Essays on Chinese Teachers' Teaching in Middle Schools
I don't remember which teacher said: If you want to have excellent students, you must first become an excellent teacher. I remember this sentence, I have made it my goal to be an excellent teacher!
However, now I am not excellent, I just try my best to be such a Chinese teacher.
First, be a Chinese teacher who can tell stories.
Students love telling stories, and Chinese teachers should be good at telling stories. Mysterious myths and legends, long historical stories, passionate revolutionary stories, the growth stories of celebrities and great men, and the beautiful life that touched China and the most beautiful people? As long as you can tell stories, as long as you tell vivid, interesting and touching stories, students will be attracted to you. There must be your story in the memories of students' school days, which is wonderful for their growth memories!
I still remember telling them the story of "four misers", which puzzled them very much. I talked about Ah Q's philosophy and made them sigh. I still remember telling these rural children that Daiyu entered Jia's house for the first time in A Dream of Red Mansions, and when it came to Baoyu's falling jade, it came to an abrupt end, which kept the students' appetite alive. As a result, there were two "fans of the Red Chamber" in the class. They finished reading the whole book in less than two months, and they were honored to tell the whole class about A Dream of Red Mansions!
I not only let myself tell stories, but also let students tell stories. In my class, there is a "forum", and the speaker Yuan tells the story he heard in "Lecture Room"; There is also a "Hailing Lecture", which tells the story of the Three Kingdoms that many girls don't like to watch. It is a great honor for the students to be the keynote speakers! I hope more people are eager to try, and I hope there will be more stories in my class and more people will tell stories!
Second, be a Chinese teacher who can write articles.
Chinese teachers must teach students how to write articles. I can't imagine how a Chinese teacher who can't even write an article can teach his children to write an article. Therefore, if Chinese teachers want to be excellent, they must write good articles. You don't have to be a writer or a poet, as long as you can vividly tell students how to write an article with your own pen and language. Then, in the eyes of your students, you are a writer and a poet.
I still remember reading my book "Father, are you okay in heaven" in the class of "Father" in the composition guidance class after learning "Back". ",moved the students to cry, but also let themselves cry; I still remember that after learning "Spring", I read the hydrological "Spring Dream" to students, and their eyes were full of admiration when they looked at me; I still remember that in the process of studying the topic of "the accumulation and application of ancient poems" and guiding students to use ancient poems in their compositions, "China's poems and songs have four seasons", because of the extensive use of ancient poems, the students looked at me with admiration. In fact, my writing is not very good. I am, perhaps, too narcissistic. However, my narcissism gives students specific guidance to help them learn to write. Of course, many students, like me, have become narcissistic and always believe in themselves. They can write well, really well.
Third, be a Chinese teacher who is good at reciting.
Chinese is a subject built with texts. Words are silent songs and poems. Chinese teachers should learn to re-create words with their own voices, turn silent words into moving stories and write beautiful poems with their own voices. Teacher Dou Guimei said, "Chinese teachers should cultivate their own voices." Chinese teachers should make their voices have a magic power. When your voice rings, students will be attracted by your voice and then follow your voice into the world of Chinese.
I still remember reciting "On the other side of the mountain" to students in the first Chinese class of grade seven. These rural children who have just become junior high school students told me with surprised eyes: the original text can be so beautiful! I still remember that my students and I recited The Blind Child and His Shadow in different roles. As soon as my first low voice "He is a blind child" appeared, these children's emotions were mobilized to the state. A silent fairy tale has become a colorful and beautiful story in the common narrative of our teachers and students.
Fourth, be a Chinese teacher who loves singing.
Can you say which child doesn't like singing or listening to music? My children like singing very much. Students who can't sing well also like listening to songs. So, I will learn what pop songs they like and sing with them; I sometimes sing some songs that they can't sing, to let them know that these lyrics are poems and talking, which is a way of writing.
