Summary of Chinese Teaching in Grade Three 1
The cold wind roared and covered with snow. With the breath of the new year, the first semester of the school year is coming to an end. Taking this opportunity, I will make a summary of the Chinese teaching work in Class One, Class Three and Class Four, Class Three which I presided over during this period:
First, a review of the teaching work in this period
This semester, according to the needs of the school, I am a Chinese teacher in Class 34 and Class 3 1. Class 3 (4) is a class that has been following up and is familiar with the students' situation. Their teaching can be said to be gradual, continuing to consolidate the intensive training of reading methods and skills that students have been given last semester, and at the same time infiltrating students' examination questions and writing ideas; In addition, on the basis of rapid composition training last year, students have explored and practiced innovative composition and personalized composition, and the cultivation of students' reading ability and writing ability continues to be the center of Chinese teaching in Class 4, Grade 3.
Class 3 (1) is a new class this year, and the grade 2 Chinese is not satisfactory. Facing the grim reality of next year's senior high school entrance examination, I know nothing about this course. In order to basically realize the situation of teaching and learning that teachers and students adapt to each other in the shortest time, at the beginning of the semester, I spent three classes to conduct a questionnaire survey on students' previous teaching and learning. On the basis of investigation and study, I mainly start with the following aspects in Chinese teaching in Class 1, Grade 3: ① In view of the characteristics that students were keen on "sea tactics" in the past, I focused my teaching on the cultivation of students' reading ability after class and taught them the methods and skills of equal reading before class; (2) In view of the fact that students have never been trained in fast composition, I focused on cultivating students' writing ability on the basis of mastering reading methods. In this issue, every student is required to hand in Excerpts from American Essays, Topical Composition Writing and Topical Composition Writing Ideas every week, and conduct rapid composition training once a week 1 time. At the same time, students are required to read after class. (3) In view of the fact that students know nothing about the direction of the Chinese test questions in the senior high school entrance examination, I consciously infiltrate the Chinese thought in the senior high school entrance examination into students in my daily teaching and teach them the problem-solving methods and skills of various test questions in the senior high school entrance examination. In addition, in order to make full use of advanced teaching resources, I taught the theoretical knowledge of writing and reading in two classes with courseware in a multifunctional classroom, which enhanced students' intuition and interest.
Second, the results achieved:
1. Students' reading ability and writing ability have been greatly improved.
2. Students' interest in learning is greatly improved, and their enthusiasm and initiative in learning are also greatly improved.
3. Students' problem-solving methods and skills have been greatly improved.
4.3 (1) Class-based students can adapt to the questions and test modes of the senior high school entrance examination.
Third, the shortcomings:
1. The polarization of students is more prominent.
2. The overall level of students' writing, especially topic composition, is not high.
How to solve the above problems is the focus of next semester's teaching.
Summarized by:-
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Summary of Chinese teaching in senior three (II)
On the road, looking for and exploring. On the road, think and grow. This time, I went to the senior high school entrance examination with the children in Class 9 1 and started a new journey.
Try to do the following this semester:
First, correct thinking, student-oriented
Seriously study and practice the school's education and teaching philosophy, strengthen the construction of personal professional ethics in the spirit of student-centered, all for students, all for students, all for students, care for students as the foundation of career, and be responsible for all students, mobilize students' learning enthusiasm, teach students learning methods, and let students learn to learn to learn and explore.
Second, study hard and prepare lessons carefully.
Seriously study the Chinese curriculum standards, deeply understand the basic spirit of the curriculum standards, deeply study the teaching materials, make clear the teaching objectives, key points and difficulties, carefully prepare lessons and master the teaching materials. The second half semester of senior three is about to enter the stage of comprehensive review. We should carefully study each textbook, systematically analyze each textbook in combination with the test sites, classify, summarize and summarize the knowledge points, and lead students to do a solid and systematic review.
Third, pay attention to methods and improve efficiency.
Adopt flexible and effective teaching methods. Students often have impetuous psychology after grade three, so it is particularly important to mobilize students' learning enthusiasm. Therefore, reading aloud, combining teaching with practice, group competition and other forms are adopted in class to arouse students' learning enthusiasm.
