As a new teacher, teaching is one of the important tasks. Teaching reflection can effectively improve a person's teaching ability. How to write teaching reflection? The following is my collection of reflective model essays on Chinese teaching in senior high schools (generally 5 essays), which are welcome for your reference and I hope to be helpful to you.

Reflections on Chinese Teaching in Senior High School 1 Confucius said: Learning without thinking is useless. So is teaching. Teaching blindly, without thinking, can only be led by the nose by books, and you will get tired of books and can't understand them. Therefore, reflection is essential for teaching to learn from each other's strong points. This semester, I mainly served as a Chinese teacher in two classes of Senior Two. Looking back on the work of the past semester has caused a lot of thinking.

First, the biggest difficulty in students' study-how to improve their Chinese ability

Gardner, a famous American educator and psychologist, divides human intelligence into eight different forms of expression, and language skills (Chinese application ability) rank first, which shows how important the development of students' language intelligence is in the eyes of educators. But for a long time, school teaching has formed a strange circle, that is, teachers and students in the school use and practice Chinese every day, but the most unfulfilled subject is Chinese. Not many students dare to say that they are good at learning Chinese, and not many Chinese teachers dare to say that they are good at teaching Chinese. The reason is that the improvement of Chinese ability depends on a basic problem and a long-term accumulation of language materials. A person's lack of language will inevitably lead to the lack of thinking; The lack of thinking will inevitably affect the improvement of learning ability. In my two classes (Class 073 and Class 075), the problem of students' lack of language materials is very prominent, especially in the science class 073. The classroom is active, but most of the time is spent studying other subjects after class, so the accumulation of Chinese knowledge is not enough and the Chinese ability is not high. How to effectively improve students' Chinese ability has become the biggest problem in students' study.

Second, the biggest difficulty for teachers in teaching-how to effectively strengthen accumulation.

Thinking and language can be enriched by accumulation; Language ability is made up of countless bits and pieces of knowledge. Chinese learning is a process of "gathering sand into a tower". Therefore, how to effectively strengthen accumulation is the most important issue in Chinese teaching. This is also the biggest difficulty in Chinese teaching. Many people may not understand this and think that it is nothing more than memorizing famous sentences and accumulating words. In fact, what I'm talking about here is not memorizing some famous sentences. The real accumulation of Chinese is richer in content, including not only words and famous poems and sentences, but also students' personal feelings and experiences. Emotional experience can stimulate interest in learning, and the content of interest can be used vividly only if it is "freely in and out" in memory; Only flexible learning can provide a steady stream of motivation for reading and writing, form a virtuous circle, and thus achieve the goal of improving Chinese ability.

Third, take measures to meet the difficulties.

In view of the problems existing in the above teaching, I mainly took the following measures:

First, lay a solid foundation.

Copy words and phrases and accumulate writing materials. At the beginning of this semester, in the course of goal orientation and ideological mobilization, I put forward clear requirements on how to improve students' Chinese foundation. I asked the students to prepare two exercise books, one to copy the new words that appeared in the textbook, the other to copy famous sentences and writing materials, and asked the students to hand them in once a week for the teacher to check. This has two purposes, one is to improve students' writing level, and the other is to consolidate students' Chinese foundation.

Secondly, strengthen reading.

The new curriculum standard of Chinese requires students to read the text effectively, which is a respect for the reading subject-students, and also a compliance with the reading rules. Mr. Ye Shengtao said: "Chinese is a course to learn and use language skills." Therefore, in classroom teaching, we must firmly grasp the language and characters of the text, highlight the "Chinese flavor" of Chinese teaching, and gain insights and experiences from "reading" by repeatedly, thus improving our reading ability. This is an effective reading of the text. Only in this way can we get the real reading effect. Therefore, in this semester's classroom reading teaching, I will pay special attention to leaving students as much time as possible to read the text, and ask myself to "speak slowly and realize slowly" to improve the effect of reading teaching. Chinese learning is a process of appreciation and immersion, and it can't be fast-paced. Students must be kept in a quiet and peaceful state of mind, so as to ensure that they can read the text and think independently.

Third, charge yourself.

