Sample summary of junior middle school Chinese language collective lesson preparation activities

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Summary of junior high school Chinese collective lesson preparation activities 1

This semester, junior high school Chinese *** organized two regional collective lesson preparations for teaching and research staff to be affiliated with the grade department. The selected grades were sixth grade. and eighth grade, the format is to use demonstration lessons as a carrier. Teachers of the same grade in the district prepare a lesson, and extend from the lesson preparation, class, discussion and other links of a lesson to deeply explore the teaching issues of grade subjects. , thereby improving subject teaching effectiveness.

1. Problems solved by collective lesson preparation

1. Understanding of the relationship between single-text teaching and subject teaching

If subject teaching is regarded as a string of pearls , a single teaching is like a pearl strung with a thread, not just a solitary bead. That is to say, through a single teaching, the basic methods of classroom teaching are summarized for use in unit or subject teaching.

2. The problem of understanding the Chinese subject is how to view Chinese education.

Mr. Lu Shuxiang said: Chinese education is similar to agriculture rather than industry. Mr. Ye Shengtao interpreted this: Students, like seeds, have their own vitality. All the teacher can do is provide them with appropriate conditions and care to let them grow on their own. Some people also say that among all subjects, Chinese is the most self-taught.

To sum up, let teachers make it clear: they should treat Chinese teaching with a big Chinese perspective, and improve students' Chinese literacy by cultivating students' interests and habits in reading and writing, coupled with guidance on classroom teaching methods. That is, learning is used to promote acquisition (obtaining the method in class and benefiting from it outside class).

3. Teacher preparation and use of teaching materials and "Synchronous Training".

Lesson preparation requirements for a single text: Teachers carefully study the text, and determine what to teach and how to teach it through "discussion and practice"; then carefully study the "Teacher's Teaching Book" to revise what to teach and how to teach it; in the previous Based on this, form an optimized teaching design; use breaks and after-class reflection.

Use of teaching materials: Use one-half of the total time to complete the teaching of the teaching materials, the other quarter for writing training, and the remaining time for calligraphy practice, extracurricular reading, appreciation and reporting. Determine the contents of intensive reading and skimming according to your own teaching practice; strengthen unit and comprehensive learning and teaching; introduction to classics can promote the reading of the entire work through classroom teaching.

Usage of "Synchronous Training": "Accumulation and Application of Knowledge" of text guidance is used as a preview homework, and "Understanding and Perception" is completed in class; "Extracurricular Reading Training" of ability transfer is used as homework. The "tell a lecture" (write once, read once, search once, etc.) depends on the combination of academic status and reading and writing.

4. How to conduct listening, speaking, reading and writing training.

Listening: As a native language teaching, listening is not a problem, so I won’t go into details.

Say: In addition to normal classroom dialogue, some pre-class speeches, poetry readings, oral composition training, etc. can be organized.

Reading: In-class reading:

⑴ Three-step reading method for a single modern text: first reading, to perceive the content of the text; study, to understand the theme of the article; intensive reading, to learn the expression of the article. (We must pay attention to what to teach and how to teach; we must also pay attention to studying whether the author writes from life and how to write.) The method of reading lies in reading and memorizing thoroughly, asking questions and pondering.

⑵ Classical Chinese reading: Recitation is the starting point of teaching. We strive to enable students to understand the meaning of the text by combining annotations and read it by heart.

⑶The texts in the textbooks are the best annotation texts.

Extracurricular reading:

⑴Appropriate reading of contemporary texts, such as "Reader", "Maxims", "Yilin", etc.

⑵ Focus on reading classics: teacher’s overall introduction, appreciation of exciting excerpts, summary report after reading, etc.

Write: write:

⑴Describe first, then write, and then take off the post.

⑵ Combine it with idioms, famous aphorisms or Tang poetry and Song lyrics.

⑶ It is not advisable to practice calligraphy too much at one time or a week.

Writing: Follow the path of "imitation-change-creation".

Imitation: learn how to write in textbooks.

Changes: First, write multiple questions per question, and second, changes in the form of training.

Creation: Combining reading and writing.

Combined with textbook study, extracurricular reading, etc., through reading and note-taking training; students can learn to observe and comprehend life by writing weekly diaries.

Second, the focus of the two collective preparation lessons is different

First grade:

Pay attention to academic situation analysis to reduce the focus of teaching; focus on habit development, such as The habit of reading, the habit of writing, the habit of using reference books, etc.

Third grade of junior high school:

The focus is on the teaching of classical Chinese, so as to learn one article to a certain level, strengthen the foundation, and reduce the review burden of the fourth grade of junior high school; the teaching of modern Chinese reading and writing should be consistent with the high school entrance examination Connect. Summary of junior high school Chinese language collective lesson preparation activities 2

1. Strengthen the collective collaboration of the lesson preparation group

Hold lesson preparation group activities at a fixed time and place every week to discuss the teaching content and analyze the key and difficult points of the teaching materials , unified understanding, clear education and teaching goals, collaborative work, and good results.

