Reflections on junior high school teaching 1 1. Mathematics teaching can't rely solely on experience.
Learning from experience is something that everyone does and should do every day. However, the limitations of experience itself are also obvious. As far as mathematics teaching activities are concerned, relying solely on experience is actually just an operational activity, that is, a simple repetitive activity that relies on existing experience or applies learning theory without teaching analysis; Take teaching as a technology and automate it according to established procedures and certain exercises. It makes teachers' teaching decisions reactive rather than reflective, intuitive rather than rational, routine rather than conscious.
We can call it "empiricism" to engage in teaching activities, thinking that the information conveyed by our teaching behavior is the same as that understood by students, but in fact this is often inaccurate, because the differences between teachers and students in mathematical knowledge, experience in mathematical activities and social experience make this feeling usually unreliable or even wrong.
Second, rational teaching needs reflection.
A fundamental feature of rational teaching is "professionalism". It is a rational way to take professional ethics and professional knowledge as the basic starting point of teaching activities and strive for the rationality of teaching practice. The key step from experiential teaching to rational teaching is "teaching reflection".
For a mathematics teacher, teaching reflection can be carried out from the following aspects: reflection on mathematical concepts, reflection on learning mathematics and reflection on teaching mathematics.
1, Reflection on Mathematical Concepts-Reflection on Learning Mathematics
For students, an important purpose of learning mathematics is to learn mathematical thinking and see the world from a mathematical perspective. For a teacher, we should also look at mathematics from the perspective of "teaching". He should not only know how to do it, but also teach others how to do it. Therefore, teachers should reflect on the teaching concept from the aspects of logic, history and relationship.
In short, in the face of mathematical concepts, teachers should learn to think about mathematics-prepare mathematics for students, that is, understand the process of its emergence, development and formation; Explain the concept in different ways in the new situation.
2. Thinking about learning mathematics.
When students enter the mathematics classroom, their minds are not a blank sheet of paper-they have their own understanding and feelings about mathematics. Teachers can't regard them as "empty containers", and "instilling" mathematics into these "empty containers" according to their own meaning will often lead to misunderstandings, because teachers and students have great differences in mathematics knowledge, mathematics activity experience, hobbies, social life experience and so on. These differences make them feel different about the same teaching activities. In order to "create" more mathematics learning materials for after-class reflection, a more effective method is to "squeeze out" as many problems in students' minds as possible in the teaching process and expose their thinking process of solving problems.
3. Thinking about mathematics teaching.
Teaching well is essentially to promote learning well. But can we meet our wishes in the actual teaching process?
When we were in class, marking papers and answering questions, we thought we had made it clear and the students were inspired to some extent. But after reflection, we found that our explanation was not aimed at students' original knowledge level, and fundamentally solved students' problems. We just want them to solve a certain kind of problems according to fixed procedures. Students may have understood at that time, but they didn't understand the essence of the problem.
Reflection on junior high school teaching 2 Chinese ability is the basis of life, study and work, and writing ability is the comprehensive embodiment of Chinese ability. As a Chinese teacher in middle school, I clearly know that the important task of composition teaching in middle school is to let students master the writing ability of three styles and practical writing, and the level of composition reaches the required level to meet the needs of further study or employment. However, when it comes to the implementation of composition teaching, teachers are often speechless, especially middle school teachers in mountainous areas. It is difficult for students to learn and write. Composition teaching faces many difficulties.
One of the dilemmas: from textbooks.
First of all, the long-term fixed influence of the original nine-year compulsory education junior high school three-year six-volume Chinese textbooks. It has six textbooks, each with eight units and about 30 lessons. However, writing knowledge and training points are scattered after reading or text analysis, lacking basic individual training such as fragment and gradual composition training. Generally speaking, it is obvious that stress and light writing, writing depends on reading.
On the second hand, the introduction of writing knowledge in the textbook is simple, the distribution of composition training points is scattered, and the connection between points is loose and weak; Lack of specific writing teaching examples, teaching reference materials, teaching plans and other reference books,
Third, the writing training is small. In the third grade, only 24 or 5 times of composition training were arranged in the textbook, and some composition training appeared repeatedly. The training of "feeling after reading" appeared once in the fourth, fifth and sixth volumes respectively, accounting for one-eighth of them. Teachers' teaching habits for many years have formed their thinking patterns and practices, and now they are more and more unsuitable.
