Reflections on high school Chinese teaching (general 6 articles)

As a people’s teacher, we must grow rapidly in classroom teaching. Our teaching experiences can be summarized in teaching reflections. How should I write my reflection? Below are my carefully compiled reflections on high school Chinese teaching (6 general articles). You are welcome to read them. I hope you all like them.

Reflection on High School Chinese Teaching 1

Confucius said: Learning without thinking is wasteful. The same goes for teaching. If you blindly teach without thinking, you can only be led by books, and you will be burdened by books and confused. Therefore, for teaching to be mutually beneficial, reflection is essential. This semester, I mainly served as the Chinese teaching work for two classes in the second grade of high school. Looking back on the work during the semester, it triggered a lot of thoughts.

1. The biggest difficulty students face in learning - how to improve their language skills

Gardner, the famous American educator and psychologist, divided human intelligence into eight different types. form of expression, and language skills (language application ability) are at the top of the list. This shows how important the development of students' language intelligence is in the eyes of educators. However, a strange circle that has formed in school teaching for a long time is that teachers and students in schools use and practice Chinese every day, but the subject with the least sense of achievement is Chinese. Not many students dare to say that they are good at Chinese, and not many Chinese teachers I dare to say how well I teach Chinese. The reason is that the improvement of Chinese language ability depends on a basic problem, a problem of long-term accumulation of language materials. A person's lack of language will inevitably lead to poverty of thinking; and poverty of thinking will inevitably affect the improvement of learning ability. In the two classes I led (Class 073 and Class 075), the students' lack of language materials was very prominent, especially the science class Class 073. They are more active in class, but spend most of their time studying other subjects after class. Therefore, they have not accumulated enough Chinese knowledge and their Chinese ability is not high. How to effectively improve students' Chinese ability has become the biggest problem for students in learning.

2. The biggest difficulty for teachers in teaching - how to effectively strengthen accumulation

Whether it is thinking or language, it must be enriched by accumulation; language ability is made up of countless bits and pieces A collection of tiny bits of knowledge. Chinese learning is a process of "gathering sand into a tower". Therefore, how to effectively strengthen accumulation is a top priority in Chinese teaching. This is also the biggest difficulty in Chinese teaching. Many people may not understand this and think that it is just memorizing famous sentences and articles and accumulating words. What's so difficult about it? In fact, the accumulation I am talking about here does not mean memorizing some famous sentences and words by rote. The real accumulation of Chinese language is richer in content, including not only words and famous sentences from ancient poems, but also the students’ personal feelings and experiences. Emotional experience can stimulate interest in learning. Only when the content of interest "comes in and out" freely in the memory can we learn and use it. Only by learning and applying it can we provide continuous motivation for reading and writing, form a virtuous circle, and achieve improvement. The purpose of language proficiency.

3. Take measures to face difficulties

In response to the above teaching problems, I have mainly taken the following measures:

First, lay a solid foundation

Copying of words and sentences and accumulation of writing materials. As soon as this semester started, in the goal positioning and ideological mobilization class, I made clear requirements on how to improve students' Chinese foundation. I asked students to prepare two homework books, one for copying new words that appeared in the textbook, and one for copying new words that appeared in the textbook. It is used to copy famous sentences, beautiful articles and writing materials. Students are required to submit it to the teacher for review once a week. There are two purposes for doing this. One is to improve students' writing skills, and the other is to consolidate students' Chinese foundation.

Secondly, strengthen reading.

The new Chinese language curriculum standard requires students to start from effective reading of texts. This is respect for the reading subject-students and also follows the rules of reading. Mr. Ye Shengtao once said: "The course of Chinese is to learn the ability to use language." Therefore, in classroom teaching, we must firmly grasp the language and characters of the text, highlight the "Chinese flavor" of Chinese teaching, and through the understanding of language and characters "read", "read" repeatedly, and then gain insights and experiences from "reading" to improve reading ability. This is effective reading text. Only in this way can real reading effects be obtained.