I not only sang with the students, but also taught them to sing ancient poems and let them compose their own music. Then I became a teacher and taught them to my classmates. I not only sing, but also sing plays. Singing Pingju Opera, Huangmei Opera, Peking Opera, Errenzhuan. Of course, I am not a professional singer, but as long as the Chinese class needs to be expanded and decorated, I will brighten my voice from time to time to let students know that traditional culture is interlinked.
Be a Chinese teacher who understands students.
Students, whether children or children, need more care than discipline and preaching. Therefore, it is also my pursuit to be their trustworthy friend and comfort their parents. Because I am not the head teacher and the students are not afraid of me, I became their bosom friends. Sometimes, if students can't tell the class teacher anything, they will come to talk to me and seek comfort and help.
I still remember a boy came to me and told me that a girl who studied very well liked him, but he didn't like studying and didn't like this girl. But because she studies well and is sentimental, she is afraid of directly refusing to hurt her. Let me help him convince this girl. I wrote a poem to this girl, telling her that autumn fruits are sweeter and more beautiful. She didn't say anything, but she was smart and got it. From then on, she studied hard and was admitted to a key high school. That boy lived a part-time life and was very happy.
I still remember a girl who kept calling me "second mother". She said I was her second mother. Although this title is easily misunderstood, I accepted it frankly, because I know that this title is full of her love.
Be a lovely Chinese teacher.
Youth is gone, and I am not confused. Although my age is no longer young, my passion is still there. I make myself fashionable and give students a beautiful musical instrument; I make myself gentle and give students a kind and smile; I make myself humorous and give students the joy and interest in learning Chinese; I let myself be tolerant, give students space and give them the opportunity to correct themselves; I make myself lovely and have the love of students, so I have the future of Chinese teaching.
Let yourself tell stories, write articles, read books, sing songs, understand students and be more lovely. These are my pursuits. Perhaps, I am not good enough to do this, but I have been advancing, advancing, advancing on the road to becoming an excellent Chinese teacher!
The second part of the teaching theory of Chinese teachers in middle schools
The ideal classroom in my mind is the classroom of teacher-student interaction. The teacher is full of love and childlike innocence. They are the organizers, guides and participants of students' learning. Teachers can squat down to look at children and listen to their voices. In class, children are quick-thinking, energetic, innovative and good at discovering; Raise your hands straight, your face is red, your eyes are shining, and your mouth is always open. Teachers and students always collide with sparks of wisdom in communication and interaction.
My ideal classroom is a classroom full of encouragement and tolerance. This kind of classroom allows children to make mistakes, but teachers actively guide them rather than suppress them, and children are always full of confidence.
Professor Ye Lan once said: There is no absolute standard for an ideal classroom, but there are some basic requirements. Our classroom needs to be solid, substantial, rich, simple and true. Therefore, I pursue poetic language and a real, solid, simple and aura-rich Chinese classroom, so that the classroom can become the cradle and spiritual home for teachers and students to grow together. Strive to create an ideal classroom for children to grow up healthily and happily.
Children spend most of their childhood in school. Therefore, as a primary school Chinese teacher, I will ponder such a question: What kind of Chinese class should I give my children? What kind of life do you give your children?
1. Show students a "passionate me".
In Chinese class, the key to how to embody the "humanity" of Chinese subject lies in "emotion". I'm thinking: how can a teacher without passion mobilize students' emotions and make them study enthusiastically? I think: I should pass on my feelings to my students.
In every class, I will adjust my mood, dig deep into every emotional factor in the teaching materials, teaching links and teaching process, and use my language, my eyes and my actions for the content of the text, for my life, for every sentiment and emotion of life. Pass it on to students and show them a "passionate me".
2. Respect "demand" and pay attention to "wonderful".
Respecting the "needs" of students' learning and stimulating their interest in learning are the prerequisites for realizing "students' active learning and improving teaching efficiency". A teacher with rich teaching experience once warned me: "Chinese class must understand students' reading, knowledge and emotional needs, avoid indoctrination, and focus on stimulating interest and mobilizing students' enthusiasm." "In the teaching process, stimulate students' interest in learning in various ways, or intuitively demonstrate, or learn from others, or cleverly set suspense? Stimulate their reading desire and motivation, and create a positive teaching atmosphere of "I want to learn", "I want to learn" and "I want to speak". In order to stimulate students' interest in learning, when teaching the text "If I get lost in the wild", I found the rings and videos of Polaris to enjoy with the students. I really feel their eager eyes! I sincerely asked, "What do you want to ask nature? What else do you want to say? "The children are all in high spirits and eager to try." Stimulating interest has greatly mobilized students' initiative and enthusiasm, and the teaching process has also turned pain into pleasure.