The second dilemma: from the teacher.
First of all, teachers suffer from the lack of composition teaching materials, and it is not enough to rely on short composition guidance after the unit. As a result, it is difficult for teachers to prepare lessons and teach compositions. Therefore, composition teaching is flexible, giving lectures more or less, or even not giving lectures. Only the composition topic and writing requirements are written on the blackboard, and the whole class time is reserved for students. This kind of random, spontaneous and disorderly composition teaching, with low knowledge content, often fails to achieve the expected teaching purpose. Secondly, the original junior high school Chinese syllabus stipulates: "Write no less than eight times each semester, and conduct regular segment training." Because the composition is difficult to teach, teachers dare not change it, and often have to train for eight times. How can such a small amount of composition training improve students' writing ability? Thirdly, most teachers pay more attention to reading class and despise composition class. Each semester is about twenty weeks. Most teachers are just diligent about the text. But reading and writing are separate. In addition, writing training twice a month accounts for two or three class hours, and composition evaluation and lectures including two unified exams in one semester only account for about 20 class hours. The serious imbalance in composition teaching is the direct cause of students' poor composition ability, and it is also one of the reasons for students' difficulty in composition.
The third dilemma: from students.
Most students are afraid of writing for the following reasons: students in mountainous areas live a narrow life, ignore the observation of life and have little material-there is nothing to write about; I have not mastered the basic knowledge of writing and the methods of examining, conceiving and planning articles in various styles-I can't write; Low cognitive ability, thin language vocabulary, low driving language ability-poor writing; These are the "three difficulties" of students' composition in mountainous areas, which naturally include students' own factors, as well as teachers and teaching materials.
In short, in the face of all kinds of situations, composition teaching in mountain middle schools is really difficult. So, how should we get out of the predicament? Finding a way out is an unavoidable problem and a responsibility that Chinese teachers must face and shoulder. To seek a way out from reflection, we must face up to the above-mentioned problems that have got us into trouble and seek countermeasures.
First, the composition textbook is in the text.
It is not enough for teachers to rely only on the composition training materials after the unit to give lectures. The composition textbook is flawed, and it will always be flawed for students of different levels. So where is the way out for textbooks? The way out for teaching materials lies in the text. The key lies in the teacher, who should be clear about the tasks and standards of composition training every semester and make a detailed composition plan in combination with the students' reality. Then teachers use reading teaching to guide writing and combine reading with writing. Reading is the basis of writing, paving the way for writing. Choose an appropriate and typical text as an example of writing and learning, and the object of imitation will guide students according to the content and characteristics of the selected text: how to have characteristics at the beginning and end, how to describe vividly, richly and delicately, how to demonstrate convincingly, etc. These texts are good teaching materials for our composition teaching. The key is that teachers make good use of it and use it skillfully. Secondly, we should combine the content of composition training, make up some specific and systematic knowledge of writing theory, and overcome the shortcomings of composition teaching materials.
Second, improve the effectiveness of the composition guidance course.
In view of the randomness, uncertainty and low knowledge in composition class, enriching the content of composition class and improving the effectiveness of composition guidance is its way out. Formally speaking, teachers can design various classes according to the content of style, such as beautiful paragraph appreciation class, fragment practice class, material evaluation class, picture reading class, reading activity class, composition discussion class and so on. According to different training purposes, teachers can determine the focus and requirements of composition learning from different angles and enrich them. From the content, we should improve the guiding effect and training effect of composition class. Clear training items, objectives and requirements should be put forward in each class. Even if it is the most basic arrangement to practice writing, we should also do a good job of pre-writing guidance and post-writing comments. Insist on lectures with content, training with key purposes and targeted comments, strengthen the guiding significance of composition class and improve the effectiveness of composition teaching.
Third, help students solve the "three difficulties" problem.