"If you don't learn for one day, you will fall behind. If you don't learn for three days, you will be ignorant." In today's endless curriculum reform ideas, teachers' autonomous learning is more important. If a teacher wants to teach, he must learn. I know the importance of teachers' self-learning in the whole teaching. So after intense teaching, I took many different ways to learn. Such as understanding the latest teaching ideas and college entrance examination trends; Actively learn from other teachers and learn from each other's strengths; Make full use of the high-quality network resources in the "school vision" for learning. In particular, I dare not say that I am the best person to use the learning resources ordered by the school, but I am sure that I am the one who learns the most. At the same time, I also hope that the school can continue to open up the learning resources of "School Vision" for us, so that our teachers can keep up with high-level education.

Fourth, the focus of future teaching

The age of students is growing and knowledge is accumulating. As a Chinese teacher, the urgent task is to cultivate their good reading habits and methods, lay a good foundation for improving their reading ability, and let students gain rich and unique spiritual experience from the text and truly feel the charm of the text language. Therefore, how to find an effective teaching method to strengthen the accumulation of students' feelings and emotional experiences, let them find the source of living water and bring clear springs and streams to Chinese learning has become the focus of future teaching.

Learning is not enough, teaching is difficult. Teaching is a never-ending art, reflecting in teaching and growing in reflection. I hope to communicate with my peers in the future teaching practice.

Reflection on Chinese teaching in senior high school 2 The autumn college entrance examination is over, and the Chinese scores of the two liberal arts classes I took exceeded the average level of the whole city. It can be said that this is the best reward for my efforts in the past year. Looking back on the teaching work in the past year, I think there are both advantages that should be carried forward and shortcomings that should be improved.

First, care for students, be approachable, and let students "kiss their teachers and believe in their ways."

Perhaps, I am a teacher who is not strict by nature. When students see me, I always smile, smile and even laugh. A student once said to me, "You are the most cultured of all the teachers we recognize. You have never lost your temper with us!" " "I used to secretly worry that students would not be afraid of me and would not study my language well.

Facts over the years have proved that my worries are unnecessary. The students are very close to me. There are often some students I haven't taught who greet me warmly. Students in other classes often come to ask me questions or ask me to change my composition. I think their greeting and finding me must have something to do with the propaganda of my own students. In the eyes of students, I should be an approachable teacher and can help them. Being close to students makes my teaching work smooth. In class, no student refuses to answer questions for fear of being reprimanded for wrong answers. When some students have questions, I will patiently and carefully analyze them until I convince them. In this way, students will have a deeper understanding of the problem and a very deep memory.

The second is to pay close attention to double basics and strict requirements, so that students can lay a good foundation.

I am not a strict teacher, but I am a strict teacher to my students. It is manifested in several aspects:

(1) There is not much homework at ordinary times, and the rest must be completed with good quality and quantity.

All my students know that if I don't finish my homework, I will keep chasing after it; If the quality of the homework is not high, it must be redone. Especially in winter and summer vacations, I won't leave a lot of homework, but I will carefully check and correct one by one after school starts, and I will redo those that fail.

(2) Pronunciation, font, recitation and other contents must be passed one by one.

I will take all kinds of methods to check these basic knowledge, and every student will find it in person. It's hard to get away with it. And I set an example by asking students to recite, and I will recite what I don't ask students to recite. Students who want to be opportunistic often ask me to recite articles or poems in public, saying that teachers can recite them. I have never felt sorry for a student. I think this is the basic skill of teachers. If teachers can't do it, how can they convince students?

(3) Criticize the composition face to face as far as possible, so that students can gain unique benefits.

In the usual composition teaching, I insist on giving students face-to-face criticism, so that students can have a good idea of their own compositions, so as to foster strengths and avoid weaknesses in future writing. After the final exam, I will give students a detailed analysis of the reasons for their scores or losses, and put forward suggestions for improvement, so that they can revise and promote the progress of their compositions. This is time-consuming and laborious, but the effect is good, and every student will gain something. 、

Third, pay attention to the teaching of learning methods, so that students can improve their methods and make progress.

In class, I often teach students the learning methods I have learned or explored by myself, so that they can choose the one that suits them. Emphasize that learning should be scientific, not hard. For example, I often ask students to review what they have learned, because reviewing what they have learned is the key to mastering the basic knowledge of various disciplines and the only way to further improve. Therefore, in the process of learning, we must review reasonably, that is, review scientifically in stages. Only in this way can we firmly grasp knowledge instead of feeling as if there is nothing. On this basis, it is more important to cultivate your ability to summarize and summarize what you have learned. Systematic and independent summary is a bridge for learning to make a qualitative leap, which can make students' knowledge system more complete and knowledge clues clearer, and help students grasp knowledge with a far-sighted vision as a whole. At the same time, in the process of summing up, students can consciously discover the internal relationship between knowledge, which is of great benefit to the improvement of students' learning flexibility and comprehensive application ability.