Try to get students involved, don't be distracted, and try to make the classroom rich, true, natural, vivid, moderately difficult and comprehensive. There should be enough spirit every day to let students feel a natural atmosphere. In the face of students who have no intention to study, do nothing, joke like no one else's watching, or sleep recklessly, we should standardize classroom teaching with a peaceful mind, try not to impact the classroom and maximize the teaching quality.
Fourth, study the learning situation and be targeted.
Teaching is teaching and learning, which are interrelated and inseparable. Where there is a teacher, there must be a scholar. Students are the subject of education. Therefore, in view of many thorny problems such as students' poor study habits, weak learning willpower, low learning foundation, unhealthy psychological obstacles caused by parents' neglect or overindulgence of their children, and students' continuous deterioration, specific plans and goals were formulated at the beginning of the semester. Therefore, these students have been given planned counseling.
Five, according to the focus of the test center, one by one.
1. To lay a good foundation, we must learn to use basic knowledge such as phonetics, glyphs, punctuation and parody rhetoric on the basis of understanding, integrate theory with practice, and strengthen the training and parody of sentence patterns; Strengthen the recitation and dictation of ancient poems.
2. Strengthen the reading comprehension of classical Chinese, and "being able to read simple classical Chinese" is the basic requirement for candidates in the senior high school entrance examination proposition. When reviewing classical Chinese, let students master the basic meaning and usage of function words in classical Chinese, learn the content words in classical Chinese, pay attention to distinguish the ancient and modern meanings of words, accumulate the polysemy of content words, know the interchangeable words, summarize the central meaning of the article, deeply understand the content and thought of classical Chinese, learn to compare and analyze, and start translation.
3. Strengthen reading guidance. The new textbook downplays the layout of the style, but it does not reduce the requirements for the style, especially the reading of argumentative essays, which makes students puzzled for a while. Therefore, I intend to explain the basic knowledge of argumentative writing to students, choose typical chapters and match typical argumentative writing exercises. Through repeated practice, I will try my best to let students master the general characteristics of argumentative writing.
4. Strengthen writing guidance, and strive to make students learn writing propositions, ideas, ideas and other aspects have been greatly improved, insist on writing a composition every Monday, and write a big composition every two weeks.
The journey of grade three has a long way to go, and many problems are also reflected in the final exam: insufficient supervision over students' recitation of texts; Students' compositions generally lack "bright spots"; I didn't keep up with the guidance for underachievers ... I will try to correct my shortcomings in my future work and try to make children's smiles light up in the midsummer of 20-.
Summary of Chinese teaching in grade three
The 20-2008 senior high school entrance examination has been completed, and our school has achieved good results in the senior high school entrance examination language. This is inseparable from the attention and correct management of leaders, teachers' high sense of responsibility and professionalism, and being good at mobilizing students' learning enthusiasm. Junior high school students in our school generally have a low starting point, poor foundation and many poor students. In view of this situation, we can only achieve our goal by doing every step in a down-to-earth manner and being more devoted and attentive than others. Below, I would like to talk about some superficial experiences on behalf of the Chinese preparation group of the last grade three.
First, leaders attach importance to and manage science to ensure success.
The third grade work is the lifeline of the school, and leaders at all levels of the school attach great importance to it. Several third-grade work meetings were held. Hold a monthly teaching quality analysis meeting to analyze the situation of learning and teaching. According to the disadvantages of current students, the top students are not excellent, and the poor students are various. Therefore, we should formulate corresponding teaching strategies, implement the method of cultivating top students to make up for the poor students, narrow the gap between top students, poor students and poor students, give full play to their advantages, make up for their disadvantages, and strive to achieve the ideal goal. Especially during the SARS period, teachers and students were in a panic in combination with the reform of the senior high school entrance examination. They did ideological work in time, unified understanding and formulated new plans, which made teachers and students emotionally stable and successfully entered the final sprint stage, making full preparations for the senior high school entrance examination.
Second, collective lesson preparation, brainstorming, unity and cooperation, * * * improve unity and cooperation, and create a good working atmosphere, which is particularly important for graduating class teachers. We often exchange experiences and have no reservations about each other. They always set an example and mention it in time. Because we know that unity and cooperation are the guarantee to improve the overall level. The senior high school entrance examination only tests Chinese, English and mathematics, while Chinese only tests the establishment of composition direction. Let the three subjects rotate in succession, with four classes a day. In addition to writing and correcting the composition, it is to talk about the composition. Among them, sour, sweet, bitter and spicy are self-evident. All for the students, all for the students, all for the students. " It has become the work goal of our grade teachers. This is our spirit of grade and fun. I think this is also the reason for our success!