"Nothing to write", "Can't write" and "Can't write well" are the three major problems of students' composition. In order to give students something to write, Chinese teachers should be good at guiding students to use school life materials, such as school meetings, literary evenings, outdoor activities, extracurricular reading activities and so on. Encourage students to pay attention to people and things around them, participate in life, talk with relatives and friends, read more books, read newspapers and watch TV, care about society from different angles and understand social changes. Try our best to broaden students' social knowledge, accumulate life materials, and have substance in words to create conditions for solving the problem of "nothing to write". In addition, teachers should use their brains to put forward or open topics suitable for students' lives to help students have something to write. Second, "can't write" is the most prominent problem among students. How to write a vivid narrative; How argumentative writing makes sense; Write an explanatory article, how to make it clear, etc. These are puzzles that students can't write in their hearts. Therefore, it is necessary for teachers to gradually solve doubts and doubts, and carry out special training for students in various aspects such as examination of questions, conception and fragment writing. It is necessary to teach students some methods and skills of basic writing knowledge of various styles, so that students can learn to write. For example, students in grade three review and write a narrative article about some things. Students are usually worried not because of lack of material, but how to arrange the structure of the article and how to organize the number of things. In view of this situation, while guiding the examination, conception and composition of such articles, I demonstrate and teach students to use the basic writing ideas of "citation": seeing (smelling) things, thinking about people, associating memories, seeing (smelling) things and discussing people, summarizing the whole article and revealing the theme. As a result, the students quickly established the theme, and according to this writing idea, they completed the composition well. When training this narrative for the second time, most students know how to use the writing ideas and methods taught by the teacher flexibly and make corresponding changes to the layout. This kind of teaching is a demonstration, but it does not mean that it will limit the development of students' personality and stifle their creative spirit. On the contrary, teachers encourage students to be flexible and innovative on the basis of learning to write. Just like a man, if he is taught to walk first, all roads lead to Rome. Thirdly, in order to solve the problem of poor writing, students are required to study and accumulate vocabulary persistently. Teachers make good use of the teaching of reading a large number of texts, pay attention to the study of words, and guide students to master the stylistic color, emotional color and scope of use of words. We should imitate more vivid sentences. Or practice writing a paragraph for a group of words, and consciously ask students to use the newly learned vocabulary flexibly in writing. Learn to classify and extract, take reading notes, practice fragments, etc. Only in this way can you write well. At the same time, it is necessary to establish an idea among students that the composition is not well written, but improved. The sentence "Surrounded by Chushan" in Zuiwengting Ji was finally changed by Ouyang Xiu's Qi Yi Draft. Students should write well by revising their compositions.
Fourth, pay attention to cultivating and developing students' personality, enrich writing materials and improve their interest in writing.
Quality education pays attention to the cultivation, development and promotion of creative spirit of personality. Our composition teaching must also keep up with the requirements of the times. Quality education is to liberate students' personality and spirituality from the imprisonment of exam-oriented education mode and broaden the width and freedom of students' writing. Let students see the society with their eyes and hearts, experience life, feel the truth, goodness, beauty, falsehood, ugliness and evil in life, and then express their true feelings with their hearts, so that life will be enriched and writing materials will be enriched. Teachers, on the other hand, renew their ideas, throw themselves into the tide of education, combine students' psychological characteristics, capture their enthusiasm and excitement for life, implement composition teaching, stimulate students' emotions, put them in situations, let them have something to write, love to write, and make students' interest in writing become active, so that the way out for composition teaching will be found.
In a word, composition teaching in mountain middle schools is really in trouble, which is a long-standing problem for Chinese teachers. To the point where we must reform and innovate, our junior middle school Chinese teachers shoulder an unshirkable responsibility. Let's face, reflect, explore and practice hand in hand. The way out of the dilemma will surely be found by us, and the flower of writing will surely be captured by us.
Reflection on junior high school teaching 3 people always see their maturity in the process of aging, but I am not aging, so I should be immature. However, until now, I think I may still be a layman in composition teaching. I often say to my colleagues: what makes people feel a little overwhelmed is composition teaching. When I said this, I just looked honest and helpless.
Perhaps, writing stems from an impulse, that is, passion is the driving force of writing. Passion determines whether a student can write. For example, many students often find some learning tips in the process of learning. If you communicate with your classmates, you can at least inspire your classmates and improve your own methods, but only a few can really do it. For example, our master often says that after a teacher has finished teaching a text, he often has some new ideas or explorations. If they can write it down and stick to it, they will make great progress. I was a little surprised to hear him say this, because for me, there is still some passion before class. After two classes, except for occasional instant reflection, I am generally relaxed and lazy, so I have been crawling like a snail. The reason is not necessarily that they can't write, nor that we can't write, but that we need to write unconsciously, that is, we have no writing consciousness. Without consciousness, what about the passion and impulse of writing?