Fourth, often take the initiative to communicate with students to solve their psychological problems.

Senior three students are under great pressure and prone to psychological problems, which will have serious consequences if they are not solved in time. In class, especially one month before the exam, I often take the initiative to communicate with students, understand their ideas, find out the problems, help solve problems, clear the psychological crux and stabilize students' emotions. Some students' questions are not suitable for public speaking, so they communicate 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 problems will be solved. Because under heavy pressure, what students need most is to release the pressure, and speaking is an important way to release the pressure. Students' pressure is reduced, they have confidence in their studies, and their grades will naturally come up.

Let's talk about the shortage:

First, in the teaching of poetry appreciation, it is found that students have too little knowledge of ancient poetry, which makes it difficult for students to read and appreciate poetry. The accumulation of ancient poetry knowledge is difficult to achieve only in senior three, which requires us to strengthen training in this area from the beginning of senior one. In fact, the teaching of ancient poetry should start from primary school, because according to experts' research, if you want to have a strong perception of ancient poetry, you should start a lot of reading training at the age of seven or eight at the latest. From the first year of high school, it should be said that it is already better late than never.

The second is to underestimate the limitations of the writing style of this year's college entrance examination. Although a large number of argumentative writing exercises are usually carried out, what is done most before the exam is not limited to stylistic training, which affects students' composition performance to some extent.

The above is a reflection on the teaching of senior three in the past year. In the future teaching, I will foster strengths and avoid weaknesses, and strive to achieve better results.

Reflection on Chinese Teaching in Senior High School 3 In the process of advocating the implementation of quality education, senior high school Chinese needs to give more thoughts on how to improve students' quality. Make a set of feasible plans and implement them effectively in actual classroom teaching. Therefore, what we should pursue is how to teach the teaching content and writing training methods that are conducive to improving students' basic knowledge of Chinese on the premise of ensuring that students pay enough attention to Chinese and have a certain foundation of Chinese and writing. Based on this, it is urgent for Chinese teaching in senior high school to determine the teaching principles different from other subjects on the basis of carefully examining the three basic teaching links of teachers, textbooks and students, so as to effectively promote Chinese quality education in senior high school.

I think, first of all, we should renew our educational concept and deepen classroom teaching. At present, there are still many old ideas in Chinese teaching in middle schools. We can't get rid of the influence of old ideas, old habits and old traditions. We pay attention to the teaching and dissemination of 45-minute classroom knowledge, but ignore the cultivation of students' ability and intellectual development. The essential attribute of Chinese subject is the study and application of language, and Chinese course is the synthesis of reading, writing, listening, speaking, rhetoric, logic and other factors. It is impossible to teach every class. Only by focusing on teaching objectives, highlighting teaching priorities and conforming to students' learning ability can students achieve practical results.

Students from junior high school to senior high school are generally weak in basic knowledge of Chinese. Because of the junior high school entrance examination, many junior high school Chinese teachers are keen on the so-called "basic knowledge training" of a large number of words, sentences and articles, forcing students to fall into an endless sea of questions, confined to repeated practice of exam-oriented knowledge in Chinese textbooks, and seemingly "double-base" knowledge training, but the actual effect has reduced students' knowledge training. As a result, some students are confused in grammar, unclear in expression, a mountain of words such as typos, misuse of punctuation marks, and some even don't know the most basic sentence components, which has a significant impact on students' reading comprehension and writing training.

The newly compiled Chinese textbook for senior high school clearly points out that it is necessary to improve students' Chinese quality in an all-round way, improve their ability to correctly understand and use the Chinese language, pay attention to accumulating feelings, cultivate and cultivate their sense of language, and make students form good habits of learning Chinese. In the teaching process, cultivate students' thoughts and feelings of loving the language of the motherland and the normative consciousness of the common language of the country, improve moral cultivation, aesthetic taste, ideological quality and cultural taste, develop healthy personality and form a sound personality. We should also pay attention to cultivating students' practical writing and oral communication skills. This clearly points out that Chinese education in senior high school points to "human development". Therefore, it is required that Chinese teaching in senior high schools should be combined with real life, pay attention to Chinese practice and ability training, be based on Chinese knowledge, be practical and effective, and be organically combined in and out of class. But I think, whether in class or out of class, we should focus on one core and two basic points, namely, the core of "ability training", which are in class and out of class. Pay attention to practice in class, concentrate on reading after class, combine with each other after class, not stick to the content of teaching materials, but extend to extracurricular reading materials, interspersed with some extracurricular reading materials, make the classroom teaching atmosphere more active, and play a very good role in deepening classroom teaching and improving teaching effect. Therefore, renewing educational concepts and deepening classroom teaching are the prerequisites for improving senior high school students' Chinese quality.

