Reflection on Chinese Classroom Teaching in Junior High School Five Chinese Curriculum Standards clearly stipulate: "Chinese is the most important communication tool and an important part of human culture. The following is my reflection on everyone's junior high school Chinese classroom teaching, hoping to help you. Welcome to read the reference study! Reflection on junior high school Chinese classroom teaching 1 Facing the impact of the upsurge of curriculum reform, at first it was just a mentality of "letting the north wind blow in the southeast, west and north" and "hiding half a face behind her guitar in front of us". Now, with the strong demand of the development of the times, the comprehensive promotion of information technology, the reform of classroom teaching, especially the rapid reform of Chinese classroom teaching, and the vigorous implementation of quality education have become the top priority for every Chinese teacher. The following are some superficial experiences of the author in the reform of Chinese teaching. First, the teaching mode examination 1. The change of learning style The independent, cooperative and inquiry learning style is the way to achieve the teaching goal. What kind of learning form to realize students' autonomy, cooperation and inquiry in Chinese learning depends on the requirements of teaching objectives. 2. Changes in teaching methods Chinese teaching should be based on equal dialogue between teachers and students. The "equality" here is by no means unconditional equality between teachers and students, but teachers should respect students' views, personality and emotions in teaching and be higher than students at the same time. Teachers are always in the first place, so it is difficult for students to master broader and deeper Chinese knowledge. If teachers indiscriminately affirm all the students' remarks, they will not make certain comments and praises. 3. The change of teaching goal Paying attention to "emotion, attitude and values" does not require us to achieve this teaching goal in the teaching process of each class, but to let students feel the rich humanistic atmosphere in the text content through Chinese activities and pay attention to different goals according to the teaching content. "Moistening things quietly" is the best teaching realm we should pursue. 4. Changes in the interactive state Many teachers believe that the ultimate goal of the new curriculum standard should be "students' activities in ears, eyes, mouth and hands", and under the interaction between students and teachers and students, the ultimate goal of moving everyone is achieved. In fact, mobilization in Chinese learning is not equal to real activation. If students' inner thinking has been stagnant under the appearance of activities, it can't be called real sports. No matter what transfer methods are adopted in the classroom, only those methods that can keep students' thinking active and make students feel immersed can be called real "movement". The task of teachers in Chinese teaching is to arouse students' enthusiasm and enthusiasm, and at the same time, to activate students' thinking and emotion. This is the real "movement". Second, the examination of the teaching carrier 1, text textbooks are the blueprint of classroom teaching, so "exploring" textbooks is not only the task of students, but also the exploration and excavation of textbooks by teachers themselves is more important. How to dig deep into teaching materials is the premise of doing well in classroom teaching. Only when teachers have a deep understanding of the teaching materials can they lead students to analyze the text at a certain height and really make teachers and students form a dialogue with the text author. 2. Teaching AIDS Any classroom form (including the use of audio-visual media) serves the teaching objectives. The means of teaching activities should be prevented from being formulaic and stylized, for example, some classroom discussions are boring, single or blindly followed; Some classes completely use the mouse instead of chalk, and use recording instead of teaching materials. This kind of teaching method dilutes the colorful essence of Chinese teaching, and it is inevitable to "show" and become a mere formality. 3. Teachers We emphasize the dominant position of students in the classroom, but we can't ignore the role of teachers in teaching. Only when teachers intervene in time, or make necessary induction, or expand the text appropriately, can we deepen the inquiry, further stimulate students' interest in in-depth inquiry, and enable students to acquire systematic knowledge and correct views. "Ask where the canal is so clear, because there is flowing water from the source". As a teacher, "a long way to go! I will search up and down! " Shelley has a famous poem: "If winter comes, can spring be far behind?" In fact, now, bathing in the east wind of the second round of continuing education and enjoying the rain and dew that the state attaches importance to compulsory education, it is a beautiful spring to vigorously promote the new curriculum reform and fully implement quality education. Every Chinese teacher should really follow the east wind of the times and hold high the banner of curriculum reform in this sunny and fragrant spring, in short, create a warm summer for his career; Generally speaking, sow fiery autumn for the future of the motherland. More reflection will bring more sobriety and progress. Under the new tide of