Therefore, in the classroom reading teaching this semester, I paid special attention to leaving as much time as possible for students to read the text, and asked myself to "wait to start teaching, wait to enlighten" to improve the effect of reading teaching. Chinese language learning is a process of experience and immersion. It cannot be fast-paced. Students must maintain a quiet and peaceful state of mind, so as to ensure independent reading of texts and independent thinking on issues.

Once again, recharge yourself.

“If you don’t study for one day, you will fall behind; if you don’t study for three days, you will be ignorant.” Today, with the endless emergence of curriculum reform concepts, teachers’ self-study is extremely important. To be able to teach, a teacher must first be able to learn. I am well aware of the importance of teachers' self-study in the entire teaching process. Therefore, in addition to intense teaching, I have adopted a variety of different ways to learn. For example, understand the latest teaching concepts and college entrance examination trends; actively learn from other teachers and learn from each other's strengths; make full use of high-quality online resources in "School Vision" for learning, etc. Especially for the "School Vision" learning resources ordered by the school, I dare not say that I use them best, but I am sure that I learn the most. At the same time, I also hope that the school can continue to open the "School Vision" learning resource for us, so that our teachers can keep pace with high-level education.

4. The focus of teaching in the future

Students are growing older and their knowledge is constantly accumulating. As a Chinese teacher, the top priority is to cultivate their good reading habits and methods, and prepare them for reading. Improving their reading ability and laying a good foundation can enable students to gain rich and unique spiritual experience from the text and truly feel the charm of the text language. Therefore, how to find a practical and effective teaching method to enhance the accumulation of students' feelings and emotional experience, so that they can find the source of living water and bring clear springs to Chinese learning, has become the focus of future teaching work.

After learning, you will realize your shortcomings; after teaching, you will realize your difficulties. Teaching is a never-ending art. Reflection in teaching and growth in reflection. I hope to continue to communicate and discuss with colleagues in future teaching practice. Reflection on Chinese Teaching in High School 2

The autumn college entrance examination is over. The Chinese scores of the two liberal arts classes I taught exceeded the city’s average score. It can be said that this is the final reward for my hard work over the past year. Good reward. Looking back on the teaching work over the past year, I feel that there are both strengths that should be carried forward and shortcomings that should be improved. Let’s talk about this below.

Let’s talk about the strengths first:

1. Care for students, be approachable, and let students “get close to their teachers and believe in their teachings.”

Perhaps, I am a teacher who is not born to be strict. When students see me, I am always smiling, smiling or even laughing. A student once said to me: "You are recognized as the most nurturing teacher among all our teachers. You have never lost your temper with us!" I used to worry secretly that students would not be afraid of me and not study my Chinese language well. ?

The facts over the years have proven that my worries are unnecessary. Students are very close to me. There are often students who I have never taught before who take the initiative to greet me very affectionately. Students from other classes often come to me to ask questions or ask me to correct their essays. I think that the reason they greeted me and found me must be related to the publicity of my own students. In the eyes of the students, I should be a teacher who is easy to approach and can help them. Being close to the students makes my teaching work very smooth. In the classroom, no student will not answer a question because he is afraid of being reprimanded for answering incorrectly. When some students have problems, I will analyze them patiently and carefully until they are convinced. In this way, students will have a deeper understanding of the problem and their memory will be very deep.

2. Pay close attention to both basics and set strict requirements so that students can lay a solid foundation.

I am not a strict teacher, but I am a teacher who has very strict requirements on students. This is manifested in several aspects:

(1) There is not much homework in normal times, but the remaining ones must be completed with high quality.

My students all know that if an assignment is not completed, I will keep chasing it; if the assignment is not of high quality, it must be redone. Especially for winter and summer vacation homework, I will not keep a lot of homework, but after school starts, I will carefully check and mark one by one, and redo the unqualified ones.

(2) The pronunciation, font shape, recitation and other contents must be passed one by one.

For these basic knowledge, I will use various methods to check. Every student must check it personally. It is difficult to get through.