3. Give students an "open classroom".
An open Chinese classroom should not be limited to the dimension of imparting Chinese knowledge. It is necessary to achieve the three-dimensional integration of knowledge and ability, process and method, emotion, attitude and values.
Openness is the means and development is the goal. Open Chinese classroom teaching breaks the closure of Chinese classroom time and space and teaching content, liberates students' hands and feet, liberates students' thinking and personality from imprisonment, makes Chinese teaching truly integrate into life, and restores the true colors of Chinese. It is a dynamic Chinese classroom teaching, and it is a Chinese classroom that is truly committed to students' sustainable development and lifelong development.
The third part of the teaching theory of Chinese teachers in middle schools
I love my education in China. "Knowing is not as good as being good, and being good is not as good as being happy." I constantly stimulate students' interest in learning Chinese with colorful man-machine interaction and learning situations, so that students can fully feel the interest, interest, natural beauty and humanistic beauty of Chinese learning.
I remember that year I took over two classes of Chinese education and teaching in Grade Three. In order to let children feel the humanistic quality of literature independently and improve their writing level, I require all children to write more than 500 words a week, which can be extracted. Nevertheless, the students in Class Two, Grade Three were still afraid of themselves.
The first assignment was finally put on my desk on Monday seven days later. At that time, even good students completed this assignment in this way: the part they wrote in the composition pinched their noses and copied the so-called middle school students' composition selections; Excerpts are excerpts from famous passages that impress you in extracurricular books.
What makes me happy is that one of the compositions is immature, but there is no lack of understanding of life and beautiful paragraphs. Just between the lines, the so-called "maturity" of adolescent children reveals that "teenagers don't know the taste of worry and are forced to say worry because of new words." It was then that I consciously remembered his name.
After several assignments, I observed them carefully and found that he finished them seriously. It's just that every article still has a rebellious loneliness. I began to pay attention to and understand him.
He is an ignorant urchin. His advantage is good grades and no mischief. Although he is free and unsociable, no one tells him what to do, so his classmates pay little attention to him.
In order to encourage him to continue to study Chinese hard, especially to develop his writing talent and set an example for other students, I decided to read several of his compositions as model essays in the class and invite other students to discuss and evaluate them.
I remember that in the process of reading aloud, he kept his head down and sat in his seat listening to me, but his face turned red involuntarily. I know it's his conceit, but his low-key behavior has caused infinite vanity in rare glorious moments.
I started a course on appreciation of Chinese knowledge, hoping to take this opportunity to stimulate students' interest in Chinese and writing. Due to the emotional reasons of this course, all students participate in it. In class, they listen attentively, nod and smile, and occasionally whisper. The number of classes has increased and the quality of homework has improved significantly.
Unfortunately, he never joined, either doing homework or sleeping at his desk. I want to know why this happened.
Another afternoon self-study for students to appreciate classical poetry. Faye Wong and Teresa Teng's wonderful singing, accompanied by appropriate FLASH pictures, brought the students into the dual enjoyment of music and poetry culture, but he remained the same. I quietly walked behind him. It turned out that he was so absorbed in watching anime that I didn't know I was standing behind him. "Try to listen, you shouldn't be disappointed." I whispered sincerely. Perhaps he was shocked by my arrival, so he quickly put away his book and looked up at me with "grievance". I choose to walk away silently.
