Reflection on Chinese Classroom in Junior Middle School (1)
I have taught Chinese in rural middle schools for six years since I taught for nine years. Personally, I have the following understanding of Chinese teaching, and I hope to discuss it with all teachers.
First, delve into teaching materials and carefully design teaching plans according to the environment.
If you want to teach Chinese well, you must study the teaching materials, consult the materials, accept the deduction before class, and understand the teaching environment, especially the educational objects.
Second, reflect on the gains and losses in teaching and write a good teaching postscript.
Teaching postscript is the teacher's experience after teaching a class. What are the advantages of our teaching in one lesson from the teaching postscript? What is worth improving? After teachers have made clear the advantages and disadvantages of their teaching process, they will naturally reflect on what they should pay attention to in the future teaching process. Inherit what? Abandon what? So I won't worry about my poor teaching level. Because our teachers grow in reflection and improve in reflection. Therefore, it is necessary to write a good teaching postscript, which is of great help to our research and teaching.
Third, always pay attention to students, so as to learn and teach.
Students are the subject of learning, teachers are the subject of "teaching", and teachers play a guiding role in the teaching process. Therefore, the teaching content of our teachers should be decided according to the specific situation of students, and we should not blindly design the teaching content based on subjective feelings, thus leading the whole classroom. Our teacher should serve the students. If our teaching is divorced from students' learning reality, students will lose interest in our teaching content, which will greatly dampen their enthusiasm for learning. How can students improve their academic performance if they have no enthusiasm for learning? In short, in the future teaching process, we must be student-oriented and learn to teach.
Fourth, strengthen the exchange of ideas and build a harmonious and equal relationship between teachers and students.
The exchange of ideas can bring people closer together. Everything between people comes from communication, and only communication can bring people closer. Teachers are the guiding lights for students; Is the person that students trust most; Is the most dependent person for students. The direction of students' ideological development mostly depends on teachers. If teachers can give students good guidance and help, students' thoughts may develop in a good direction. If teachers don't give students good guidance and help, then students' thoughts may not develop in the direction we hope. From this point of view, only when we teachers always pay attention to students, understand students, exchange ideas from time to time, touch students' hearts, and be students' mentors can we realize the real harmony and equality between teachers and students.
Fifth, seize the classroom opportunities and cultivate innovative ability.
It is the responsibility of every middle school Chinese teacher to cultivate students' innovative ability. The spark of students' innovative thinking is often found in an instant. As teachers, we should always seize the opportunity, guide scientifically, help them find the spark of innovative thinking ability, let them experience the happiness of innovation and success, and encourage them to dare to innovate, be willing to innovate and be accustomed to innovation in their future study and life. Only in this way can the students we train not be eliminated by society; In order to be based on this complex society; In order to adapt to all kinds of fierce social competition.
To sum up, Chinese teachers in middle schools in our new era can control their Chinese classes at will only if they meet the above conditions, and truly realize the "optimization of education and teaching process". Finally, I will improve my teaching quality and let myself work and live happily.
Reflection on Chinese Classroom in Junior Middle School (Ⅱ)
The new round of Chinese curriculum reform needs teachers to change their accustomed teaching methods for many years and establish a brand-new educational concept. This is a thorough baptism for each of our teachers. How to teach and use new textbooks well and promote the new curriculum reform is an opportunity and challenge for every Chinese teacher. As the use grade of new textbooks, the Chinese language group of Grade 7 in our school has made some achievements by studying hard, exploring boldly and practicing bravely under the guidance and help of school leaders and Chinese teachers of other grades. Our main methods are:
First, take various forms to implement training and learning.
Teaching and research in our school adopts the combination of short-term training and long-term learning, centralized learning and autonomous learning, pays attention to school-based training, and studies regularly every week, so that theoretical learning becomes the internal demand of teachers and the unexpected and generative problems in teaching can be solved in special seminars. The school creates conditions, sends young teachers to Wuhan and other places to participate in seminars on new curriculum reform and training on new curriculum standards, and invites municipal and district teaching and research staff to teach at the school, trying to present the most cutting-edge educational and teaching concepts to front-line teachers and solve practical problems in a targeted manner. Through this series of means, the new curriculum concept permeates teachers' teaching behavior and changes the traditional teaching mode.