Moreover, I lead by example. I can memorize content that students are asked to recite, and I can also recite content that is not required of students. Students who want to take advantage of me often ask me to recite articles or poems in public, saying that the teacher will recite them. I have never made it difficult for students. I think this is a basic skill for teachers. If the teacher cannot do it, how will the students be convinced?

(3) The compositions should be reviewed face-to-face as much as possible, so that students can have individual and unique gains.

In my usual composition teaching, I insist on giving students face-to-face reviews so that students can have a good idea of ??their composition situation so that they can use their strengths and avoid weaknesses in future writing. After the major exam, I will give students a detailed analysis of the reasons why each of them scored or lost points, put forward suggestions for improvement, and let them revise to promote the improvement of their composition. Although this is time-consuming and labor-intensive, it is very effective and every student will gain something. ,

3. Pay attention to the teaching of learning methods, allowing students to improve their methods and make progress.

In class, I often teach students the learning methods I have learned or figured out by myself, allowing them to choose a method that suits them. It is emphasized that learning must be scientific and not exhaustive. For example, I ask students to frequently review what they have learned, because reviewing what they have learned is the key to mastering the basic knowledge of each subject and is the only way to further improve. Therefore, in the process of learning, you must review reasonably, that is, scientific and periodic review. Only in this way can you grasp the knowledge firmly, instead of feeling like it is not there. On this basis, it is more important to cultivate your ability to summarize and summarize the knowledge you have learned. Systematic and independent summarization is a bridge that makes a qualitative leap in learning. It can make students' knowledge system more complete and knowledge clues clearer, and it can also help students grasp knowledge in a "far-sighted" manner as a whole. At the same time, in the process of summarizing, students can consciously discover the internal connections between knowledge, which is of great benefit to improving students' learning flexibility and comprehensive application ability.

4. Frequently take the initiative to communicate with students and solve their psychological problems.

Senior high school students are under great pressure and prone to psychological problems. If not solved in time, serious consequences will occur. In class, especially one month before the exam, I often take the initiative to communicate with students, understand their thoughts, find the problem, help solve the problem, clear up psychological problems, and stabilize students' emotions. Some students' problems should not be discussed in public and should be discussed in private. In fact, sometimes, as long as the teacher listens carefully and lets the students say what they want to say, more than half of the problem has been solved. Because under heavy pressure, what students need most is to release stress, and talking is an important way to release stress. Students' stress is reduced, they gain confidence in learning, and their grades naturally improve.

Let’s talk about the shortcomings:

1. In the teaching of poetry appreciation, it was found that the students’ knowledge accumulation of ancient poetry was too little, resulting in students being unable to read poetry and making it even more difficult to appreciate it. The accumulation of knowledge about ancient poetry is difficult to achieve in only the third year of high school, which requires us to strengthen training in this area from the first year of high school. In fact, the teaching of ancient poetry should start in primary school, because, according to expert research, if you want to have a strong understanding of ancient poetry, you must start a lot of recitation training when you are seven or eight years old at the latest. Starting from the first year of high school, you should To say it is already a waste of time.

2. The stylistic restrictions on this year’s college entrance examination essays were underestimated. Although I did a lot of argumentative essay writing exercises in my daily life, the most important thing I did before the exam was the training that was not limited to stylistics. This affects students' composition scores to a certain extent.

The above is a reflection on teaching in the third year of high school. In future teaching, I will use my strengths and avoid weaknesses to strive for better results. Reflection on High School Chinese Teaching 3

In the xxx school year, I served as the teaching staff for Class 6 and Class 7 of Senior Three, and served as the head teacher for Class 7 of Senior Three. Some people compare the senior year of high school to "purgatory". In this period when everyone has to fight for it, they have to compete with time and their own minds. This is the senior year of high school. In this tense atmosphere, everyone has to complete their respective tasks. wish. During this school year, in order to adapt to the requirements of teaching work in the new era, I strictly demanded myself from all aspects, combined with the actual conditions of the school and the actual situation of the students, worked diligently and conscientiously to make the teaching work planned and organized. , carried out step by step. Overall, the work this semester has achieved good results.