Third, renew ideas, do a good job in review and improve grades.
In the general review stage of Chinese in grade three, the traditional concept only attaches importance to the instrumentality of Chinese teaching, but ignores or despises its humanity, which often causes students and teachers to spend a lot of time on kung fu, but their abilities are not improved. Therefore, we believe that we should also grasp its "instrumentality" and "humanity" in both the regular teaching and the general review stage. Obey the rules of the game and get rid of them. "Looking for the best combination of general review teaching, based on quality education, combining the methods and strategies of exam-oriented education, vigorously cultivating students' Chinese literacy and improving exam-oriented skills should be the best combination of Chinese teaching in grade three at present.
(1) It is fundamental to improve students' Chinese literacy in an all-round way. Although there is a long and gradual process, as long as the starting point is found, it is not unattainable. The Interpretation of Chinese Curriculum Standards compiled by the Basic Department of the Ministry of Education holds that "knowledge and ability, process and method, emotional attitude and values" are three aspects of Chinese literacy. So it boils down to two words-accumulation. "My mind is full of poems and books". Extensive reading can broaden my horizons and cultivate my sentiment. Therefore, "accumulation" has become the key point to improve students' Chinese quality. How to accumulate quickly? Outside of classroom teaching, we do this.
1, so that students can subscribe to excellent newspapers and periodicals such as China Daily, Prose and Reader from the first grade. Each issue of these newspapers and periodicals has exquisite articles, rich extracurricular knowledge, profound humanistic background and emotional education. In addition to extensive reading, students are also guided to read newspapers and magazines for more than one class a week to expand their knowledge and improve their literary literacy. Because it is not practical to read a lot of famous books in a short time. By the third grade, students have accumulated a lot of experience in reading, and teachers can only inspire and inspire.
2. Copy and recite. There are three copying assignments every week, namely, American literature appreciation, famous sayings and epigrams, and ancient poems. It can not only practice calligraphy, but also subtly expand extracurricular accumulation, and guide students to consciously imitate everyone's works and write independently. For top students in China, they are also required to write a composition on the same topic from plagiarized articles, and the teacher will correct it face to face; At the same time, on the basis of copying, recite in an all-round way, and never let go of famous articles and sentences inside and outside the class, because "reciting is the most barbaric means and the most civilized method" (li jinxi).
3. Pay attention to the humanity and discipline development of classroom teaching and improve the efficiency of 45 minutes in an all-round way. Teaching materials should not only be accurate, but also permeate humanistic education and emotional education. In terms of learning content, we can guide students to pay attention to science, humanities, nature and society, life and history, reality and future, and other fields of science, culture, morality and art, and we can boldly try the method of inquiry learning. For example, when studying the article "On the Spirit of Understanding Things", let students discuss and study the differences between Chinese and Western education. Let the students' ideological sparks burn heartily in the classroom.
4. Composition accumulation. Increase the amount of composition training. Write a composition every week. The teacher corrects all the changes in batches and promises to give feedback to the students within one week to help them form the habit of happy writing. From grade one to grade three, I keep a diary every day, write American essays every week, and write two or three books by myself every semester.
Through the above methods, we can cultivate and strengthen students' Chinese literacy and Chinese ability in all directions, improve students' listening, speaking, reading and writing ability to a certain extent, and lay a solid foundation for the senior high school entrance examination. Of course, the sooner we grasp these tasks, the better. Because "Rome was not built in a day"! After three years of practice, the effect is obvious.
(2) Improving students' ability to take exams is the key, and the improvement of Chinese literacy is a long-term process. However, time waits for no one, and how to prepare for the exam is the key to improve students' grades. However, simple sea tactics will fall into a vicious circle. Therefore, according to the specific situation of the senior high school entrance examination, we should design a variety of training programs to improve students' ability to take the exam.
1, weekly extracurricular reading training. Let the students read and do the composition, and improve their problem-solving skills in appreciating the beautiful composition. The teacher's explanation should be targeted, summarizing the test site rules of extracurricular reading in the senior high school entrance examination over the years, so that students can know fairly well.