In the teaching concept, we should change from "teacher-oriented" to "student-oriented". The main body of classroom teaching is students, and teachers are participants, organizers and guides of teaching activities. In teaching, it is necessary to accurately grasp the role orientation of teachers and students, adhere to the principle of taking students as the main body and taking students' development as the foundation, so that students can truly become the masters of the classroom. Fully tap students' potential and relax students' personality. In the teaching process of the first volume "Oral Communication-This is Me", we set up a growth notebook to let students write a true self and "introduce themselves", which fully demonstrated their personality. After that, everything is a mental journey of growth. For example, when studying the ideal, combining the famous sayings and aphorisms after class, let students write their own mottoes in the notebook, which not only gives students a passionate me, but also allows students to subconsciously accumulate a lot of knowledge. For example, when we study Deng Jiaxian and Beethoven, let the students talk about their idols, why they worship him, and what kind of people they want to be. Encourage students to set up lofty ideals from an early age, aim high and be an ambitious person.
Second, in-depth collective lesson preparation, focusing on teaching reflection
Teachers are participants, organizers and guides in teaching activities. They should respect students' individual experience in the learning process and realize students' "autonomy, cooperation and inquiry learning", and collective lesson preparation is an important way to achieve this goal.
In this year's curriculum reform experiment, we fully reflected on the disadvantages of preparing lessons in the past. On this basis, we reformed lesson preparation and formulated a new lesson preparation method of "collective lesson preparation, mutual cooperation, resource sharing and individual addition and subtraction". Among them, collective lesson preparation is the premise of resource sharing, and individual addition and subtraction is the guarantee to reflect teachers' personal creation and the characteristics suitable for students in different classes. Through discussion, we have formed the following opinions on the new way of preparing lessons: First, in the form of preparing lessons, we advocate a certain format but avoid "formatting". Pay attention to the basic ideas of design teaching. Second, teaching design needs students' subjectivity. Pay attention to students' learning methods, respect the diversity of students' thinking, and stress the effectiveness and creativity of teaching plans.
Teachers prepare lessons for each unit, then concentrate on summarizing, discussing and revising, and form a set of detailed cases with collective wisdom. On the one hand, it lightens the burden of preparing lessons for teachers, on the other hand, it frees up more time and energy for teachers to study teaching materials, guide learning methods and coach students. It is accompanied by a series of lecture design, seminars and evaluation, as well as interactive seminars to solve problems and teachers' teaching reflection. The school has done a lot of work in this respect and held corresponding competitions. For example, the just-concluded Basic Skills Grand Prix for Young Teachers in the Middle School Department, in which young teachers showed their elegance from lectures, lectures, lesson plan writing, on-site evaluation and other aspects, showed the high teaching level of young teachers in our school, and effectively promoted the process of new curriculum reform in our school. According to the school regulations, all teachers must write their own teaching experience after each class, and reflect on themselves through self-reflection, in the form of reflection diary, preparing lessons after class, growing up autobiography, learning through theoretical study or comparing with theory. Through communication with others, process observation, student feedback and expert consultation. Engage in teaching with a research attitude, reflect on teaching from a research perspective, improve teaching with the results of reflection, and emphasize the importance of after-class reflection. The school also regularly checks and evaluates teachers' after-class reflection, and publicizes the evaluation level throughout the school.
Third, reform classroom teaching and pay attention to knowledge accumulation.
Teaching is not only a kind of narration, but also a kind of experience, inquiry and feeling for students. The new curriculum standard points out that Chinese teachers should attach great importance to the development and utilization of curriculum resources, creatively carry out various activities, enhance students' awareness of learning and using Chinese in various occasions, and improve students' Chinese ability in many ways. In the process of teaching, we put forward the theme activity of "reading, accumulating and improving" and take various measures to make use of Chinese resources in our lives. Such as "a wonderful three-minute speech before class". It can be what students see, hear and feel, or it can be extracted from meaningful articles they appreciate. Train one person in each class, please speak and benefit from it. After long-term persistent training, students' observation ability, thinking ability and expression ability have been obviously improved, and the overall level of students' composition has also been improved accordingly.