Among them, I have summarized the following aspects:

1. Establish a teaching concept based on textbooks.

I study the teaching materials carefully, understand the structure, key points and difficulties of the teaching materials, master the logic of knowledge, be able to use it freely, and know what information should be supplemented and how to teach well. On the premise of taking political teaching materials as the keynote, we try our best to create a broad learning stage for students. No matter how the teaching methods change, it cannot withstand the test without a solid foundation, so it is necessary to lay a solid foundation. I am fully prepared for every class I take, and my belief is never to fight an unprepared battle. During the lesson preparation process, the teaching materials are carefully analyzed and lesson plans are designed based on the characteristics of the teaching materials and the actual situation of the students. For this reason, when preparing lessons, I require myself to carefully collect knowledge points, refine them repeatedly, and teach students the most profound and simple knowledge that is easiest to remember and understand. At the same time, I need to do more exercises and select the college entrance examination questions from the corresponding years according to different teaching contents. Select representative exercises and give them to students, write down detailed lesson plans for each lesson, and review them over and over again. Focus on the implementation of the "three basics", namely basic knowledge, basic methods, and basic skills.

2. Establish a student-centered teaching concept.

Students are thoughtful subjects. Students should be active in receiving knowledge, not passively. I pay attention to understanding the quality of students' original knowledge and skills, their interests, needs, methods, and habits, what difficulties they may have in learning new knowledge, and taking corresponding teaching measures. Interest is the best teacher. Only when students are interested in knowledge can they actively learn. To this end, I focus on teaching methods and solving how to impart the mastered teaching materials to students, including how to organize teaching materials and how to arrange activities for each class.

3. Establish guidelines oriented towards the college entrance examination.

Closely following the requirements of the college entrance examination, the teaching direction adopts the teaching direction of digging wide pits and digging few wells. Improve learning efficiency, focus on classroom quality, strengthen the training stage, and practice after class summary when teaching new classes. Strengthen the foundation and summarize the knowledge points in each chapter of the syllabus in the form of questions to deepen memory. After one stage, the knowledge points are connected in series to form a system, so that students' knowledge can be organized into a system, which is conducive to memory and the formation of a knowledge framework. Collect hot issues, improve students' interest, and teach students how to answer information questions in simple and easy-to-understand terms. Use more courseware teaching to attract students' attention, adjust the classroom atmosphere, play its due role, and avoid students' boredom. In view of the problem that students lack answering skills and do not know how to answer questions, we specially train students on how to answer questions and explain the problem-solving models. On the basis of learning with knowledge and materials, we will again use the method of materials with knowledge to review the knowledge through the hot topics at that time.

4. Actively participate in various teaching and research activities, learn from others' strengths, and improve teaching standards.

In order to improve my teaching level, I insist on often going to the reading room to read books, check a lot of information on the Internet, consult experienced special teachers Liu, communicate with experienced teachers, and listen to their opinions At the same time, I also strive for opportunities to go out to attend more classes, learn from the strengths of others, and understand the teaching art. The unity and cooperation of the teachers in the same group and the unreserved expression of their opinions have made our focus and direction clearer and clearer when learning new lessons and reviewing.

In order to improve my professional quality and management level, I actively participated in further training in the district and city, and listened carefully during the lectures.

Teachers should be the most adept at learning on campus. “After learning, you will not know enough.” Through teaching, I have a clearer understanding of the meaning of mutual learning through teaching.

Future teaching directions:

1. Judging from this year’s college entrance examination questions, it is worth reflecting on how to review “hot topics” in the college entrance examination review in the future. We are used to spending a lot of time reviewing "hot topics". In the future, we should lower the requirements in terms of time arrangement and the depth and difficulty of topic review. Just use two or three special topics to review so that students can draw inferences from one example.

2. Pay more attention to the review of basic knowledge, and dig deeper into the basic knowledge of each part.

3. For a certain knowledge point, students must understand the "knowledge formation process." Reflection on High School Chinese Teaching 4

The first impression of optimized Chinese classroom teaching is that of "living".