curriculum reform, we should constantly reflect and keep pace with the times. "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, which is the latest understanding of the essence of Chinese curriculum. In the previous Chinese class, the teacher analyzed the text in pieces and turned the Chinese class into a pure tool training class. There is no collision of thoughts, touching of hearts, emotional edification and aesthetic edification in Chinese class. The humanistic education function of Chinese teaching is far from being fully exerted, and Chinese classes are not popular with students. The new curriculum standard puts humanistic factors such as emotional attitude and values in the prominent position of teaching objectives, highlights the richness of Chinese education, fully demonstrates the infinite charm of Chinese itself, and restores the original face of Chinese. However, it should be noted that while we highlight the humanity of Chinese in teaching, we can't ignore its instrumentality, so we should integrate the instrumentality and humanity of Chinese. 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. However, some practices in the current Chinese classroom are worthy of reflection. Many teachers think that the new round of Chinese curriculum reform is weakening the foundation and diluting knowledge. Special attention is paid to the excavation of China's humanistic spirit in class, but the teaching of basic knowledge such as words and expressions is hardly mentioned. Some teachers even think that these teaching methods are backward and outdated, and they usually don't pay attention to teaching, and public classes don't teach these "additions" that can't be "brilliant". 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, we emphasize that the improvement of students' humanistic quality must not be at the expense of weakening students' basic Chinese training. While giving consideration to the humanity of Chinese teaching, we should do a good job in imparting basic Chinese knowledge and cultivating basic Chinese ability. Only by truly realizing the unity of humanism and instrumentality in Chinese teaching and infiltrating the improvement of humanistic quality into solid language and writing training can the ideal realm of Chinese teaching be realized. Second, we should emphasize autonomy, but we should not let the teaching design under the new curriculum pay attention to generation and construction, and downplay 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. After a short period of confusion, many teachers immediately accepted and put it into practice: since the class time should be given to students, wouldn't it just liberate themselves? So there is a phenomenon that we don't want to see: there are fewer teachers to teach, noisy discussions in the classroom seem to be enthusiastic but have no theme, and students are praised for their nonsense and innovation. In class, the teacher plays down the appearance and lets the students have the final say. For example, in the reading comprehension of the text, students are required to "read which paragraph they want", "communicate with whom they want" and "communicate their reading feelings in the way they like", without fully guiding the imaginary situation, and teachers can't play a leading role in time, so a class gives students a lot of independent reading time. The final result 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. Reflection on junior high school Chinese classroom teaching 3 For a long time, Chinese classroom is full of shallowness, inferiority, rigidity and disorder. People feel that the Chinese class is an ideological and moral class, and the basic knowledge is words and phrases; Chinese teachers are like tofu girls, like blisters, and composition teaching is a model drama; Chinese curriculum reform is like a "brain teaser"; If Chinese is to be aesthetic, then read it out loud, preferably with tears, because it is messy everywhere ... To tell the truth, I have been teaching Chinese for 14, 15 years. I've seen too many cliches, too many affectations, too many blasphemies. I'm always out of touch with reality and can't keep up with the situation. A colleague asked me, how do you have a Chinese class? In fact, Chinese class is nonsense. For more than ten years, my Chinese class has always given students different feelings. In fact, my class can't be called a class, because I like to talk nonsense in class, say this and that, the sea and the sky are the same color, and the confidence is boundless, and the evaluation of classes is very cold. I was taught that I can't walk around on watermelon skin. Actually, it doesn't matter if I can't get it back. In fact, students are the most serious when I talk nonsense, that is, when the teaching effect is the best. They listened and talked, and when they were not careful, the class was over. Let yourself be full of intelligent language, smart language, personalized language, humorous language, even brave language, and even those staggering languages, nail into the hearts of students one by one like nails. When I turn over the students' compositions, all I write is my impassioned momentum. If I change this composition, why can't I give high marks? Therefore, students are always full of expectations for my classes, hoping that I can take them everywhere and be happy. I am full and nutritious, and then I go to class with a big belly. After a chat, students will get the general idea, new knowledge