After class, I found him, chatted with him and asked him about his views and suggestions on Chinese learning. At first, he was not only blunt, but also full of distrust in his words. Perhaps my sincerity moved him, and he told the story slowly. It turns out that he doesn't like learning because he is lazy. He thinks Chinese is boring and has no sense of accomplishment. Chinese appreciation class has no practical significance to the exam, so although it is interesting, he doesn't want to waste time. It is better to develop his own interest. Time is running out. We talked about each other's hobbies from study to life and had a good time.
Perhaps my equal communication with him touched him, and he gradually changed. Listening to Chinese lessons is becoming more and more serious, and the content of Zhou's composition has replaced the original elements such as spring sighing and autumn sorrow, cynicism and inexplicable yearning for love with the active pursuit of life ideals. What is more gratifying is that the relationship between him and his classmates has also undergone subtle changes, and he began to care about his classmates and the collective. Because of his good grades, the students subconsciously began to learn from him. Under his influence, writing began to permeate students' lives. There are more and more students who love writing in this class, and excellent works are constantly emerging, and some of them are printed in type and published in various journals and magazines. Two years later, in July, he entered the ideal school with excellent Chinese scores.
On Teacher's Day that year, he sent me a holiday card. I was moved by a passage on the card: "If my simple literary dream was born before copying, it was your encouragement and confidence in Chinese that consolidated this dream." . At that time, although I got good grades in Chinese, I was always unlovable and cynical to everyone. Just because you wrote a few essays to read, you didn't give up on me, a naive and self-righteous child. Looking back now, I know how grateful it was. "
He left school, and we changed from the relationship between teachers and students to real friends. In our spare time, we discuss literature together and enjoy each other's study and life together.
The fourth teaching theory of Chinese teachers in middle schools
For a long time, Chinese classroom is full of shallowness, inferiority, dullness and disorder. People feel that the Chinese class is an ideological and moral class, and the basic knowledge is words and phrases; Chinese teachers are like tofu girls, like blisters, and composition teaching is a model drama; Chinese curriculum reform is like a "brain teaser"; If Chinese is to be aesthetic, read it out loud, preferably with tears. There is promiscuity everywhere?
To tell the truth, I have been teaching Chinese for 14 and 15 years. I've seen too many cliches, too many affectations, too many blasphemies. I'm always out of touch with reality and can't keep up with the situation. A colleague asked me, how do you have a Chinese class? In fact, Chinese class is nonsense.
For more than ten years, my Chinese class has always given students different feelings. In fact, my class can't be called a class, because I like to talk nonsense in class, say this and that, the sea and the sky are the same color, and the confidence is boundless, and the evaluation of classes is very cold. I was taught that I can't walk around on watermelon skin. Actually, it doesn't matter if I can't get it back. In fact, students are the most serious when I talk nonsense, that is, when the teaching effect is the best. They listened and talked, and when they were not careful, the class was over. Let yourself be full of intelligent language, smart language, personalized language, humorous language, even brave language, and even those staggering languages, nail into the hearts of students one by one like nails. When I turn over the students' compositions, all I write is my impassioned momentum. If I change this composition, why can't I give high marks? Therefore, students are always full of expectations for my classes, hoping that I can take them everywhere and be happy. I am full and nutritious, and then I go to class with a big belly. After a chat, students will get the general idea, new knowledge and solve the doubts in their hearts, so that all difficulties and doubts will become bright spots. Really get twice the result with half the effort, and the house is full of joy.
Often do not take textbooks seriously. A Chinese textbook may only include a few articles that I think are beautiful in one semester, but I may spend a few weeks on an article that I like. I went to Guilin for a week, two ten-day farewell poems and moonlight music for a week. I am determined not to read articles that I am not interested in, articles full of sermons, and articles that I think are not beautiful. In the current curriculum reform textbooks, each unit is an article with the same theme and the teaching objectives are basically the same. I only have one class, and the key is to make students draw inferences. Every Chinese class doesn't have to have teaching objectives. Why can't our teaching goal be a unit teaching goal? For example, the whole unit 6 of Book 8 is about the theme of love education, but the theme is the same. After the first class, I really can't think of the reasons for the last three texts. Some people say that they should be allowed to study, and they should be allowed to study. As a matter of fact, in primary school Chinese classes, students who are not rich in knowledge and emotional reserves are not very interested in simple reading and extensive reading. Then, what else can we play without talking or talking nonsense?