The "living" of Chinese classroom teaching requires flexible teacher guidance, vivid students' thinking, and an active classroom atmosphere. But for me, it is still a long process of exploration. I feel that making the classroom atmosphere "alive" is the result of the joint efforts of teachers and students. This aspect is something I am very lacking in my usual teaching work.

First of all, the inevitable result of teachers’ teaching activities is students’ law-study activities. Teachers teach more than just telling students the conclusions. Rather, it should guide students to explore the conclusions. Give students more guidance, more intuition, more inspiration, and more encouragement; let students think more, do more, and speak more. Teachers should guide students to learn innovatively in the classroom, encourage their critical spirit, and allow them to be innovative.

Secondly, it is crucial to use flexible and appropriate teaching methods to vividly and vividly express the situations set in the teaching materials. I often use multimedia in teaching to turn silence into movement and silence into sound, mobilizing students' various senses and bringing students into specific situations naturally. Making full use of multimedia in class gives students a refreshing feeling. Students can quickly become fully familiar with the content of the article, and can successfully solve text-related problems and accurately grasp the key points of knowledge.

Chinese classroom teaching must focus on giving full play to students’ thinking functions. Fresh thinking is the core of optimizing Chinese classes. In teaching operations, experienced teachers, while providing flexible guidance, attach great importance to encouraging students' reverse thinking, different thinking, and the combined use of divergent thinking, convergent thinking, intuitive thinking, and imaginative thinking. They strive to be innovative and consciously let students Try different methods and ideas to solve problems and develop flexibility in thinking. The vivid thinking of students is the cradle of wisdom. I never interrupt students' questions and answers at will during teaching to satisfy students' curiosity and desire for knowledge.

Of course, there are two aspects worth noting when implementing activated classroom teaching activities. One is to face all students so that every student can participate in the activities. The second is to affirm and praise students' activities. I hope that I can improve in my future teaching, check for omissions and fill vacancies, interact with teachers and students, make the classroom atmosphere lively, and strive to become a qualified high school Chinese teacher. Reflection on high school Chinese teaching 5

1. Record the experience in teaching. Being able to record the practices that are deeply felt and arousing during the teaching process, over time, it becomes a valuable asset - teaching experience.

2. Record mistakes in teaching. Omissions and mistakes in teaching are inevitable, the key depends on how to deal with them. For example, the teaching content is poorly arranged, the teaching methods are improperly designed, and the teaching focus is not highlighted. We need to record these problems in time and have the courage to face and solve them. It is necessary to actively look for reasons subjectively, ask peers to provide opinions, and use various forms to learn from each other's strengths and weaknesses, so that it can serve as a lesson for future teaching work.

3. Remember students’ confusion during the learning process. When students encounter confusion in learning, it is often the difficulty of a class. Grasp the confusion students encounter in learning, find ways to improve teaching methods, and use games, textbooks, dramas, etc. that students are interested in to help students solve confusion. Record how to solve students' confusions after class. This can continuously enrich your teaching experience.

4. Record students’ opinions during teaching. Students are the main subjects of learning and the practitioners of teaching materials. Through students' own personal feelings, some unexpected good insights often emerge. Recording students' opinions in a timely manner can help broaden teaching ideas and achieve mutual benefit in teaching.

5. Redesign of memory teaching. After teaching each lesson, a comprehensive review and summary of the teaching situation should be conducted. Based on the teaching experience of this class and the feedback information from students, consider the teaching design of the next class and revise the lesson plan in a timely manner in order to take the teaching to a higher level.

In short, teaching reflection is an effective way to help teachers accumulate teaching experience, improve teaching quality, and implement efficient classroom teaching. It can enable us to use our strengths and avoid weaknesses in future teaching, teach often, and constantly learn new things. mentioned. Reflection on High School Chinese Teaching 6

“The art of teaching is to make students like what you teach.