2. Let students contact the test questions as soon as possible. If you wait until the general review, it will be too late for students to train comprehensive papers and simulation questions. Therefore, since the last semester of senior three, the senior high school entrance examination papers of various provinces and cities in previous years have been distributed for students' training. In order to avoid stage fright and facilitate students' exams.
3. Pay attention to autonomy and openness. Teachers guide students to independently design and explore Chinese resources and carry out practical activities. For example, students are required to analyze and summarize themselves, write a prediction of the Chinese proposition in the 20-year senior high school entrance examination and express their views after the completion of the 20-year provincial and municipal examination papers.
4, text review test sites. The logic of text review is divided into test sites to guide students to master classroom knowledge systematically.
To sum up, the third grade Chinese teaching and review should focus on the following points:
1 to stimulate students' self-confidence and autonomy.
2. Pay attention to the sustainable development of students. It should be clear that the comprehensive improvement of Chinese literacy is the basis of Chinese learning. Even in the most tense general review stage, humanistic education and emotional education should not be ignored because of pragmatism and utilitarianism.
Summary of Chinese Teaching in Grade Three 4
Time flies, time flies. The three-year junior high school teaching has made some achievements with the joint efforts of teachers and students. In this bittersweet third-year life, bitter sweat flowed out and the students gained gratifying results. Looking back on one year's Chinese teaching, I have many feelings, which are summarized as follows:
First, mobilize the enthusiasm of junior three students to learn Chinese in time.
This semester focuses on stimulating students' interest in learning Chinese, improving students' Chinese literacy and striving to improve their grades. However, I feel that my Chinese performance is not optimistic, and I need to increase my teaching efforts in the future.
Chinese is a subject full of thoughts, humanistic spirit and wisdom. Under the background of the new curriculum reform, students' autonomous learning and cultivating students' innovative ability have become the focus of teachers' attention, and learning methods such as discussion, communication and inquiry have become the mainstream in the classroom. In particular, to improve students' grades, we must attach importance to students' learning enthusiasm. In Chinese classroom teaching, I strive to make students become lively, interested and willing to learn in Chinese learning, thus developing students' Chinese literacy. Gradually improve students' Chinese scores.
Second, cultivate students' habit of active exploration and develop their thinking ability of seeking differences.
In Chinese teaching, students' perception of language meaning, language emotion and language skills is largely related to their life experience, knowledge accumulation, cognitive ability and understanding level. Therefore, in Chinese teaching, it is necessary to construct semantic understanding and experience and guide students to have different opinions, so that wise people can boldly express their opinions. In thinking debate, teachers try their best to promote students' language sublimation and spiritual development in the fierce debate and the collision of thinking. In teaching, after allowing students to fully think about the problem, students can express their different opinions and debate the different issues according to their existing experience and knowledge accumulation. Through the debate, students have a better understanding of nature and know that knowledge is endless. Even knowledgeable people will know something and realize that learning is endless.
Third, do homework correction and feedback.
Homework after class can well reflect students' learning in class, so this semester, choose homework after class, correct it in time, carefully analyze the advantages and disadvantages of students' homework, and give feedback in time to prevent students from making the same mistakes again. So as to improve the quality of students' homework.
Do a good job of composition guidance and correction purposefully. Composition has always been a major difficulty in Chinese teaching, and it is also the key to the examination of junior three students. As soon as the students attend the composition class, they look sad. They feel that they have nothing to say and write. This semester, they changed the practice of last semester, carefully guided students' composition, encouraged them to pay more attention to society, observe life, pay attention to collecting materials from life and write their true feelings. Usually give students more writing atmosphere and inspiration, so that they really fall in love with writing. Can write real content. After class, increase the intensity of composition correction, analyze the advantages and disadvantages of students' compositions, and let students pay attention to developing advantages and correcting shortcomings when giving feedback; In the composition correction class, let students correct each other, let them find out the advantages and disadvantages of other people's compositions, "choose the good ones and follow them, and change the bad ones", thus improving students' enthusiasm and writing ability, and also improving their ability to correct their own compositions.
Fourth, strive to improve the quality and make up the gap.
Among the students in the class, several students get good grades in other subjects, but the most unsatisfactory thing is Chinese. In order to improve students' Chinese performance, we will intensify our efforts to improve outstanding students this semester. The main measures are as follows:
1, consolidate the basic knowledge, and consolidate the basic knowledge of Chinese in grades 7 to 9 in a planned way. Increase the understanding and mastery of words.