Accumulation is the key to learning Chinese well. Guo Moruo said, "The money in the chest depends entirely on throughput and pen opening." Accumulation is the process of internalizing language materials into personal language reserves. We ask students to pay attention to accumulation in daily life, either freely or according to the arrangement of teachers. Students on duty copy and write a poem, a famous saying, a set of beautiful sentences or other contents in the column of blackboard newspaper every day, and recommend books such as Readers and Middle School Students' Books to students, regularly guide students to read Chinese and foreign famous works and comment on current events in time. Improve students' Chinese learning ability and sense of social responsibility in classroom and school environment. Create a humanized Chinese learning environment, stimulate students' emotions, and reflect students' accepted personality. The "comprehensive study" of each unit embodies this point well. Chinese comprehensive learning is the process of students' autonomous learning. The purpose of setting up comprehensive learning in the curriculum standard is to change the learning style of students who simply accept teachers' instructions, to build an open learning environment for students, to provide multi-channel and multi-level practical learning opportunities, to cultivate students' innovative spirit and practical ability, and to truly realize the fundamental requirement of "human development". For example, in the theme research activity of "Exploring the Mystery of the Moon", the teacher first asked the students to put forward small research topics about the moon according to their hobbies, so a series of sub-topics, such as "How much do you know about the moon", "Couplets and riddles about the moon" and "Legend of the moon", were produced, and the students took these topics into the research with great interest. Some students and several people are studying the same subject. You check the information online, I borrow books from the library, and he is responsible for sorting out the information, both of which are well done. Some students cooperate with their parents to study, and at the same time let their parents update their educational concepts. When learning the poem "Fish Fossils", students were asked to collect information about fossils themselves. The results brought by the students are unexpected: pictures, excerpts from papers, articles, poems, and even some students moved to their own encyclopedias, which shows the students' expectation and enthusiasm for the activity class. According to their own interests, students in the comprehensive study course "Yellow River, Mother River" are divided into "Yellow River History Group, Yellow River Poetry Group, Yellow River Legend Group and Yellow River Environmental Protection Group". Collecting materials and summarizing them reflect good self-study ability and students' collective wisdom.
Complementing the long-term comprehensive study class are some small activities. For example, a textbook-style drama, like Ugly Duckling, students make their own cartoon masks, design their own lines, write their own scripts, direct their own, and be serious; There are also psychological interviews with the characters in the text. Students study the text, experience the inner world of the characters in the text, act as the host, make inner monologues for the characters in the textbook, and reflect their spiritual world in them; Organize students to write handwritten newspapers, and cooperate with them by themselves, interview, typeset, match and distribute, which fully demonstrates their abilities. Through this series of activities, students are guided to use theory to analyze hot issues in life, get in touch with real life and expand their knowledge horizons.
Fourth, develop modern information technology resources to provide support for the new curriculum reform.
Our school firmly grasps the three supporting points of modern information technology, namely hardware construction, software development and software development, and strives to develop modern information technology resources, which provides strong support for the smooth implementation of the new curriculum reform.
In Chinese teaching in middle schools, the efficiency of Chinese classroom teaching can be improved by properly using audio-visual education means and making multimedia courseware. The multimedia courseware is vivid and intuitive, integrating pictures, texts, sounds and images, which is convenient for presenting words on another plane and helping students understand. For example, the differences between Chinese and Western paintings in the course of Bamboo Shadow are elusive, but when the multimedia presents two groups of Chinese and Western paintings with their own characteristics, such as Zheng Xie's Bamboo Stone Map and Cezanne's Still Life, everything is self-evident, and the students naturally sum up their differences under the guidance of their teachers. The introduction part of the courseware "Watching Dance" just introduces Indian dance videos to let students appreciate exotic customs. The description of Ms. Bing Xin in this paper is full of expectations. The courseware "Shenzhou Grand Stage" has further played the role of a display platform: all kinds of faces and voices make students marvel and get the message. In the courseware Ode to the Yellow River, the Hukou Waterfall of the Yellow River moves the universe and the momentum of the Yellow River chorus Tuna Mountains and Rivers makes the soul of the poem suddenly appear in the big movement.
Every step of teaching under the new curriculum standard needs to be explored and summarized. There are still many questions to be clarified. For example, the implementation of the new curriculum "double basics", the grasp of teaching evaluation, and the role of our curriculum content in the formation of students' quality.
Rivers are thousands of miles away, and there are clouds in Wan Li. Chinese is everywhere. As a Chinese teacher, let students fall in love with Chinese, because Chinese is a magical and beautiful subject, and they learn Chinese happily. Let life enter Chinese and describe life in Chinese!
