In today's social life, one of our jobs is classroom teaching, and reflection is to think about the past and sum up experiences and lessons. So what kind of reflection is good? The following are my thoughts on the teaching of Chinese teachers in junior high schools (6 selected articles), hoping to help you.
Reflection on Chinese Teachers' Teaching in Junior High School 1 Since the beginning of this semester, the Chinese teaching and research group, according to the school education and teaching plan, has been aiming at cultivating high-quality talents, taking the improvement of teaching quality as the foundation, taking the cultivation of students' ability of independent cooperation and inquiry as the leading factor, paying close attention to routine management, fully implementing the education policy, implementing new curriculum education, actively promoting classroom teaching reform and effectively improving classroom teaching efficiency, and has received obvious results.
At the beginning of school, organize all Chinese teachers to seriously study the new Chinese curriculum standards and the latest educational theories, learn various documents issued by the Academic Affairs Office and departments, master the basic concepts of the curriculum, comprehensively improve students' Chinese literacy, correctly grasp the characteristics of Chinese education, actively advocate independent, cooperative and inquiry learning methods, and strive to build an open and dynamic Chinese curriculum. Teaching materials should not only be accurate, but also permeate humanistic education and emotional education. In terms of learning content, guide students to pay attention to science, humanities, nature and society, life and history, reality and future, and other fields of science, culture, morality, art, etc., earnestly carry out the exchange activities of new curriculum preparation, and do a good job in organizing the preparation group. Through listening to lectures, evaluating classes, analyzing and studying, we can find out the shortcomings and study the countermeasures, which has achieved high efficiency in the classroom. This paper focuses on classroom teaching under the background of new curriculum implementation, how to transform advanced teaching ideas into specific teaching behaviors, and how to comprehensively improve the teaching skills of Chinese teachers in middle schools. There are not only beautiful blackboard writing, wonderful teaching plans, perfect classroom design and exquisite courseware, but also the full use of modern scientific and technological resources, which embodies the new curriculum concept of "student-oriented" to varying degrees. It tries its best to mobilize students' initiative and enthusiasm, create situations and scenarios, make students move more, think more, expand associations, carry out cooperative learning and inquiry learning, and form a "life". Teachers' teaching behavior is undergoing major changes.
We have organized and participated in various Chinese activities organized by urban areas and schools, such as: Kunming Chinese knowledge contest for middle school students, essay contest of "I love the middle school attached to Peking University" in Grade One, speech contest of "Love my China, love my hometown and love the middle school attached to Peking University" in Grade One and Grade Two, and teacher class competition in Grade One. With the participation of Chinese teachers in middle schools, self-directed textbook plays, writing competitions, reading competitions and handwritten newspaper competitions were carried out. Stimulate students' interest in learning Chinese, arouse students' enthusiasm for learning, tap students' potential, and get good results, which are well received by schools and grades and effectively promote Chinese teaching. Hu Wei, a young teacher, won the first prize in the speech contest for junior middle school Chinese teachers in Guandu District, which won honor for individuals and schools. To this end, the teaching and research section of Guandu District held a demonstration class of award-winning teachers in our school, which was attended by nearly 200 teachers from various disciplines, fully expanding the social reputation of the school.
Reflections on the teaching of Chinese teachers in junior middle schools II. Appropriate instructions
In the classroom, according to the teaching objectives, we should closely screen valuable and easily overlooked words and key phrases. Because these words "not only have the function of revealing the theme, but also have the ability of focusing and concentration, which can restrict all parts of the full text." It is important for students to understand these words and phrases. If I teach the novel Kong Yiji, I will find something that can guide students to the depths from the text, and choose the sentence "Kong Yiji is the only one who drinks and wears a long gown" to make students deeply realize that Kong Yiji is a sad, ridiculous, pedantic, shabby, honest and kind little intellectual in the old society.
In addition, I will choose a key section in each class to teach, guide students to read repeatedly, and make comprehensive analysis in various ways. This is of great significance. Grasping the key paragraphs, grasping the theme, highlighting the key points and breaking through the difficulties can also bring about the effect of getting twice the result with half the effort.