2. The work of guiding excellent students and assisting poor students

The second grade of junior high school is the most critical period for students in junior high school. Students' thinking and learning status often diverge during this period. In order to do a good job in students' ideological work as early as possible and help students establish their confidence in learning, we are based on the guiding ideology of not letting any student fall behind. In view of the characteristics of many students with learning difficulties and extremely uneven student development levels at the beginning of the semester, we We immediately conducted a survey and analysis of the students in each class, determined the targets for tutoring the outstanding students, and made plans. The weekly voluntary tutoring activities have been welcomed and responded by students. Many students have increased their enthusiasm for learning, corrected their learning attitudes, and improved their learning to varying degrees.

3. Strengthen the teaching of online classes

Continue to strengthen the education and teaching of online classes. After nearly two years of teaching reform and the joint efforts of all teachers in the experimental class, students' independent and collaborative learning abilities have been improved. The use of information technology to produce and use Chinese electronic textbooks for independent and collaborative learning in a network environment brings students innovative spirit, adaptability, cooperation spirit, good thinking quality, information processing ability, moral cultivation and lifelong learning. consciousness. It completely changes the teacher-centered classroom teaching system, creates a relaxed environment for the full development of each student's talent and potential, and allows every student to learn Chinese happily with a pair of discerning eyes.

4. Carry out a variety of second classroom activities

In order to further implement quality education, this lesson preparation team carried out a variety of second classroom activities, such as storytelling activities and writing activities. , listening quality improvement activities, textbook drama performances, debate competitions, etc. These activities are deeply loved by students. Students realize self-education of beautiful emotions through entertaining and educational activities.

In short, the Chinese language teaching in the second year of junior high school was successfully completed with the joint efforts of the teachers, but there are still some shortcomings, so we should continue to work hard to improve the overall level of students in the future. . Summary of junior middle school Chinese language collective lesson preparation activities 3

One of the requirements of the new curriculum reform is to strengthen teachers’ cooperative inquiry and form a discussion atmosphere. An “autonomous and cooperative” classroom has become the common pursuit of teachers and students. Therefore, it is increasingly important for us to improve the quality of lesson preparation.

1. After all, a single person’s experience is limited, his knowledge and ability are limited to a certain aspect, and his thinking on issues is not broad enough.

Collective lesson preparation can make up for the lack of individual lesson preparation, grasp the key points of teaching more comprehensively and accurately, and solve difficulties flexibly, so that the lesson plan for a lesson is practical, convenient, easy to operate, and more capable. Stimulating students' enthusiasm, reducing teachers' labor intensity, and improving teaching efficiency are also conducive to the rapid growth of inexperienced teachers. At the same time, experienced teachers can maximize their role and fundamentally improve the quality of teaching. Collective lesson preparation can also enable teachers to thoroughly understand the teaching materials, understand the actual situation of students, make teaching more targeted, enable everyone to exchange teaching ideas and teaching methods, and is conducive to unity among teachers. At the same time, it can reduce the pressure of teachers' workload and relieve teachers' psychological pressure.

2. Collective lesson preparation can reduce the burden of lesson preparation and increase enthusiasm for lesson preparation.

We can directly absorb other people’s successful experiences. If we agree with other people’s lesson plans, we don’t have to waste time copying them over and over again. If you have different opinions, you can directly add them in the modification plan column. For individual teachers, the effect may be better by referring to previous teaching processes and improving current teaching. In this way, it can not only greatly reduce teachers' lesson preparation burden, but also increase teachers' enthusiasm for lesson preparation, coupled with the management method that combines dynamic and static methods.

3. Promote the further improvement of teachers’ teaching and scientific research levels.

Collective lesson preparation can stimulate teachers’ passion for scientific research and put teaching on a scientific path; it can also encourage teachers to carry out teaching reforms, which is conducive to the exploration of teaching methods and the improvement of teaching quality. Faced with the requirements of the new curriculum, it is difficult for a single teacher to adapt as quickly as possible, and it is impossible for a single teacher to fully understand and analyze the textbook content in a short period of time. Only by studying the textbooks together can we adapt to the requirements of textbook reform. In this lesson preparation mode, every link requires teachers to study carefully and conduct in-depth research. In this process, the teaching and scientific research level of teachers has also been virtually improved.

4. It can significantly improve the quality of teaching.

In the information society, teachers’ personal struggle and single-handed lesson preparation no longer meet the objective requirements of teaching. Only under the conditions of collective lesson preparation can we make up for the shortcomings of lack of knowledge and experience, learn from each other's strengths, improve the quality of teaching, and make lesson preparation more targeted and practical.

In short, in the future we will prepare collective lessons more solidly and effectively, improve the professional quality of each teacher, and prepare more efficient teaching designs.

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