Reflections on junior high school Chinese lectures (3)
Thank you very much for giving me such an opportunity to communicate with you. For Chinese teaching, I am a novice, I hope everyone will take care of me.
What should Chinese teaching look like and what should it be based on?
If the teacher has something to listen to, he definitely needs "interaction" and "layers of questions". From the teacher's "clever questions" to the students' "wonderful answers", what can trigger the climax is a good class!
If students listen to interesting things as the standard, it is understandable that romantic things cater to students' interests, because students often have the final say.
If the score of the senior high school entrance examination is taken as the standard, no matter how advanced and brilliant the theory is, no matter how fancy the teaching is, it will only be a flash in the pan. It's a good thing to get high marks in exams, and it's a good cat to catch mice!
Obviously, we can't talk about students' grades. Today, let's talk about "catching mice" and how to be a good cat.
Since I joined the work, I have held many performance analysis meetings. It seems that what leaders say most is: managing results. I won't comment on whether this sentence is right or not, but I do have some doubts: some classes are far ahead in exam results, but their exam results are in a mess. Some classes have poor exam results, but their exam results are among the best. But some classes do have good management and teaching effects. From this perspective, management and teaching can't be said to be unrelated, but they do have a certain relationship. So what is the core point of their relationship? I think it is a mental state of students' study and a good learning environment created by the class. Mentally, I thought of the TV series "Bright Sword". I believe many teachers have also seen it. I like watching this TV series, especially the sentence: Ancient swordsmen meet each other in a narrow way, no matter how powerful their opponents are, even the best swordsman in the world should show his sword when he knows he is dead. Even if you fall under your opponent's sword, you will still be defeated. This is the sword spirit. The sword spirit mentioned here is the soul of Li Yunlong's army! As Jianfeng pointed out, invincible! We don't need our students to fight to the death with others, but do our students need a spirit when they study? Does our class need a kind of soul support? Let's talk about the environment again Let's start with a simple example: we often visit other people's homes. When the host opens the door, if the floor is clean, the first reaction should be to take off our shoes. If we see rubbish all over the floor, we must go straight in. If you take off your shoes again, there is only one situation. Our heads are flooded. Let's start with a common phenomenon: when I was in college, there were six people in a girl's dormitory and five people were dating. Two things will only happen to another girl: first, she is going crazy and can't stand it, because every girl is talking about how handsome she is. How to be considerate? The second situation is: find a boyfriend immediately the next day, and the requirement will be simple: as long as it is a man. Having said that, I just want to explain one problem: the influence of environment and atmosphere on people is very important. This shows that the learning environment and learning atmosphere of the class are very important in class management, rather than students withholding clothes to get grades. As for how to create a good learning atmosphere? I don't know, either. So this question will not be discussed.
Let's talk about some specific practices in teaching:
First, carry out hierarchical teaching to the end. Here I will focus on the hierarchical design of homework. I think the students in the class can be divided into four groups: ABCD. Group A students have no homework. They can read novels and do their homework in other subjects during their evening breaks in China. They are absolutely free. I absolutely believe in their initiative in learning and what they have mastered in class. What we can do is give them some books. Students in Group B usually do their homework mainly by reading and writing. Students in Group C mainly attend classes in classical Chinese, reading and ancient poetry. Group D students only need to translate ancient poems and copy classical Chinese. If the students in Group D get 50 points, I will be happy 10 more days. Of course, in addition to these four groups, there may be special groups in some classes, and their grades are relatively stable, generally at 5- 10. They are "high IQ" students, and we really can't teach them. We really don't want to give up, but there is nothing we can do.
Second, give students more class time. Let's start with a fact: last Wednesday, under the wise leadership of Mr. Shu Zaoxia, we held a very successful performance analysis meeting of the preparatory group. We didn't take turns to say anything according to the previous meeting obligations, but each teacher spoke freely and actively participated in the discussion. In a relaxed atmosphere, we put our doubts and even good suggestions out for discussion and analysis. It should be said that each of us has benefited a lot. When I got back, I was thinking: Can we create a relaxed atmosphere in class and spend more time for students to exchange and discuss? There is a saying in American education circles, "Tell me, and I will forget; Analyze it for me, I may remember it; If I am involved, I will really understand. " I regard it as the purpose of my teaching. A class lasts 45 minutes. If we keep talking, will you be tired? The answer is undoubtedly yes. Throughout the class, we are thinking hard and will unconsciously say the key points and difficulties. What about the students? This is not clear. Maybe we think we've said all we need to say, so it should be no problem. Maybe it's just us comforting ourselves. Maybe it's just that we're trying to make ourselves feel relaxed.