How many teaching goals can a Chinese class achieve? Especially in the third year of high school, after a class, I have the urge to fall in love? The feeling of love? This is sheer nonsense. In fact, the teaching goal of Chinese is by no means a class. What can be achieved in several classes, even the goal of words, can not be achieved in one class. Students can gradually understand and master it through continuous use. Sometimes, although you talked about it in class, can students achieve their ideological goals initially? No way! ! ! ! Some goals cannot be achieved in one semester, several semesters or even years, and some goals are simply empty. A kind of values, an emotion, an ability, can not be achieved by a certain link of a certain class, but by constantly infiltrating into the subconscious, in order to achieve a natural effect.
There is only forty minutes in a class, so there is no time to tell a few jokes, tell a wonderful story, have a wonderful debate, have a reading contest or have a speaking contest. Therefore, it is unscientific to prepare lessons for every class. I really don't know what a big Chinese is.
After a few articles in the textbook that you think are beautiful, the rest of the time is spent telling students something after class, such as recommending some beautiful articles to students and studying together. Students' interest is high and everyone is intoxicated. Or talk to students about major events at home and abroad and so on. , to broaden your horizons. Chinese is everywhere inside and outside the classroom. I often find myself in a good mood when I speak, and students are happy to listen, but it's time for class to end? I think this is a Chinese class.
The fifth essay on Chinese teachers' teaching in middle schools
How to make the classroom effective, I summarized several aspects.
First, highlight human nature, but do not belittle instrumentality.
"Chinese is the most important communication tool and the main component of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. The new curriculum standard puts humanistic factors such as emotional attitude and values in the prominent position of teaching objectives, highlights the richness of Chinese education, fully demonstrates the infinite charm of Chinese itself, and restores the original face of Chinese.
However, it should be noted that while highlighting the humanity of Chinese in teaching, its instrumentality should not be ignored, and the instrumentality and humanity of Chinese should be integrated. The humanity and instrumentality of Chinese are complementary and highly unified. Mr. Ye Shengtao said: The essence of Chinese teaching lies in listening, speaking, reading and writing. It is the internal excavation and innovation of listening, speaking, reading and writing, not the fancy renovation of listening, speaking, reading and writing.
At present, some practices in Chinese classroom are worthy of reflection. Many teachers think that the new round of Chinese curriculum reform is weakening the foundation and diluting knowledge. Special attention is paid to the excavation of China's humanistic spirit in class, but the teaching of basic knowledge such as words and expressions is hardly mentioned. Some teachers even think that these teaching methods are backward and outdated, and they usually don't pay attention to teaching, and public classes don't teach these "additions" that can't be "brilliant". Classroom teaching is colorful and varied, but students can't hear the sound of reading aloud, can't figure out the taste of language and words, can't appreciate the original analysis opinions necessary for beautiful and wonderful paragraphs, lack the necessary training and accumulation, and stutter when reading short articles. Imagine if a student can't even read and write some commonly used words, and once he writes a composition, it is a typo and a series of sick sentences, so even if he has a strong literary perception, it is difficult to express it. If our Chinese class has been like this for a long time, without mastering the basic knowledge of listening, speaking, reading and writing and training the basic skills, then it is conceivable that all other activities are castles in the air.
Therefore, in teaching, it is necessary to teach the basic knowledge of Chinese and cultivate the basic ability of Chinese in a down-to-earth manner, infiltrate the improvement of humanistic quality into the solid training of language and characters, and truly unify the humanity and instrumentality of Chinese, so as to realize the ideal realm of Chinese teaching.
Second, we should emphasize autonomy, but we should not let it go.
The teaching design under the new curriculum pays attention to generation and construction, but ignores presupposition and teaching. Curriculum reform requires that classroom teaching should reflect teaching according to students' learning, teaching according to needs and increasing flexibility. The main task of teachers is to organize classroom teaching and give the main time to students for autonomous learning.