Secondly, we should give full play to students' main role and change passivity into initiative. For a long time, our Chinese teaching has paid attention to the teaching of language knowledge, which has always made students passively accept it in class, ignoring the main role of students. For a long time, our understanding and practice of students as the main body of teaching is completely in a superficial state of understanding, and sometimes we have some understanding in thought, but in practice we are timid and afraid of breaking the original stereotype, resulting in classroom confusion and out of control. In this way, students simply can't show their autonomy and creativity in learning.

To improve the Chinese quality of senior high school students, we must give full play to students' main role in classroom teaching, tap their potential, stimulate and cultivate their interest in learning, give them time and space to study and think independently in class, and actively participate in classroom teaching activities. For example, I will let one or two students speak on the stage in each class, and then invite one or two students to speak and comment on their classmates. Also, in the teaching of self-reading texts, try to let students fully discuss and solve together in the form of questions. In this way, the initiative of learning is given to students, so that students have the feeling of subjective participation, fully mobilize the enthusiasm of students, and make the classroom full of active atmosphere, and everyone actively discusses and speaks. However, in the process of cultivating students' active participation in teaching, we should pay attention to the analogy, let students master the methods of analyzing and solving problems, master the essentials of reading analysis, and change the old learning state, not passively accepting the knowledge taught by teachers, but actively mastering and applying knowledge. As Mr. Tao Xingzhi said, "I think a good teacher is not teaching, not teaching students, but teaching students to learn." As long as students master scientific and effective learning methods, they will be able to integrate and benefit for life. Giving full play to students' main role and changing passive learning into active learning are the main ways to improve senior high school students' learning.

Reflection on Chinese teaching in senior three 4 For a long time, Chinese teaching in senior three has been focused on various topics, test sites and their own ways. "Treat the headache, treat the foot pain", and all kinds of topics, test sites and parallel lines can never intersect. But the effect is very little, students forget the front after learning, and some test sites and topics have to be reworked. Chinese teaching is in a very embarrassing situation.

From the analysis of XX-XX test questions, it is not difficult to find that the regression of test questions to textbooks is more and more prominent, from pronunciation, font to language expression, and even composition, all return to the familiar background of students. Faced with the change of test questions, we played the banner of returning to textbooks. Therefore, sorting out teaching ideas, how to readjust and determine teaching objectives and tasks, how to seek teaching breakthroughs, and how to find the matching points and connection points of various topics and test sites, so as to make senior three Chinese teaching an organic whole, are all serious issues faced by senior three Chinese teachers.

Composition is the main line of Chinese teaching in senior three, and it is the top priority of Chinese teaching. In the composition score, it is the first question in the world. The success or failure of composition directly determines the achievement of Chinese subject, which can be described as "all glory, all loss" Both teachers and students are aware of this. It's important to collect and accumulate a lot of composition materials after class, but will it increase the burden on students? Is there a more practical and effective method? Through complicated topics and test sites, I found this intersection and connection point, which is the composition. While consolidating the foundation of various topics and test sites and strengthening the training of various topics, I am actually preparing my composition. Is it necessary for us to go further and further, start a new stove and spend a lot of time on composition training?

(1) Learn topics such as "the correct use of function words, content words and idioms" and reserve enough vocabulary for the composition.

When correcting students' compositions, many teachers lament that students' composition vocabulary is insufficient, either the words are meaningless or there are too many words. It is rare to see a few words that are used aptly and vividly in a composition. When reviewing these special test sites, consciously guide students to accumulate more vocabulary from the perspective of composition, then apply what they have learned and consciously use some vocabulary in the writing process.

(2) Learn special topics such as "memorizing glyphs, using punctuation correctly, discriminating and modifying ill sentences" and develop good writing habits.

