Teaching must have a goal, and the goal is the goal to be achieved, that is, the task to be completed.

After the promulgation of Chinese curriculum standards, I copied the teaching objectives of each year in the curriculum standards and posted them on the front page of the lesson preparation book. This is my teaching guide. There is a general teaching goal in the curriculum standard, which is called the general goal, and the goal of each teaching year after decomposition is called the stage goal.

Reflection: Curriculum standards are very important. Curriculum standard is the standard and basis of teaching, so we should always look at it. Always looking at new ones. Every semester, the school will provide each teacher with a curriculum standard. It seems that it is very important to put it on the desk and study regularly.

Step 2 prepare to read aloud

To get a text, you must first prepare to read it aloud, at least three or four times, and read it several times in the open class. I recite what the students ask me to recite first. My requirements for myself are: to read prose with artistic conception, to read poetry with charm, to read fairy tales and fables with interest, and to explain the text with "understanding". The characters in the text should be read alive, not like who they are, but like the art of reading aloud. Reading the dialogue between characters should also be "not beyond". No matter what words are written, you should look at punctuation and so on. In short, the sense of reading language. Reading aloud is significant. Reading the text correctly, fluently and emotionally is an important teaching goal stipulated by the curriculum standard. The "stage goal" of the first, second and third stages is put forward as the primary goal of reading and the fundamental means of learning Chinese. Without the word "reading", Chinese teaching has nothing (including silent reading).

Before writing the lesson plan, I have to look at the learning requirements after the text. Generally speaking, the learning requirements after the text are the teaching objectives of that lesson. When these goals are achieved, the teaching task of this course is basically completed. There are some unsatisfactory "topics", and I will make some fine-tuning, but most of them are followed.

Reflection: We should not only spend time reading aloud in class, but also read more texts when preparing lessons. Reading well is the highest realm! Attach importance to the guiding role of questioning after class.

3. Difficulties in preparing for overloading

Teachers must have the ability to chew upon words.

Where is the key and which words are the key? I ask myself not only to grasp accurately, but also to read (experience well) and speak. The point is, I can catch most of them and mark them the first time I look at them. The real reading ability is to be able to read what is behind the words. Whether you can delve into the textbook and master the text depends on the teacher's reading level.

4. Research materials.

It takes time to study textbooks. How to solve this problem?

My usual practice is to read the general text aloud first 15 minutes and read it two or three times. After reading it satisfactorily, I will take time to look at the teaching reference. If there is a ready-made lesson plan, I will copy it correctly, but I will not copy it completely, but I will never be careless about the following four points:

(1) Master the standard of writing new words, and list the words on the blackboard as examples of students' fonts, new fonts. (2) All new words should be looked up, some in dictionary textbooks, because many words are often only explained in the text, although some may not be able to speak them. (3) Every word that needs a sentence should be understood, and there are several images.

No matter how busy I am, I ask myself to study 2~7 texts carefully in one semester, and strive to make them excellent and unforgettable courses that students like, so that students can feel the charm of Chinese, learn methods and become interested in Chinese from these key texts.

I never refuse to attend an open class. It's a good opportunity to exercise myself. Experiencing such "independent fighting" once every semester is definitely better than the senior school in the last two months.

5, "hidden lesson preparation"

Prepare lessons for students.

We should consider students' cognitive level, psychological characteristics and thinking characteristics, and think carefully about where to talk, where to teach, what to supplement and what to expand in textbooks.

Prepare "skills" when preparing lessons.

Writing skills, reading skills, sentence-making skills, writing skills, presupposition skills and so on.

6. "Explicit lesson preparation"-writing lesson plans

The teaching plan of reading teaching is generally divided into three sections: initial reading, intensive reading and homework design.

Reading the text for the first time is only a rough process, because in most cases you can't expect students to have any problems. The guiding ideology of initial reading is a word "strictness", which requires reading correctly and fluently, punctuating and guiding reading when necessary (that is, reading after the teacher).

Intensive reading focuses on guiding students to taste words, sentences and text structures, and then reading taste. The purpose of this link is to cultivate students' reading ability, appreciation ability and feel the charm of language.

Homework design, such as sentence making, fragment imitation design, etc. In recent years, it involves more comprehensive learning tasks.

7. Postscript of teaching

The postscript is a garden I opened for myself in preparing lessons. Sometimes I am very excited after a class, so I quickly write down the excitement (that is, the success point); Sometimes there are regrets, so write them down quickly. In the process of memory, one's own understanding will often be sublimated, and negative things will suddenly become correct. This is a very subtle feeling. So I said, reflect on it and write it down, so that success and mistakes are gains. It can be said that I grew up in the process of writing teaching notes.

"Writing teaching reflection is actually a summary of your own preparation and implementation. Those who carefully write three-year teaching plans may not become excellent teachers, but those who write three-year teaching reflections will certainly become thoughtful teachers and may even write an education expert. "

Reflection: Teaching postscript is a good small garden for teachers to practice writing, and deep cultivation will surely produce surprising flowers!