2, increase the cultivation of reading ability, some students haven't read any literature books, so the knowledge is too narrow, and the ability to understand problems at ordinary times can't go up. This semester will consciously guide them to read and analyze, encourage them to read widely, broaden their knowledge and enrich their literary horizons.
3. Improve the writing level, encourage students to write more and practice more, and strive to write one article every three days to ensure the quality. Teachers should correct in time, try to find examples of the same topic and genre for comparison, foster strengths and avoid weaknesses, and improve the writing ability and quality.
Judging from the results, the effect is ok, except that some excellent students did not do well in the exam. It can be seen that the variability of Chinese subject is very strong.
Five, combined with relevant articles, ideological education.
There are many good materials for moral education in Chinese textbooks for grade three. Therefore, ideological education textbooks should reasonably grasp the characteristics of these articles. In the teaching of each unit, let students realize the meaning of life struggle and feel the care and warmth of the world. From prose poems, we can capture the writers' emotional rhythm and feel their inner infinite scenery. Protecting nature is everyone's responsibility. Therefore, through the study of selected texts, students' anxiety and thinking about the living environment are enhanced. Learn from ancient masterpieces that convey feelings and express feelings, and learn from their noble qualities, broad minds and lofty political ambitions. Using Chinese teaching to improve students' Chinese literacy and ideological quality. In the past semester, students' ideological enthusiasm has been further improved.
Six, consciously improve their business ability.
In teaching, we should pay attention to improving professional ability, preparing lessons carefully, listening carefully, and taking effective measures according to students' development characteristics. Usually strengthen extracurricular reading, expand accumulation and broaden knowledge. When reading famous books, consciously take reading notes and constantly improve your reading ability. When guiding students in reading comprehension in class, we should consciously train our own abilities, systematically guide them from the overall method to problem-solving skills, and exercise them repeatedly to improve Chinese literacy. This is of great help to future teaching.
Although I have done my duty and ability to complete the teaching tasks of this semester and achieved some results, I still feel that the students' Chinese achievements are not ideal. In the future, I will continue my teaching research, work harder and strive to improve students' Chinese performance in an all-round way!
Summary of Chinese Teaching in Grade Three 5
First, highlight human nature, but do not belittle instrumentality.
"Chinese is the most important communication tool and the main component of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. The new curriculum standard puts humanistic factors such as emotional attitude and values in the prominent position of teaching objectives, highlights the rich connotation of Chinese education, fully demonstrates the infinite charm of Chinese itself, and restores the true colors of Chinese.
However, it should be noted that while highlighting the humanity of Chinese in teaching, its instrumentality should not be ignored, and the instrumentality and humanity of Chinese should be integrated. The humanity and instrumentality of Chinese are complementary and highly unified. Mr. Ye Shengtao said: The essence of Chinese teaching lies in listening, speaking, reading and writing. It is the internal excavation and innovation of listening, speaking, reading and writing, not the fancy renovation of listening, speaking, reading and writing.
At present, some practices in Chinese classroom are worthy of reflection. Many teachers think that the new round of Chinese curriculum reform is weakening the foundation and diluting knowledge. In the classroom, we attach great importance to the excavation of China's humanistic spirit, but seldom mention the teaching of basic knowledge such as words and expressions. Some teachers even think that these teaching methods are backward and outdated, and they don't attach importance to teaching at ordinary times, and they don't teach these "additions" that can't be "brilliant" in open classes. Classroom teaching is colorful and varied, but students can't hear the sound of reading aloud, can't figure out the taste of language and words, can't appreciate the original analysis opinions necessary for beautiful and wonderful paragraphs, lack the necessary training and accumulation, and stutter when reading short articles. Imagine if a student can't even read and write some commonly used words, and once he writes a composition, it is a typo and a series of sick sentences, so even if he has a strong literary perception, it is difficult to express it. If our Chinese class has been like this for a long time, without mastering the basic knowledge of listening, speaking, reading and writing and training the basic skills, then it is conceivable that all other activities are castles in the air.
Therefore, in teaching, it is necessary to teach the basic knowledge of Chinese and cultivate the basic skills of Chinese in a down-to-earth manner, infiltrate the improvement of humanistic quality into the solid training of language and writing, and truly unify the humanity and instrumentality of Chinese, so as to realize the dream realm of Chinese teaching.