"(Rousseau) I have devoted myself to middle school Chinese teaching for more than ten years, but I was surprised to find that middle school students are less and less interested in learning Chinese. Middle school Chinese teaching has been criticized more and more by the society. Many teachers also feel that middle school Chinese is becoming more and more difficult to learn. It becomes more difficult to teach. Why? Answer: The "slave-style" and "arrangement-style" teaching methods destroy students' learning initiative and dilute students' learning interest. Some current situations have reached the point where they must be changed! < /p>

Reflection on the current situation 1: Replace the overall perception with "Pao Ding Jie Niu"

When various teaching materials are distributed in the new semester, students most like to read Chinese books; when it comes to new classes, students The most annoying thing to listen to is the Chinese class! Isn’t it strange! The articles in the Chinese textbook are all classic works of literary quality and beauty that have been verified by history, filtered by reality, and selected by experts. "Two sentences are obtained in three years, and one chant brings tears to my eyes." It can be said that every word, every word, and every sentence in the article was painstakingly polished by the writer with the anvil of paper and the hammer of heart. Crystallization. Reading is "enough for pleasure, enough for enrichment, and enough for growth." Therefore, when students get a new book, they feel like they have found a treasure, and they can't stop reading it. The performance is another "scenery": the teacher talks endlessly on the stage, and the students are sleepy in the audience; the teacher is busy on the stage, and the students are leisurely and leisurely in the audience; the teacher is sweating on the stage, and the students are as cold as ice in the audience. . The reason is that our teachers do not understand this truth: "Beauty" is the first priority in Chinese classes, and "beauty" is the development of teaching art! Create various atmospheres, mobilize students' various senses, and feel this "beauty" as a whole (beauty of language, image, rhetoric, phonology, structure, emotion, and thought), and then enjoy this beauty, Possessing this kind of beauty and getting the satisfaction of it can arouse students' enthusiasm and stimulate their thirst for knowledge, thus changing "I want to learn" to "I want to learn." However, how do our Chinese teachers teach? What about each article, without exception, they conduct a tedious and formalistic analysis from word to sentence to paragraph to general idea, from central idea to writing skills. An article often takes 3-5 class hours. Sometimes, I still can’t finish an article in a week. An article that is so perfect in terms of ideology and artistry is dismembered into pieces like a “cook cutting a cow”. This destroys the overall beauty of the article and the “original flavor” of the article. ”, students naturally feel uninterested, and what they get will always be messy and superficial understanding.

“Less”, “slow”, “poor” and “expensive”!

Reflection on the current situation 2 : Use questions and answers instead of heuristics

Heuristic teaching is a very important teaching method. If used wisely, it can enlighten people and enlighten their minds. However, some of our Chinese teachers make mistakes in practice. I think heuristic is a question-and-answer style. Ask a question and then let many students stand up to answer. On the surface it looks lively, but in fact the students are very passive - I ask you to answer, and you can't answer what I didn't ask, and your answer must be the same as the question. What is written in my lesson plan must be consistent. In addition to teachers asking questions, true heuristic teaching is more important for teachers to use various means to create question situations, create a question-and-answer atmosphere, build bridges of thinking, and "amuse" students. "Thoughts and desires", thus producing the effect of "one stone stirs up a thousand waves", changing "you want me to answer" to "I want to answer".

Reflection on the current situation 3: Replace drawing inferences with a comprehensive approach

Chinese language is a practical and humanistic tool subject and language subject. This nature determines that we must put "people" (students) first in teaching, liberate students, and fundamentally cultivate students' practical abilities: liberate students' eyes, let students see (observe); liberate students' ears, let students Students listen (listen); liberate students' mouths and let students speak (discuss, communicate, read); liberate students' hands and let students do (write); liberate students' brains and let students think (think): thus enabling students to do The masters of learning fundamentally cultivate their self-learning ability. Mr. Tao Xingzhi, who was called "the great people's educator" by Mao Zedong, has a song "Song of Hands and Brain" that best illustrates this problem: "There are two treasures in life, hands and brain. If you use your brain instead of your hands, you will soon be defeated; If you don’t use your hands and your brain, you won’t be able to eat enough. Only when you can use your hands and brain can you be regarded as a great person.” But when preparing lessons, some of our Chinese teachers worry that students will not be able to do this because they do not understand the academic situation. No way; I don’t understand this, I don’t understand that.

