listen if they don't want to. Do your homework when you have time, don't do it when you don't have time, even don't do it if you want to, or don't do it if you don't want to. Students with good basic Chinese skills, in particular, think that they have learned Chinese well in the past, so they can let it go first and then make a surprise attack before the war. Therefore, Chinese was put into the "cold palace" by them. They think that Chinese can be learned but not learned, because no matter how hard you study, you can't get as high a score as mathematics and physics in the exam, and if you don't study hard, your score won't be much lower.

2. Deal with teachers and balance yourself.

Under the pressure of exams and teachers, these students have a more positive attitude towards Chinese than those who are indifferent, but they just cope. They don't have clear learning goals and plans, but they are content to attend classes and finish the written homework assigned by the teacher after class. They are asked by the teacher the answer "I studied hard". When you ask yourself, you can also say "I tried" to comfort yourself. They never actively think about the problems in their study, systematically summarize and summarize what they have learned, let alone read some extracurricular books, and their study is always in a passive state.

3. Worried about anxiety but at a loss.

This kind of students have a full understanding of the importance of learning Chinese, but due to poor basic skills and improper learning methods, despite some efforts in Chinese learning, their test scores have not improved or even declined, so they lose confidence in Chinese learning, are afraid of taking Chinese classes and contacting Chinese books, and are worried about whether they can learn Chinese well. As the exam approaches, I feel extremely nervous; During the exam, I can't concentrate, my perception range is narrowed, my thinking is rigid, my mood is flustered, I always worry about failure, I imagine the situation after failure, and I can't play my normal level. After several cycles, they feel helpless and don't know what to do.

4. opportunism

Some students not only can't learn Chinese well, but also don't know the importance of Chinese. Instead, I think that the exam does not take textbooks, and all the questions come from extracurricular activities. With opportunistic psychology, they engage in sea tactics. When they see a set of materials today and a set of test questions tomorrow, they try to "bump into" the test questions and turn a deaf ear to the teacher's request to stick to textbooks, read more articles and cultivate a sense of language. There are also some students who don't do problems. They hold the psychology of "I am smart" and "I am lucky" until the examination room is "outstanding". These are the most typical opportunists.

Second, the reason

1, cognitive bias

Some students can't correctly understand the characteristics of Chinese subject. The goal of Chinese teaching is to cultivate students' listening, speaking, reading and writing abilities. The improvement of these abilities requires us to accumulate words one by one, read articles one by one, practice oral English over and over again, and write articles one by one. Just like building a house, you have to build a stone, a brick, a little cement, a tile, a nail and a piece of wood bit by bit. It's not too much trouble. However, some students do not fully understand this feature of Chinese subject, and think that listening in class and doing exercises after class can improve it. They never pay attention to observing life, never read extracurricular books and never write articles. With this understanding, the effect of learning Chinese can be imagined. Compared with other subjects, Chinese pays more attention to the examination of ability, which is the expression of comprehensive quality and cannot be effective overnight. This is called "gradualism". Chinese learning often takes some time but can't see the effect, but as long as you can persevere, you will get something. Some students are so utilitarian that once their efforts are ineffective, they immediately retreat, break the jar and break the fall, and give up on themselves. As everyone knows, once you don't learn the language, or you can't keep learning, you will soon see a retrogression. The so-called "sailing against the current, if you don't advance, you will retreat" is the truth. And students.

Can't understand the relationship between in-class and out-of-class. In recent years, in order to test candidates' ability and select talents, almost all proposition materials are taken from out-of-class activities. Some teachers and students have an illusion that textbooks have no influence on exams. Therefore, students who are already speculative love the review materials, but put the Chinese textbooks on the shelf. As we all know, the relationship between test questions and teaching materials is the relationship between "flow" and "source". As the saying goes, "the topic is outside the classroom and the answer is in the classroom".

2. Students' self-regulation ability is not strong.

Students pay more attention to science than liberal arts, mainly because science topics have high transparency, standardized answers and strong sense of accomplishment, while liberal arts topics have low transparency and vague answers, so it takes time to do it, and I don't know if it is right. Writing topics, in particular, are sometimes written by racking one's brains. They think they are very good, and they are often judged by teachers as failing because of digression and other reasons. It is better to solve science problems than to be so thankless. Even students who like liberal arts prefer to spend their time on politics and history, because these subjects have less investment and quick results. In this state of mind, some students who were originally interested in Chinese and learned Chinese well lost their enthusiasm for Chinese learning. In addition, in the review stage, teachers in all subjects feel that the class hours are tight and the tasks are heavy. They often squeeze students' spare time by distributing materials and doing homework. Students are busy completing these written assignments that need to be handed in after class, and unconsciously throw away "soft assignments" that don't need to be handed in, such as "reading more books in Chinese learning".

Third, control measures

1, change the goal of Chinese teaching into the main needs of students. To a great extent, some students think that their accumulated experience is enough, "I don't need to learn". If they can find the "loophole" in their knowledge and have the psychology of "I want to learn, I want to learn", they can put it into action. Teachers should be good at translating teaching objectives into students' needs, because students are the main body of learning. Without the enthusiasm and initiative of the main body, the effect will certainly not be ideal.