Second, moderately promote.
Classroom teaching attempts to enlighten the taste of Chinese, that is, to really let students chew a little taste, or to lead students to the track of aesthetic reading of Chinese, so that students can enjoy beauty.
Teaching Zhu Ziqing's "Spring", the teacher scrutinized the sentence "The mountain is moist, the water is rising, and the sun is blushing". Chewing words, studying, chewing out some flavors. Spring has come, the spring day is harmonious, the spring water is falling, and the mountains become clear and moist. Some teachers closely followed the sentence "the sun blushed" and analyzed the doubts. Spring is coming. How does the sun feel? What does it mean to change the word "red" into a verb? What is the meaning of this sentence? Starting with the life experience, students can start their aesthetic imagination, associate with the colors of spring more freely, appreciate the beauty of peaches and apricots, and have a warm and pleasant feeling of bright spring.
Third, timely inspiration.
The key to classroom teaching is that teachers can clearly observe the sparks of students' thinking and add a fire in time. On the one hand, timely guidance is to use artistic guidance to solve students' problems when they encounter difficulties. On the other hand, when students encounter difficulties and can't grasp them in time, teachers point out the methods of thinking and analysis in time, set aside the level of knowledge understanding, simplify the complex and make the difficult easy, so that students can continue their research activities. Timely teaching also includes teachers' quick catching when students' thinking goes astray. As a new teaching content, students' thinking is guided to the right track through witty teaching.
In short, the experience of implementing mandatory teaching tells me:
Hugging is a fire that sparks students' thinking. Teachers' artistic guidance in Chinese classroom teaching can purposefully guide students to discover and create, thus achieving the optimization of teaching effect.
Reflection on Chinese Teachers' Teaching in Junior Middle School 3 The new curriculum puts forward a most basic and powerful slogan to all teachers who are fighting in the front line: "Renewal of educational concept". This resounding slogan has built a more scientific and reasonable teaching platform, especially for the Chinese subject of cultivating students' humanistic quality, and provided a big stage suitable for students' development and social demand for talents for Chinese teaching behavior. Based on the new concept of the new curriculum, the author reflects on some common behaviors of teachers in Chinese teaching in order to have a deeper understanding of the new concept of the new curriculum.
First, the penetration of moral education is not enough.
Chinese is the most comprehensive humanities subject. Through teaching, students are required not only to acquire knowledge of Chinese, but also to cultivate sentiment, purify their souls and establish a correct outlook on life and values. However, in our usual Chinese teaching, we often focus on the teaching of Chinese knowledge, the understanding and analysis of sentences, and the use of rhetorical methods, while ignoring the educational function of Chinese. Thought, spirit, outlook on life, mental state, etc. What the article conveys, and what students should learn, learn from and criticize. ...
The new curriculum puts forward the core concept of "for the development of every student", puts forward higher requirements for teachers' teaching behavior, and especially emphasizes the educational concept of "educating people". This requires Chinese teachers not only to let students acquire knowledge in class, but also to let students learn how to face the challenges of life with a healthy attitude during their growth.
Second, composition teaching is a mere formality.
Although before this, we often advocated innovative composition and emphasized the importance of composition in teaching, in practice, many of our teachers only taught writing in composition class, causing students to write for learning, without daily and systematic teaching of students' writing, making most students' compositions empty and lacking in emotion, and some just piled up with beautiful words or dry narratives.
The new curriculum emphasizes "people-oriented", so we teachers should guide students to understand life and write at any time and in time, so that students can't help but express themselves. After writing for a long time, why are you worried that you can't write a good composition in the composition class?
Third, the evaluation method is too simple.
In teaching, we often use grades to evaluate students' quality, but ignore the differences between people and the role of emotional intelligence in students' growth. For example, if a diligent student gets 95 points in the Chinese exam after hard work, but fails to achieve excellent results, we will not call him a good student, but we may say that if he is slow-witted, he can't study any more. The result of doing so will make him feel inferior and depressed. The new curriculum advocates respecting and appreciating students, so that students' bright spots can shine in our correct evaluation.