The urgent task is to cultivate writing consciousness, or writing enthusiasm. There is a desire to write, but there is no specific life to rely on. This passion is just an impulse with no realistic basis. Only based on reality and life can we write wonderful articles. Literature is born of emotion, emotion is born of sadness and joy, and sadness and joy are born of dealing with chaos. The depth of a person's life determines whether he will have passion for writing. If Mr. Lu Xun didn't have a real experience of social life in old China, a hard exploration of the causes of many contradictions and ills in China society, and a strong sense of social responsibility to change this situation, he would never have picked up a pen to transform the society. The reason why all writers want to go deep into life and experience life is not only to accumulate materials, but also to feel the pulse of life, let life collide and stimulate their writing passion.
I think I have reversed the viewpoint of "Japanese writing is better than composition" put forward by the late educator li jinxi in China. Japanese writing is a kind of self-cultivation diary and reading notes. My Chinese teacher has always praised Zhou Ji (or Diary) as a variant of it, and it seems that we also need such theoretical support. I have always believed that weekly diary (or diary) should be a platform for students to try various narratives: in content, anything can be written; Formally, narrative description and lyrical discussion are optional. Once this kind of writing without mental pressure and grammatical scruples becomes a habit, there will be a qualitative leap under the continuous accumulation of quantity. Many great writers have the habit of writing Japanese letters, which not only improves their writing skills, but also creates many literary works on this basis.
Harvard has a famous saying: thought determines behavior, behavior forms habit, habit forms character, and character determines fate. In our composition teaching, we should vigorously advocate and urge students to write weekly diaries (or diaries) continuously to write freely, so that students can develop the habit of expressing their thoughts in words, which will help them find and capture some events in life that may cause thinking or controversy. If you have something to say, you have the urge to write. At first, I tried to express my feelings in words, but I may not be able to express what I think and say accurately. This phenomenon of words failing to express their meaning is only because I am not familiar with words. Stick to it until you are familiar with the text and familiar with it. Writing is really a trivial matter. Our admiration for writers largely stems from what they said or said what we wanted to say. When expression becomes a need and a consciousness, if we students can write with our passion, we will certainly be able to play the strong voice of the times. Of course, it certainly needs a hard transformation process, just like becoming a pupa of a butterfly, but we should look forward to the appearance of those beautiful butterflies, which will give us a colorful world.
In the process of writing teaching in junior high school, I found that students are very tired of learning to write. There are many complicated reasons for boredom. But in analysis, the root cause is still on teachers. The direction and degree of students' hobbies are often determined by teachers' high level of knowledge, fine skills, proper occupation, correct products and strong sense of responsibility. Therefore, to solve students' boredom, we must first start from the teacher.
(1) Dedication and wonderful teaching.
We should carefully study the teaching materials, design the classroom links, and strive to make every class wonderful. Let students feel that it is a pleasure to listen to the teacher's analysis of the composition or text, and use their professionalism to infect and guide students. Exquisite art and noble character are attractive in themselves. Over time, students will gradually develop interest in literature and writing in this atmosphere.
(2) the teacher went into the water and appeared.
Practice speaks louder than words. The teacher's every move is more convincing and infectious than a thousand words. I didn't do this well enough, and I'm going to make up for it in the future teaching.
(3) Typical guidance and positive encouragement.
Encourage and praise students more, and don't say anything that blows and dampens students' enthusiasm and self-confidence; Don't do things that hurt and dampen students' enthusiasm and self-confidence. Insist on finding more critical essays from students' compositions, not seeking perfection, but seeking originality, and strive to make most students' compositions have the opportunity to be selected for essays every semester. At the same time, pay attention to cultivating writing lovers among students.
In short, with the deepening of curriculum reform, the requirements for Chinese teachers are more strict and comprehensive. Teachers need to have rich cultural background and good professional ethics, as well as love for education and sincerity of students. It is hard to imagine that a teacher who is indifferent to real life and students will write sincere works and cultivate talents with noble character and excellent quality!
Therefore, in the future teaching, I will practice writing with students to improve my thinking.