After a short period of confusion, many teachers immediately accepted and put it into practice: since the class time should be given to students, wouldn't it just liberate themselves? So there is a phenomenon that we don't want to see: there are fewer teachers to teach, noisy discussions in the classroom seem to be enthusiastic but have no theme, and students are praised for their nonsense and innovation. In class, the teacher plays down the appearance and lets the students have the final say. For example, in the reading comprehension of the text, students are required to "read which paragraph they want", "communicate with whom they want" and "communicate their reading feelings in the way they like", without fully guiding the imaginary situation, and teachers can't play a leading role in time, so a class gives students a lot of independent reading time. The final result is: A is right, B is good, C is good, and D is great. Throughout the class, students are like runaway horses, saying whatever they want. After a class, I still don't know what the teacher wants to accomplish and what the goal is.
It is good for teachers to guide children to actively express their ideas, but what kind of influence will the long-term "diversity", "fuzziness" and "uniqueness" of Chinese teaching have on students? Long-term "talking without thinking", "talking without evidence", "talking arbitrarily", "making up without reality" and "talking without responsibility" have caused students to have new misunderstandings about Chinese learning. Many students are at a loss and can't start. On the surface, it is free, but in fact it is "herding sheep".
Therefore, in order to make the classroom efficient, students' "autonomy" must be organically combined with teachers' "dominance". Teachers should have the ability to prepare lessons for the second time in class.
Third, cooperative learning is encouraged, but independent thinking cannot be ignored.
Promoting students' cooperative learning can't ignore students' independent thinking. As a new way of learning, cooperative learning is widely adopted by teachers. The class in which everyone participates, interacts in groups, competes and cooperates, and sometimes sparks thoughts, can really give people enjoyment and enlightenment.
There are certain conditions for implementing cooperative learning, which should be based on students' independent learning and independent thinking.
Nowadays, many teachers understand cooperative learning unilaterally, pursue so-called group learning, and do a lot of useless work. Cooperative learning is carried out when students are not fully reading and thinking. Because students don't understand the text deeply, the results and gains of group cooperative processing are superficial and one-sided. This kind of cooperation only provides opportunities for individual outstanding students to show off. Some people think that cooperative discussion is the only form of student activities. After a class, it seems lively, but in fact it has little effect. Some teachers will arrange four-person group discussions in public classes or at ordinary times, regardless of whether the content is necessary or not, and some even discuss it until the end of a class. Some teachers let students study in cooperation, but they don't give them enough time. When one or two groups have a result, they will end up hastily and complete a cooperation. In cooperative learning, we often see such a scene: 1, where one member of the group is speaking authoritatively and the other members are all ears. Of course, when reporting, it is also a "high opinion" of small institutions. The players are silent, thinking about themselves. The members of this group are talking noisily, but they are not focused on the subject. The discussion was lively, but they didn't solve the practical problems. The above cooperative learning fails to give full play to students' independent thinking ability. On the surface, it is a mere formality with little effect. The reason is that teachers can't really understand the meaning of cooperative learning and don't handle the relationship between cooperative learning and independent thinking well.
Reading, feeling, understanding and thinking are indispensable in Chinese class. In Chinese class, "moving" is more important than "moving", and sometimes "static" is more effective than "moving". To discuss every problem, the cooperative Chinese class can only be a flashy bubble Chinese class.
On the basis of self-study, we should advocate various forms of cooperative learning from enlightenment, and cultivate the spirit and ability of cooperation through mutual inspiration and joint exploration. Only on the basis of students' independent thinking, and then strengthen the communication between students, can we learn from each other's strong points and realize real cooperation. Therefore, teachers should carefully organize students' learning activities: first, organize students to study by themselves, so that each student can think independently; The second is to organize cooperative learning, cultivate students' cooperative skills, teach cooperative methods, attach importance to the evaluation of cooperative learning, and combine interactive learning with individual counseling; Third, organize class communication, strengthen guidance in communication, and fully realize teaching objectives.