It is true that teaching behavior varies from person to person and from person to person, but no matter how different, as long as we follow the new ideas in the new curriculum, the Chinese classroom will certainly become a fertile ground for students to become talents under the scientific cultivation of our teachers.
Teaching reflection of junior middle school Chinese teachers 4 With the reform of new Chinese curriculum, higher and newer requirements are put forward for Chinese teachers. Although in every training, I can seriously participate, study hard and understand the essence of Chinese curriculum; The cultivation of four basic abilities of Chinese reading, speaking, listening and writing: advocating the learning mode of students' autonomy-cooperation-inquiry; And comprehensive practical learning in teaching practice. Form a certain conceptual system in your mind and have a relatively correct view of education, students and self-development.
In the specific use and teaching process of new textbooks, we can closely follow the provisions in the Chinese curriculum standards: "Pay attention to the correct orientation of emotions, attitudes and values, follow the laws of students' physical and mental development and Chinese teaching, and choose teaching strategies. "In classroom teaching, we pay special attention to cultivating students' good sense of language and overall grasping ability, and try our best to make every class have a loud reading sound, which can ignite the sparks of students' thinking collision and let every student enjoy a colorful spiritual life more or less. Under the new curriculum concept, the learning mode of autonomy-cooperation-inquiry can be organized in teaching, but there are some puzzles and difficulties in inquiry. In a group, students cooperate independently, and students cannot complete the most basic learning tasks within the prescribed teaching time. In addition, students are unable to explore new ideas and construct new knowledge because they lack the collection and reading of extracurricular materials in their inquiry.
Only by studying the content of "new curriculum and teachers' professional development" can we know the secret: the new curriculum has great freedom, which requires teachers to carefully design and skillfully arrange, creatively implement, properly and reasonably adjust the teaching progress and content, and have the ability to re-integrate teaching materials. The content of class hours arranged in the new textbook is more flexible, which requires teachers to carefully observe, understand and analyze students, closely connect with life and base themselves on the cultivation of people. I have seriously reflected on Chinese teaching in recent years, and have the following experiences:
First, comprehensively improve students' Chinese literacy.
It is to let all students acquire basic Chinese literacy. One key point is to face all and implement it to everyone; One key point is to improve Chinese literacy in an all-round way. Chinese curriculum standards consciously highlight "Chinese literacy".
The connotation of Chinese literacy is very rich, and its characteristics are comprehensiveness and practicality. It takes Chinese ability as the core, and it is the integration of Chinese ability with Chinese knowledge, language accumulation, thoughts and feelings, thinking quality, aesthetic taste, learning methods and learning habits. Chinese literacy is not only manifested in strong literacy, reading ability, composition ability and oral communication ability, but also in strong comprehensive application ability-the ability to use Chinese in life and the ability to constantly update knowledge. In a word, Chinese literacy is a comprehensive Chinese quality that promotes the harmonious development of students' morality, intelligence, physique and beauty. For a long time to come, improving students' Chinese literacy in an all-round way will become the understanding and unremitting pursuit of Chinese educators.
Second, correctly grasp the characteristics of Chinese education
In this respect, it should be mainly reflected in giving full play to the humanity of Chinese education, strengthening practicality and following the laws of Chinese characters and Chinese itself.
The humanistic connotation of Chinese course is very rich, and its influence on one's spiritual field is profound and extensive. Therefore, in Chinese teaching, we should attach importance to and give full play to the guiding role of Chinese curriculum in students' values, not only to learn Chinese, but also to learn life. We should also pay attention to the influence of Chinese class on students' literature and emotion. Chinese learning is very personalized, and the understanding of reading materials is often diverse. As the saying goes, "A thousand readers have a thousand Hamlets". Therefore, we should respect students' personal feelings and unique experiences and encourage them to express their opinions. This is the need to improve Chinese ability, as well as to form a good personality and activate creativity.