and solve the doubts in their hearts, so that all difficulties and doubts will become bright spots. Really get twice the result with half the effort, and the house is full of joy. Often do not take textbooks seriously. A Chinese textbook may only include a few articles that I think are beautiful in one semester, but I may spend a few weeks on an article that I like. I went to Guilin for a week, two ten-day farewell poems and moonlight music for a week. I am determined not to read articles that I am not interested in, articles full of sermons, and articles that I think are not beautiful. In the current curriculum reform textbooks, each unit is an article with the same theme and the teaching objectives are basically the same. I only have one class, and the key is to make students draw inferences. Every Chinese class doesn't have to have teaching objectives. Why can't our teaching goal be a unit teaching goal? For example, the whole unit 6 of Book 8 is about the theme of love education, but the theme is the same. After the first class, I really can't think of the reasons for the last three texts. Some people say that they should be allowed to study, and they should be allowed to study. As a matter of fact, in primary school Chinese classes, students who are not rich in knowledge and emotional reserves are not very interested in simple reading and extensive reading. Then, what else can we play without talking or talking nonsense? How many teaching goals can a Chinese class achieve? Especially in the third year of high school, after a class, you have the urge to fall in love? The feeling of love? This is sheer nonsense. In fact, the teaching goal of Chinese is by no means a class. What can be achieved in several classes, even the goal of words, can not be achieved in one class. Students can gradually understand and master it through continuous use. Sometimes, although you talked about it in class, can students achieve their ideological goals initially? No way! ! ! ! Some goals cannot be achieved in one semester, several semesters or even years, and some goals are simply empty. A kind of values, an emotion, an ability, can not be achieved by a certain link of a certain class, but by constantly infiltrating into the subconscious, in order to achieve a natural effect. There is only forty minutes in a class, so there is no time to tell a few jokes, tell a wonderful story, have a wonderful debate, have a reading contest or have a speaking contest. Therefore, it is unscientific to prepare lessons for every class. I really don't know what a big Chinese is. After a few articles in the textbook that you think are beautiful, the rest of the time is spent telling students something after class, such as recommending some beautiful articles to students and studying together. Students' interest is high and everyone is intoxicated. Or talk to students about major events at home and abroad and so on. , to broaden your horizons. China people are everywhere inside and outside the classroom. When you are talking, you will often find that you are in a good mood and the students are willing to listen, but it's time for class to end ... I think this is a Chinese class. After several weeks of teaching experience, I think it is more important to let appreciation enter Chinese teaching, which can improve the teaching quality and make students love learning Chinese. Specifically from the following aspects: First, the relationship between teachers and students is equal. In appreciation education, the relationship between teachers and students is equal. Teachers are not inviolable authorities in front of students, and students are not obedient and humble people. Only by establishing a democratic and equal relationship between teachers and students can students feel safe, full of confidence, activate their thinking and dare to ask questions and questions. This creates a relaxed, happy, democratic and harmonious environment for students' active participation, and urges students to have a strong desire for knowledge, that is, to kiss their teachers and learn their ways. Successful teaching depends on a harmonious and safe classroom atmosphere. The establishment of this kind of atmosphere needs the help of some means, such as gentle eyes, kind touch and ardent hope, to strengthen the emotional communication between teachers and students, to make students rely more on teachers, and thus to stimulate students' greater enthusiasm for learning, which is the key for students to learn Chinese well. Secondly, I believe that every student can succeed in the Rosenthal effect experiment, saying that teachers give students confidence and students will have high achievements. Teachers' trust in students is a great encouragement. Mr. Tao Xingzhi also advised us: "There is Watt under your pointer, Newton in your cold eyes and Edison in your hungry smile." As teachers, we should believe that every student has the hope and potential for success, and the role of teachers is to awaken students' self-confidence. Third, reading teaching makes students feel more about themselves. In reading teaching, teachers should renew their ideas, give students the position of learning and development, and cherish students' unique feelings, experiences and understanding. Teachers should fully affirm students' various answers. Even if the students' answers are naive, superficial or even one-sided and wrong, teachers should avoid "killing with one stick" and enthusiastically encourage, guide