2. Create attractive situations in classroom teaching. Confucius said, "Knowing is not as good as being kind; Good people are not as good as musicians. " Therefore, teachers should be good at stimulating students' interest in learning, so as to effectively stimulate students' interest in learning and enliven the classroom atmosphere. Chinese teachers can really turn "pressure" into "charm" in classroom teaching, make "students like what you teach", and let students gradually eliminate the negative psychology of learning Chinese and become positive.

3. Break down the big goals and let students feel the joy of success. Self-confidence is an important psychological factor for people to complete any work, especially for students who are studying. Students have frequent exams and great mood swings. Once there is a "landslide" in any exam, they will immediately give up on themselves. At this time, it is very necessary to help them build up confidence and improve their self-concept as learners. We might as well hold some small theme competitions, such as phonetic notation, correcting typos, looking for antonym idioms and dictating famous sentences. It is necessary to praise and reward the high-scoring winners in time, because the teacher's "praise and reward" represents one. Psychological research also shows that "reward can improve the learning effect, at least it will not reduce its effect" and "reward is an instinctive pursuit of human beings". In this way, students will have a sense of gain and accomplishment in the learning stage, taste the sweetness of learning, and their appetite for learning Chinese will be greatly increased.

Reflections on efficient classroom teaching of junior high school Chinese 3 Since the educational reform, especially the new curriculum standard, the new curriculum standard has put forward a most basic and powerful slogan to all teachers who are fighting in the front line: "Renewal of educational concepts". This resounding slogan has built a more scientific and reasonable teaching platform, especially for the Chinese subject of cultivating students' humanistic quality, and provided a big stage suitable for students' development and social demand for talents for Chinese teaching behavior. Based on the new ideas in the new curriculum standard, the author reflects on some common behaviors of teachers in Chinese teaching, so as to have a deeper understanding of the new ideas in the new curriculum standard. These common behaviors include:

First, the penetration of moral education is not enough.

Chinese is the most comprehensive humanities subject. Through teaching, students are required not only to acquire knowledge of Chinese, but also to cultivate sentiment, purify their souls and establish a correct outlook on life and values. However, in our usual Chinese teaching, we often focus on the teaching of Chinese knowledge, the understanding and analysis of sentences, and the use of rhetorical methods, while ignoring the educational function of Chinese. Thought, spirit, outlook on life, mental state, etc. What the article conveys, and what students should learn from it, learn from it, and criticize it ... For example, the text "A Mountain of Yugong" should permeate moral education: "the spirit of Yugong", but what is the spirit of Yugong? It can be summarized as: he is the spirit of overcoming difficulties. Or: 1 Have the confidence and courage to "dig mountains"; Have the spirit of perseverance and long-term hard struggle; 3. Have a long-term vision and a development and change point of view. This is the spirit of ignorance that we should learn. Some people have suggested that it is not worth moving mountains, but it is still worth moving houses. In fact, this is a sophistry and unreasonable, which violates the purpose of this fable. The new curriculum standard puts forward the core concept of "for the development of every student", puts forward higher requirements for teachers' teaching behavior, and especially emphasizes the educational concept of "educating people". This requires Chinese teachers not only to let students acquire knowledge in class, but also to let students learn how to face the challenges of life with a healthy attitude during their growth.

Second, composition teaching is a mere formality.

Although before this, we often advocated innovative writing and emphasized the importance of writing in teaching, in practice, many of our teachers only taught writing in the composition class or wrote a composition every week, which caused students to write for learning, without daily and systematic teaching of students' writing, making most students' compositions empty and lacking in emotion, and some just piled up with beautiful words or dry narratives. The new curriculum standard emphasizes "people-oriented", so we teachers should guide students to understand life and write at any time and in time, so that students can't help but be eager to express themselves. After writing for a long time, why are you worried that you can't write a good composition in the composition class?

Third, the evaluation method is too simple.

In teaching, we often use grades to evaluate students' quality, but ignore the differences between people and the role of emotional intelligence in students' growth. For example, if a diligent student gets 95 points in the Chinese exam after hard work, but fails to achieve excellent results, we will not call him a good student, but we may say that if he is slow-witted, he can't study any more. The result of doing so will make him feel inferior and depressed. The new curriculum standard advocates respecting and appreciating students, so that students' bright spots can shine in our correct evaluation. It is true that teaching behavior varies from person to person and from person to person, but no matter how different, as long as we follow the new ideas in the new curriculum standard, Chinese classroom will certainly become a fertile ground for students to become talents under the scientific cultivation of our teachers.

Fourth, classroom teaching blindly pursues form.

Especially in the implementation of the new curriculum standards, many Chinese teachers, under the guise of quality education, blindly emphasize students' cooperation, exploration and practice, which largely turn Chinese classes into activity classes and fall into "hobbies". This phenomenon is a misinterpretation of the requirements of the new curriculum standard, and there are obvious problems of superficiality and utilitarianism. The blind pursuit of form is because students' learning methods have not been fundamentally changed. This kind of behavior is both unpopular and harmful.