Chinese is a practical course. We should pay attention to cultivating students' Chinese practical ability, which must be cultivated in rich Chinese practice. In the past, we have a biased understanding that the formation of students' Chinese ability depends on systematic Chinese knowledge teaching and gradual Chinese training under the guidance of strict system. We ignore the basic fact that Chinese is a course of mother tongue education and many characteristics of mother tongue education. There are essential differences between mother tongue education and foreign language education. Mother tongue education has a foundation, context and resources, which are the unique conditions for mother tongue education.
Therefore, learning the mother tongue should be different from learning a foreign language, mainly not by imparting knowledge and revealing laws, but by understanding and acquiring in a large number of colorful Chinese practices and gradually mastering the laws of using Chinese. To strengthen students' Chinese practice in Chinese teaching, we should take various forms to create as many practical opportunities as possible for students; Second, constantly develop and make full use of the ubiquitous and ever-present resources of Chinese education, so that students can gradually acquire the rules of Chinese learning in learning Chinese and terms with abundant resources and a lot of practice, and constantly improve their overall grasping ability.
Teaching reflection of junior middle school Chinese teachers. Chinese curriculum standards correct the disadvantages of the times and emphasize the important role of reading: reading can connect people with the outside world, obtain external information and knowledge, understand the colorful world, broaden people's horizons and help people integrate into the vast social space; Reading can communicate people's hearts, make people have a profound ideological dialogue, absorb the nutrition of human spiritual civilization, enrich cultural accumulation, develop thinking and wisdom, accept the influence of beauty, enrich the spiritual world and improve people's cultivation and taste; Reading can cultivate people's language ability, reading ability to feel, understand, appreciate and evaluate, ability to express and communicate, ability to collect and process information, thinking ability and aesthetic ability.
Such reading teaching cannot be achieved by indoctrination and mechanical training. Students must become the real subject of reading, teachers are the organizers and guides of students' reading, and there is an equal dialogue between teachers and students. Then, under the background of the new curriculum reform, how should we carry out Chinese reading teaching activities?
First, cultivate students' strong interest in reading.
Stimulating students' interest in reading is the basis of improving reading efficiency. As Teacher Yu Yi said, "Interest is the forerunner of learning. Interested, you will be fascinated. If you are fascinated, you will enter and learn effectively. "
In reading teaching, students should be made clear that reading is the inner demand of everyone's mind, the intersection of heart and heart, and the heroic journey of soul. Teachers should show students a broad reading horizon, show students the ideological and artistic essence of texts and books, and also reveal the artistic skills in their works; Use high-grade books and articles to shock students' hearts with lofty life realm, thus arousing students' strong interest in reading classic works.
As long as students are interested, even if they encounter certain difficulties in reading, they often naturally have the courage and perseverance to overcome them, so as to continuously improve their reading ability. To cultivate students' interest in reading, we should do the following:
1, encourage reading. Adhere to the principle of error-free reading and encourage students to read materials that interest them.
2. Encouragement and guidance. Stimulate students' interest in reading, rather than arbitrarily stipulate reading tasks.
3. Ensure freedom of reading. Give students the freedom to choose reasonable time, suitable books, feasible reading methods and express reading effects.
4. Adhere to diversity. Adhere to the diversification of reading materials and the expression of reading opinions, so that students have greater choice and freedom in reading content and methods, and change the disadvantages of unified answers.
Second, pay attention to reading experience.
Paying attention to emotional experience is the basic requirement of Chinese curriculum standard for reading, which follows the law of Chinese learning. Chinese is a highly humanistic subject, and most reading articles contain strong feelings. If students are not guided to experience this feeling in reading, the role of reading will be much reduced; If it is not influenced and infected by feelings, students will not be deeply impressed by the scenery, characters and stories described in the article, let alone the words expressing these contents.
"Curriculum Standard" requires: "We can make our own evaluation of the ideological and emotional tendency of the works in connection with the cultural background; Be able to tell his own experience of touching situations and images in his works; Taste the expressive language in the work. "
In order to implement this requirement, the curriculum standard points out in the Teaching Suggestion that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice", and requires students to "understand the main content, appreciate and scrutinize the meaning and function of important words in the language environment", which is very necessary to change the disadvantages of complex analysis in previous reading teaching. In particular, the reading goal emphasizes the reader's personal experience. For example, there are as many as nine kinds of expressions with the word "self": broaden one's horizons, have one's own experience, put forward one's own opinions and questions, make one's own evaluation, tell one's own experience, think by oneself and improve one's appreciation taste and aesthetic interest.