and care for the shining ideological flame, which has a great influence on students. Let students develop their own thinking and gain aesthetic experience, thus improving the quality of Chinese reading. Fourth, in composition teaching, let students learn to reflect. Under the restriction of exam-oriented education, students' individuality and creativity in composition disappeared. There are always a few empty words, cliches and lies in the composition, which is divorced from the true inner feelings and makes the composition lose its fresh life and color. In this case, the teacher encourages students to write compositions, observe diaries, and have review consciousness, review consciousness and weekly diary consciousness. This kind of composition often has the expression of students' true feelings, distinctive leap of personality and unique words, and often many excellent works emerge. Only after a long time can students find their own writing personality. Teachers can allow students to develop in different degrees, and grasp the advantages of students' compositions to encourage them, such as good sentences, accurate words, good beginning or ending, etc. Stimulate students' enthusiasm and confidence in writing. Composition evaluation focuses on encouragement. Of course, the main problems in the composition need to be pointed out in a euphemistic and acceptable way for students. Then, in the future, students will be more active and enthusiastic, and they will be able to show or express themselves better. It is obvious to change some shortcomings in students' composition by appreciation, which can quickly improve students' writing level. This is my recent thinking in the teaching process, and now I make the above summary for your reference and guidance. Reflection on Chinese Classroom Teaching in Junior High School 5 I remember that during the last Chinese group activity at the end of last semester, Mr. Xiao threw out a question that made everyone curious and thoughtful-"Is it good to grind the class?" Through the practice of this open class, I have a further understanding of grinding class. It took about two months to grind two texts before and after, and they were constantly improved and perfected in a trial teaching. I found my own problems, felt my own progress and learned a lot of valuable teaching experience, so I think the advantages of "grinding classes" outweigh the disadvantages. I taught the second teaching time for the only audience. On the basis of the first class, I instruct the students to rewrite the story by changing the characters. In the lead-in, reading the four sentences of the old professor is not only a review of the last class, but also a good connection to the content of the last class. Then I showed the learning goal of this class, making it clear that students should write the old professor in the first person, and it is even more clear that they must develop a reasonable imagination in combination with the context. The next link reflects the teacher's process from helping to letting go. First of all, the story is divided into three parts, focusing on guiding the writing of the first part. In the first part of guidance, I first guide students to learn the language in the text for life, then guide students to ponder the psychological activities of the old professor in the context, and then experience the transposition, writing what the old professor saw, heard, thought and said, with the aim of strengthening students' clear writing methods. In this link, I use a variety of fill-in-the-blank questions to give students a writing form, guide students to enter the text step by step, push students to a higher thinking space, and students have written content and learned writing methods. On this basis, the second and third parts are to let students write freely, and the key point is to find out the problems in their writing from the comments of their peers and teachers according to the requirements of writing, so as to make better use of writing methods. Therefore, when students communicate with each other and evaluate each other, they try to create characters with their own pens and voices, and various forms of expression have been taught one lesson at a time. Many wonderful languages are constantly presented in the classroom, which not only gives students a space to vent their emotions in Chinese reading, but also gives students a situation to sublimate the connotation of the text. Finally, I ask students to think about what topics can be included in the text besides unique topics. This is another highlight of this course: white lies, deformation, deaf teachers, real music, and the power of encouragement, which are told more in silence than in voice ... all the teachers present are amazed. The classroom is real, and it doesn't pursue tricks, and it doesn't leave water behind. The combination of reading and writing in class should be trained by grasping the similarity between reading and writing. In the future teaching, I will carefully polish the classroom and set up scaffolding, so that students can really accumulate language in reading, cultivate a sense of language in reading, promote thinking in writing and learn to transform language in writing. I can successfully complete the teaching task of this open class, without the careful guidance of Mr. Wang, Mr. Wang and Mr. Li Qing, and without the help of all our fifth-grade Chinese teachers. I want to take this opportunity to thank you sincerely.