In the past, the situation in teaching was that when doing this kind of special training, typos, punctuation, discrimination and correction of sick sentences were all done well, and the accuracy rate was quite high. However, once I wrote my own composition, I took it for granted, regardless of the consequences, and typos were everywhere. Punctuations were "teased to the end" and "made" various ill sentences. Why are there such strange things? The reason is that "learning" and "using" are seriously out of touch. When learning these topics, they are not related to composition, which fails to let students develop good writing habits.

(3) Study topics such as "famous sentences and articles, poetry appreciation and classical Chinese reading" to enrich the composition material reserve.

The composition in the examination room is required to be written quickly in a very short time. If students don't have enough material reserves at ordinary times, even if they are good at writing and writing, it is "a clever woman can't cook without rice." The "famous sentences and articles, poetry appreciation and classical Chinese reading" examined in the college entrance examination is undoubtedly a cornucopia of students' composition materials. When teaching these topics, I clearly told the students that the college entrance examination score of these topics was "X+60" ("X" is the score of this topic, "60" is the score of composition) to attract students' attention. In writing training, students can apply what they have learned and use it flexibly, with good results.

(D) Study the topic of "language application" and reform and temper students' writing language.

Chinese application questions have always been called the "experimental field" of the college entrance examination, with novel questions, short and pithy, and flexible. However, "the sparrow is small and has everything", and the Chinese application questions are "small compositions" in a sense, which requires certain sentence patterns and certain rhetorical devices, focusing on examining language expression ability and using whole sentences and symmetrical sentences. Many students like to do this kind of topic, which can be described as easy and handy. But when I write a composition, I feel sad and I can't find the feeling at all. When commenting on language application, I often feel like this: "If only such beautiful words could appear in my composition." Combine language application with composition training, and consciously guide students to pay more attention to language transformation and tempering in the process of composition training, so that every sentence and paragraph of the language can be grasped well. The language of the whole composition will naturally get better.

In addition, there are other special training, which can also be combined with composition. For example, in modern Chinese reading training, we read texts not only to solve those problems, but also to read, learn and draw lessons from them as American and model essays. Provide a model for your composition improvement. Because for middle school students, the process of learning to write is actually the process of learning from imitation.

In short, in the whole process of Chinese teaching in senior three, there must always be a main line, that is, composition. Let teachers have compositions in their hearts, and let students have compositions in their hearts. While consolidating the foundation of various topics and test sites, don't forget to highlight the special position of composition.

As we all know, Chinese teaching in senior high school is impacted by the slogan "Learn mathematics, physics and chemistry well, and you are not afraid to travel all over the world", and then it is restricted by the college entrance examination that "Chinese is time-consuming and laborious, and you can't get high marks", and then it is impacted by the thought that "not knowing English and computers is modern illiteracy". It is useless to complain about others if education in China wants to get out of the trough. Only by constantly reflecting on yourself will the bottleneck be widened. In Chinese teaching under the new situation, I think we must take three steps:

Step 1: Infiltrate an idea that Chinese teaching is life-oriented and students live language and culture.

China's doyen, Mr. Lv Shuxiang, said: "China's classroom is different from other classrooms. Students have opportunities to learn Chinese anytime and anywhere: strolling along the road, billboards on the roadside; Shopping, with instructions. You can learn Chinese everywhere. " From this, I often think: since Chinese is everywhere, Chinese is everywhere, and the conditions for learning Chinese are unique, learning Chinese well should be a piece of cake. But contrary to expectations, many students have lost interest in Chinese. You ask students to write about their parents, and some even "look at the square paper coldly and bite the pen", which makes you laugh and cry. Where is the crux? Reflecting on our Chinese teaching, I think: Chinese teaching lacks life, and students' life lacks Chinese.

Under the background of college entrance examination, many Chinese classes have become exercise classes and examination classes, which makes Chinese lose its humanity and emotion to some extent. In the past, under the pressure of grades and rankings, Chinese gradually lost its relaxed and active atmosphere and became heavy and stagnant; In the name of pursuing "efficiency", Chinese deleted activities and scenes, leaving only knowledge and speculation. Under the background of examination, students think that everything will be fine as long as they listen to lectures and do problems in class; But I don't know the root of learning Chinese well-in life. Students' refusal to observe, feel and think about life will inevitably reduce their Chinese cognitive ability. Moreover, students have not fully realized the characteristics of "many a mickle makes a mickle" in Chinese. It took time to do the topic, but it didn't get immediate results. Driven by utilitarianism, students devoted their time and energy to other subjects. No wonder students often say humorously: "China people, it is really not easy to say I love you;" Physical chemistry, I only have eyes for you. "Under the new situation, to improve the popularity index of Chinese teaching, I think we should first infiltrate the concept of' Chinese teaching is life-oriented, and students live in language and culture'. Although this is not a new concept, it is a Chinese education concept that Chinese teaching must have.