I always think that it is not necessary to cover this or that. It seems that if it does not cover everything, the students' knowledge and abilities must be deficient. In fact, this kind of "overbearing" "covering everything" not only deprives students of thinking time, but what is even more frightening is that it develops the bad habit of students getting something for nothing. I listen to what the teacher teaches, I remember what the teacher says, and I learn wherever the teacher talks. Students’ opinions are gone, their individuality is gone, their ability to draw inferences from one example is gone, their habit of extending and supplementing their knowledge is gone, and ultimately, their learning initiative is lost. The loss has reached the point where students in self-study classes don’t know what to learn; after the class is over, the students look at the teacher with blank expressions and don’t know what to do; after the lectures and reading classes are over, they have become “slaves” who don’t know how to “read by themselves” in the self-study classes! Who is at fault? What I want to remind my colleagues here is that Chinese knowledge is all-encompassing and cannot be "said" by one mouth. It must be accumulated by students over time; Chinese language ability is by no means "said" by one mouth. It is the students' ability to It is gradually formed through independent learning under the guidance of teachers. In Chinese language teaching, I always believe that what comes from "speaking" is ultimately shallow, and I know that this matter must be practiced.

Reflection on current situation 4: Composition training replaces thinking training and idea development with so-called writing skills

Composition training is a very complex mental process. It has a very close relationship with thinking. It can be said that thinking is intangible composition, and composition is tangible thinking. The level of composition depends on whether the state of thinking is broad; the speed of composition depends on whether the thinking is agile; and the innovation of composition depends on the innovation of thinking! Therefore, all composition training must be accompanied by thinking training. Without scientific thinking training, composition training is like catching sparrows with your eyes closed - blindly. The thinking of middle school students is originally very active, but due to lack of training and development for a long time, some have been in a "dormant" state. The main task of teachers in composition classes is to use various methods to activate students' thinking, use various methods to open the floodgates of students' thinking, and strive to achieve three-dimensional, spatial and alienated forms of thinking. Once the ideas are opened, students will You will think for thousands of years, see thousands of miles, and your thinking will advance in many directions, up, down, left, and right, in all directions, ancient and modern, Chinese and foreign, all-round scanning, and all kinds of strange and wonderful ideas will continue to come from your mind. Jumping out of the middle, you can find the best perspective, determine the best idea, generate creative impulse and inspiration, and feel that you have something to say and must express it, thus reversing the situation of "biting off the pen and being unable to write, tearing off the hair and not being able to write anything", Change "you want me to write" to "I want to write". But some of our Chinese language teachers don’t understand this truth. In the composition class, they give a lot of lectures on writing skills, writing methods, writing routines, and even how to start and end. Then they just name the composition title and everything will be fine. The rest of the time can only be It is the students who look at the questions in a daze, some sigh, some frown, some scratch their heads and ears. Those who have enough time "squeeze toothpaste" while those who don't have enough time plagiarize and paraphrase. This is not so much a composition as it is making students suffer!

Reflection on the current situation 5: "pollution" first and then "treatment"

Due to various reasons such as the level of teachers and the degree of emphasis, the teaching "debt" in the beginning grades of Chinese language in middle schools is too high. There are too many, and the "pollution" is too heavy, resulting in unbalanced development among grades and seriously restricting college entrance examination results. Mainly manifested in three aspects:

① Students are not taught to develop good Chinese language learning habits, especially the personality of independent learning. This is the most terrifying thing, because "Habits form character, and character determines destiny! This kind of "pollution" cannot be "managed" because "it's easy to change the situation, but it's hard to change the character"!

②" "Double basics" are relatively backward and weak. They have insufficient review stamina in the third year of high school, and it is difficult to improve their ability. The phenomenon of lameness in subjects is very serious.

　③Because they read less, their reading ability is low; because they write less, their writing level is low, and These two abilities are the focus of the college entrance examination. The improvement of these two abilities is by no means a one-day achievement, but requires long-term "investment". In a sense, this "pollution" is difficult to "govern". ;