Third, talk about an old topic: interest. The sentence "Interest is the best teacher" is really reasonable. I have told students countless times that if you are interested in Chinese because I teach you Chinese, you should accumulate it yourself, take the initiative to read and write. Then my purpose has been achieved. It is common for students to be interested in this subject because of their teachers. I often regret it: because my math teachers from primary school to high school are all male teachers aged 55 to 60, which stifles my interest in learning math in the cradle. If you change to a young and beautiful female teacher, then maybe the math scores in the college entrance examination will not be so "shameful". Generally speaking, to make students interested in our Chinese subject, we must make them interested in us. So I think we should talk to the students about something else in the first three minutes of a class to close the distance with them. If the students see us, they will give us a lesson. No matter how busy our class is, no matter how talented we are Sorry, they don't catch a cold. They just want to finish class early and go to the dining hall, or think about when and where to beat us up during the whole class.
Fourth, let "cultivating students' good study habits" no longer become an empty talk.
Focus on it here. I believe everyone will think that students' writing is not very important, but very, very important. Some time ago, I suddenly found that the top liberal arts students in many provinces are all girls. This is actually a very interesting phenomenon, which may have a lot to do with their writing. In fact, many clever boys are particularly outstanding in science, but it is handwriting that can compete with doctors. The dragon and phoenix dance is beautiful, but it's actually messy. In order to make the marking teacher burn less grass, it is necessary for us to remind students to write neatly n times. It is also a trend to offer calligraphy classes from the first day of junior high school. Of course, students in Grade Three can recite two ancient poems three minutes before morning reading. There is only one requirement, and the handwriting is neat. If you persist for a long time, the effect should be self-evident.
Fifth, let "group cooperation" play the biggest role in homework tracking.
The homework tasks we assign to students need to be tracked in place. Our time and energy are very limited. We must rely on the strength of the group leader. Chinese learning groups in the class can be arranged according to the actual situation. You can work in groups of four and have a team leader. If there are enough China elites in the class, you can also work in pairs, with a team member and a team leader. The team leader must strictly supervise the team members. For example, today's task is to write three ancient poems silently. The team leader must urge the team members to finish and be responsible for correcting the team members. If it is not completed, the team leader must accompany the team members to the classroom for a meeting after class in the afternoon, continue to complete the unfinished tasks, and strive to be clear every day. Resolutely put an end to cheating by team leaders and players. Once found, the teacher was very angry and the consequences were very serious. Or give a week's task, and students who haven't finished it on Friday afternoon will continue to fight in the classroom after school. At the same time, he invited his parents to come to school to stage a new era of "reading with the prince".
Six, rational use of early reading and late repair time.
The morning reading time is 25 minutes, divided into group reading and free reading, or group reading and dictation. The effect may be better. The content of dictation and dictation is still corrected by the team leader. The team leader must feed back the mistakes made by team members to the branch representative. The branch representative must find time to remind and correct on the blackboard.
Students should be given homework during evening self-study. The arrangement of homework can be designed in different levels. Emphasize taking homework as an exam, and maintain a high degree of tension during the exam. The students here are not active in learning. If they don't assign homework, they only have one thing to do in the whole class. Namely: in a daze.
Having said that, the most fundamental thing is whether students have a good learning attitude or are willing to learn. If it is only our teacher's wishful thinking, no matter how many methods and strategies we have, it will be in vain.
Reflections on junior middle school Chinese classroom;
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★ Reflection on junior middle school Chinese lectures
★ Teacher China's class experience
★ Introspection Collection of Junior Middle School Chinese after class
★ How to write a reflection on junior high school Chinese lectures?
★ Experience of learning Chinese in junior middle school.
★ 4 essays on junior middle school Chinese class
★ Reflection after Chinese class in junior middle school
★ Complete works of reflective model essays in junior middle school Chinese teaching
★ Reflection after Chinese class in junior middle school