These are just my reflections now.

Reflection on Efficient Classroom Teaching of Chinese in Junior High School At the age of 43, it is time to play. It's really a bit harsh for seventh-grade freshmen to sit quietly in the classroom and listen to the teacher like senior three students. It can be said that any activity that is too long and monotonous is boring for students. Confucius, an ancient educator, once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." In order to fully attract and mobilize students' enthusiasm for learning, teachers should strive to create a pleasant teaching atmosphere while imparting knowledge, so that students can actively participate in teaching, give full play to their initiative and become the masters of learning. This is very interesting. What is entertainment? Under the guidance of teachers, it starts with emotional education, giving students love and beauty, stimulating students' interest and enthusiasm in learning, stimulating students' creativity, making students accept knowledge happily and actively, becoming masters of learning, and changing from hard study to happy study.

First, entertaining and introducing music into Chinese classroom.

To entertain and entertain, it is necessary to enrich the teaching content and adopt vivid teaching methods to reflect it. Teachers' "music" teaching plays a decisive role, because it is the premise of music learning. In order to enjoy learning, music can be introduced into the classroom to create a relaxed and happy learning atmosphere.

Production gives birth to an immersive feeling. Get spiritual satisfaction through study. For example, when studying the first volume of junior middle school Chinese 1 1, teachers can read aloud with music, so that students can feel the ups and downs of emotions while reading, mobilize their senses, let students know the intoxicating green in Zhu Ziqing's works from a perceptual perspective, and let students give full play to their imagination and experience the magic and beauty of nature. For example, the lesson "The Blind Child and His Shadow", with music, can make the finishing point. Soft and lyrical music makes students feel the kindness and cuteness of the shadow; Soft and lovely music can arouse the sympathy of blind children who are lonely and have no time to care about their students. Music makes students feel what is beauty and what is care. In the process of aesthetic education and love of nature education, we can achieve twice the result with half the effort.

Second, role-play, create different situations, and make students' interest in learning become the driving force for people to work and study. Being interested can arouse the excitement, observation, thinking, memory and other activities of the brain, which can be the most effective. In order to help junior one students better understand the content of the article and understand the feelings between the lines, various lively and interesting performances can be carried out to entertain and educate. For example, in the class of "antelope woodcarving", students can play "I", parents, grandma, Wan Fang and Wan Fang's mother respectively. When performing, everyone should pay attention to their role, tone and movements when speaking. Through this direct demonstration, students can understand the personality characteristics of the characters more intuitively, which not only arouses students' interest in learning, but also exercises their performance ability and recitation ability.

Third, beautify the blackboard with pictures and texts.

Blackboard is a mirror that reflects the content of the text, a screen that shows the structure of the article, a fascinating guide map for teachers' teaching, and the eye of each class, which plays a great role in inspiring students' thinking and developing their intelligence. A wonderful blackboard design will often interest students. It is intuitive, vivid and vivid, which not only shows the content of the text intuitively, but also has a unique style. For example, in the course "Looking at the weather from the clouds", when teaching, the blackboard writing is combined with pictures and courseware, which is illustrated and illustrated for students to see at a glance. This reflects the intuitive and interesting teaching characteristics of junior one Chinese teaching.

Reflections on efficient classroom teaching of Chinese in junior middle schools. If teachers and students want to develop, they must integrate practice and inquiry, making it a process of promoting teachers and students' development and constantly improving their abilities, and reflection is to effectively combine the two. So from what aspects should we construct a reflective model of teacher-student interaction?

1, please take brief notes in class.

At present, letting students listen has become the most commonly used method for teachers. Listening to lectures is not enough for students to reflect on the teaching content. To reflect, there must be content. Therefore, students should make a brief summary of this lesson first. Brief notes in class provide students with a basis for thinking. Students can also better experience what they have learned in class from the brief notes in class. Students' learning activities have also become the main behavior with goals and strategies, which can inspire teachers and students to carry out exploratory and research activities. It is beneficial for students to gain personal experience and improve their creativity in learning activities, so class notes are an important part of students' reflection.

2. Guide students to master the method of reflection.

Classroom teaching is the main channel to carry out reflective learning. In classroom teaching, consciously guide students to conduct reflective learning from multiple directions and angles. Students' practical reflection can reflect on their own understanding, such as things in daily life and content in class, which can guide students to ask more why; It can also be linked with other people's practices, leading to a comparative reflection on their own behavior. We can guide students to make similar comparisons and reach the state of "reaching the top, the other mountains all appear dwarfs under the sky.". It can also be an analysis and evaluation of a phenomenon in life or a trend of thought around it. In addition, why are students' reflections staged? For example, at the end of a class, let students reflect on what they have gained from this class, what questions they have before going to bed that day, and reflect on their feelings today; Or reflect on your progress and shortcomings in a week and so on.

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