Chinese teaching is permeated with the concept of "Chinese teaching is life-oriented, and students live in language and culture". I think there are two ways: one is to talk about life in Chinese, to provide students with a learning environment in big Chinese, and to ensure that students have sufficient time and space to study and experience. The second is to enrich the language with the content of life and turn the plain life into a rich spiritual world. I think it is a good example for students to create their own New Year messages and couplets during the winter vacation, which can achieve the goal of "returning from Chinese to life and then subliming Chinese connotation from life". This is the first step that Chinese teaching must take under the new situation.

Step 2: Stick to two positions-reading and writing.

A Chinese expert once said that a responsible Chinese teacher only needs to teach students two things, one is reading and the other is writing. Teacher Gao Zaiming once recommended me an article "If I were a Chinese teacher", which was published in Guangming Daily by Mr. Zhou, a philosophy researcher at China Academy of Social Sciences. In the article, Mr. Zhou said to him, "I have never been a middle school teacher, but I have been a middle school student." Let me review what improved my Chinese level and benefited me a lot in my later writing career. I found two things, one is my hobby of reading extracurricular books, and the other is my habit of keeping a diary. " Experts are just unusual. In a few words, it tells the true meaning of Chinese studies. The Chinese subject itself has the characteristics of "accumulating a lot" and pays attention to the method of "laying the foundation in class and practicing kung fu after class". What kung fu should I practice in Chinese extracurricular study? In fact, it is reading and writing. Of course, reading and writing are also the real kung fu of Chinese teaching. Many years! This is how the Shanghai college entrance examination examines students. There are only two big questions in the Chinese examination paper, one is the reading part and the other is the composition part. Reading and composition are equally divided, accounting for 80 points and 70 points respectively. Let's reflect on our Chinese teaching and say realistically: teachers talk when they have time, and students practice when they have time. Reading and writing are really weak and immortal. At present, Shandong vigorously implements quality education and strongly advocates returning time and ability to students. I think the implementation of quality education is particularly beneficial to Chinese teaching: in the past, students "started to compete with their eyes open" and had no free time at all; Now, students have more free time and naturally spend more time reading. "Since you want to stay in school, students should not be afraid of writing!" . Reading, especially extracurricular reading, can broaden students' horizons and improve their cultural taste; Can lay a good "spiritual foundation" for students; It can promote students to become a person with sound personality, rich soul and love the language of the motherland. Writing can help students become an emotional person, a caring person, a person who can appreciate themselves correctly and a person who loves colorful life. Obviously, reading and writing are beneficial to students' lifelong development. Therefore, Chinese teaching under the new situation must adhere to the two positions of reading and writing.

Step 3: Pay attention to three habits-study habit, thinking habit and accumulation habit.

Foreign studies show that 20% of students' learning quality is related to intelligence factors, and 80% is related to non-intelligence factors such as confidence, will, habit and personality. Among them, habit occupies a very important position. From the perspective of a person's development, habits accompany a person's life and affect his lifestyle and working style. Good habits are energy, not energy saving. I think the three most noteworthy habits in Chinese teaching are students' study habits, thinking habits and accumulation habits. When you open the webpage, you will find that the information is updated in seconds, and the students' "textbooks" are the world now. Can Chinese teaching not pay attention to students' study habits? As far as Chinese is concerned, students' study habits should include: the habit of speaking Mandarin, the habit of writing standard words, the habit of consulting reference books, the habit of reading and writing independently, and so on. "Learning without thinking is useless, and thinking without learning is dangerous." Humans never stop thinking, because thinking can lead to thinking, and thinking can lead to concentration and inner strength. It seems self-evident that Chinese teaching pays attention to students' thinking habits. "Every bit of sand constitutes a tower." The subject of Chinese is all-encompassing and boundless. This requires that Chinese teaching must also pay attention to students' accumulated habits.

Chinese teaching under the new situation must permeate an idea, adhere to two positions and pay attention to three habits. This is my reflection on Chinese teaching. Actions speak louder than words. In the future teaching and research work, I am determined to do it myself, unswervingly and resolutely carry it out to the end.

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