Reflections on the teaching of Chinese teachers in junior middle schools. Looking back on the composition teaching for several months, I think we should dialectically treat teachers' correction and students' self-correction and mutual correction in teaching practice, and pay attention to fostering strengths and avoiding weaknesses. Give full play to the strengths of teachers' corrections, set an example and demonstrate, so that students can gain something; At the same time, make full use of the opportunity to exercise students' own corrections and mobilize students' learning enthusiasm.
The first and second self-correction.
This method is an improvement on the traditional marking method. After reading through the students' compositions, teachers directly circle and comment on the salient points in the students' compositions with pen and ink, with emphasis on affirmation and encouragement; The places that need to be revised in the composition are also numbered and the eyebrows are written. At the same time, students are required to make a second revision in the narration of the composition book, and the teacher will make a final evaluation of the students' compositions according to the second revision, write a total batch and grade them. This method exerts influence through external factors (teachers). Compared with the traditional composition correction, most of the correction tasks are left to students, so that students can know why and what to change. Teachers give feedback to students through "approval", students give feedback to teachers through "correction", and teachers give feedback after approval. This kind of multiple feedback can not only help students gradually learn the methods and skills of composition correction, but also help teachers to know the students' dynamic composition level in time.
Second, evaluate before changing.
This method is based on "all in one, all in one, focusing on comments". The traditional composition evaluation is to guide the representative problems after the teacher corrects the students' compositions. This is a kind of "Monday morning quarterback" behavior. Because it is impossible for teachers to talk about every article when commenting, it is difficult for students to sit in the right position, and students play more audiences than actors. The evaluation before revision can help students better accept and digest the suggestions made by teachers and other students. After browsing all the compositions, I listed the main points that need to be revised and made comments, and put forward clear requirements and directions for revision. In the concrete operation, the method of combining teachers' comments on students' examples and students' comments on each other can be adopted. For example, when commenting on students' examples, not only teachers can comment, but other students can also make suggestions for revision. At the same time, the expected grade of the revised composition of this student is always one grade higher than the original. Students make corresponding revisions according to the revision opinions of teachers and classmates. Compared with "first change and then evaluate", this method has a direct impact through internal factors (students), so students have a strong desire to take the initiative to participate, have a high enthusiasm, are more likely to accept the revision suggestions put forward by their classmates, and can take the initiative to master the revision methods. After obtaining certain review reference, students are very serious about review, because the expected high level is also their goal.
Third, self-correction.
With the help of the teacher, the students have mastered some revision skills, and with certain revision skills, the teacher can let the students revise their own compositions. Self-approval and self-modification, mutual modification at the same table and group modification can be performed.
Group correction is a better form of cooperation. Before correcting, the teacher can group the students' compositions according to their writing level and arrange the group leader to be responsible. Then, the teacher gives concise guidance on evaluation and revision, and can put forward clear evaluation standards and specific methods so that students can have evidence to follow. Teachers should not indulge in group correction of students, but should participate in it. On the one hand, we should help students solve all kinds of difficult problems encountered in the process of evaluation and guide them to write comments. On the other hand, we should also pay attention to finding and correcting the problems in the process of evaluation and correction. For typical problems, students can also be guided to discuss. Finally, make a summary and comment. First of all, the group leaders will report the situation and difficult problems of evaluation and correction, and then the teacher will organize the students to collectively evaluate and correct according to the key points of this composition teaching.
When students have been able to use review methods flexibly and can basically let go, they should fully let go. A number of groups are convened by designated student cadres, and group members can circulate freely in the whole class, so that students can learn different styles of correction methods extensively and learn from each other's strengths. Teachers only need to play the role of staff and consultants.
In short, the improvement of writing ability can not be achieved in a short time, it is a long-term process of accumulation and cyclical rise, which requires the joint efforts of teachers and students.
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