Second, we should emphasize autonomy, but we should not let it go.
The teaching design under the new curriculum pays attention to generation and construction, but ignores presupposition and teaching. Curriculum reform requires that classroom teaching should reflect teaching according to students' learning, teaching according to needs and increasing flexibility. The main task of teachers is to organize classroom teaching and give the main time to students for autonomous learning.
"Give the Chinese class to the students", many teachers immediately understand and put it into practice after a short period of confusion: since we want to give the class time to the students, isn't it liberating ourselves? So there is a phenomenon that we don't want to see: there are fewer teachers teaching, the noisy discussion in the classroom seems to be enthusiastic but has no theme, and the students are praised for their nonsense and innovation. In class, the teacher plays down appearances, and all students have the final say. For example, in reading and understanding the text, students are required to "read which paragraph they want", "communicate with whom they want" and "communicate their reading feelings in a way they like", without fully guiding the imaginary situation, but teachers can't play a leading role in time, and a class gives students a lot of time to read by themselves. The conclusion is: A is right, B is good, C is good, and D is great. Throughout the class, students are like runaway horses, saying whatever they want. After a class, I still don't know what the teacher wants to accomplish and what the goal is.
It is good for teachers to guide children to express themselves, but what kind of influence will the long-term "diversity", "fuzziness" and "uniqueness" of Chinese teaching have on students? Long-term "talking without thinking", "talking without evidence", "talking arbitrarily", "making up without reality" and "talking without responsibility" have caused students to have new misunderstandings about Chinese learning. Many students are at a loss and can't start. On the surface, it is free, but in fact it is "herding sheep".
Therefore, in order to make the classroom efficient, students' "autonomy" must be organically combined with teachers' "dominance". Teachers should have the ability to prepare lessons for the second time in class.
Third, cooperative learning is encouraged, but independent thinking cannot be ignored.
Promoting students' cooperative learning can't ignore students' independent thinking. As a new way of learning, cooperative learning is widely adopted by teachers. The class in which everyone participates, interacts in groups, competes and cooperates, and sometimes sparks thoughts, can really give people enjoyment and enlightenment.
It is necessary to implement cooperative learning, which is based on students' independent learning and independent thinking.
Nowadays, many teachers understand cooperative learning unilaterally, pursue so-called group learning, and do a lot of useless work. Cooperative learning is carried out when students do not fully read and think. Because students don't understand the text deeply, the results and gains of group cooperative processing are superficial and one-sided. This kind of cooperation only provides opportunities for individual outstanding students to show off. Some people think that cooperative discussion is the only form of student activities. After a class, it seems lively, but in fact it has little effect. Some teachers often arrange four-person group discussions in public classes or at ordinary times, whether it is necessary to discuss materials or not, and some even discuss them until the end of a class. Some teachers let students study in cooperation, but they don't give them enough time. When one or two groups have a result, they will end up hastily and complete a cooperation. In cooperative learning, we often see such a scene: 1, where one member of the group is speaking authoritatively and the other members are all ears. Of course, when reporting, it is also a "high opinion" of small institutions. 2. The players are silent and think for themselves. The members of this group are talking noisily, but they are not focused on the subject. The discussion was lively, but they didn't solve the practical problems. The above-mentioned cooperative learning fails to give full play to students' independent thinking ability. On the surface, it looks lively, but in essence it is a mere formality with little effect. The reason is that teachers can't really understand the meaning of cooperative learning and don't handle the relationship between cooperative learning and independent thinking well.
Reading, feeling, understanding and thinking are indispensable in Chinese class. In Chinese class, "moving" is more important than "moving", and sometimes "static" is more effective than "moving". To discuss every problem, the cooperative Chinese class can only be a flashy bubble Chinese class.
On the basis of self-study, we should advocate various forms of cooperative learning from enlightenment, and cultivate the spirit and ability of cooperation through mutual inspiration and exploration. Only by strengthening the communication between students on the basis of their full independent thinking can we learn from each other's strong points and realize real cooperation. Therefore, teachers should carefully organize students' learning activities: first, organize students to study by themselves, so that each student can think independently; The second is to organize cooperative learning, cultivate students' cooperative skills, teach cooperative methods, attach importance to the evaluation of cooperative learning, and combine interactive learning with individual counseling; Third, organize class communication, strengthen guidance in communication, and fully realize teaching objectives.
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