In the era of continuous progress, we should grow rapidly in teaching, reflect on the past and face the future. So have you studied reflexes? The following is my 800-word (generally 6 words) reflection on junior high school Chinese teaching for you. I hope it will help you.
Reflection on Chinese 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 junior high school Chinese teaching II. I have been engaged in junior high school Chinese teaching for several years, and have been trying to create an atmosphere of "learning in happiness, being happy in learning", so that students can "enjoy learning" and fully enjoy the fun of learning; Create an efficient classroom model. Based on this, I made the following efforts:
First, try to close the distance with students.
In daily class management and study life, we should draw closer to students, communicate more, seek their approval, find a breakthrough and emotional methods to pay full attention to them, let them get close to teachers and trust their ways. Taking this as a starting point, give them appropriate tasks, promote their autonomous learning, encourage the joint efforts of the environment, formulate clear, concrete and feasible goals and tasks, trust them, affirm them, and let students truly feel what they have learned, stimulate their interest and experience happiness from it. Only in an equal and relaxed atmosphere can students study happily and get good grades.
Second, prepare carefully before class.
To create a happy and efficient classroom, we must meet the requirements of knowledge capacity, breadth, depth and skill training. It is very important to pay attention to process methods, communicate with each other, think and solve problems with strong pertinence, and gain all-round results. Usually, preparing lessons can't be limited to the teaching staff, but also should collect information extensively to ensure the high efficiency of the classroom.
Third, stimulate interest in learning and arouse students' enthusiasm.
The introduction of passion into the classroom gives students a relaxed and happy signal, brings students into a relaxed and happy atmosphere and guides them into the classroom. Set questions skillfully to stimulate interest, so that every student can move, not be distracted, listen carefully and think positively.
Fourth, pay attention to students' self-presentation, give play to their subjective initiative and improve their ability.
Pay attention to the discussion and communication in the group. Each group recommended representatives to show their learning achievements, and other students in the group made all-round comments, so that the problems were deepened and corrected. If necessary, the teacher finally makes a summary. During the demonstration, students should pay attention to listening and make records or corrections in time. Let every student move and express as much as possible, and cultivate students to think hard, dare to speak and speak hard, which not only cultivates students' thinking ability, but also exercises students' language expression ability. Let every student participate in it, cultivate their sense of accomplishment and enhance their self-confidence.
Fifth, cultivate the ability of coordination and cooperation between class representatives and team leaders to make the class more efficient.
To be harmonious, relaxed and efficient, teachers' personal efforts are not enough. This requires giving full play to the role of class representatives and group leaders reasonably and efficiently, clarifying responsibilities and division of labor, and truly making class representatives and group leaders "right-hand men" of teachers, so as to make the classroom effect more efficient.
Reflections on Chinese teaching in junior high school 3 1. Fully perceive the reading material and deeply understand the paragraph content.
When doing reading comprehension questions, we should first fully perceive the reading materials, read calmly, and have the reading psychology of seeking knowledge from Ming Dow.
When reading for the first time, don't dwell on individual new words, new words and difficult sentences. After reading it, ask yourself: What did the paragraph say?
Read the second time, read faster, skip the familiar content and choose the key paragraphs. Control the time when reading for the third time.
In short, we should fully perceive the reading materials and deeply understand the contents of paragraphs through the whole reading.
2. Carefully ponder the questions after the text and carefully review the requirements of the questions.
Answering questions should correctly understand the requirements of the questions and accurately receive the information of the questions. Analyze word for word, don't look and answer in a hurry. Some students tend to be too confident in themselves, and it seems that they can understand all the questions at a glance, instead of scrutinizing word by word, they just think by experience and do the questions by feeling, which brings bad habits in daily study into the exam.
In addition, some students usually have a weak Chinese foundation and unclear concepts. They often confuse writing techniques, rhetoric techniques and explanation methods, so that they ask questions from east to west. Examining and correcting questions is a "directional" problem, and the direction is wrong, so there are not a few people who lose points in the exam because of this mistake.
3. Pay attention to standardizing the answer language and express the answer accurately and rigorously.
The language requirements for answering Chinese questions are relatively high, especially for expression questions and explanation questions. Language should be accurate, rigorous, thorough, standardized and neat.
Many students have not done enough in this respect, as follows:
(1) Improper use of words, words fail to convey the meaning, and what I am thinking is different from what I wrote.
(2) The language is too complicated and a lot of irrelevant words are said. Some of them are too simple and superficial, leaving out a lot to say.
(3) There are too many grammatical mistakes and unreasonable sentences, so punctuation cannot be used correctly.
(4) The answers are disorganized and confusing.
(5) the style of writing is chaotic and chaotic. In this regard, the answer sheet should be written neatly, with clear ranks, well-founded sentences and no typos. For the words, words and sentences to be modified, unified modification symbols should be used, such as double diagonal lines for deleting words and parallel lines for deleting sentences. Never scribble, scribble "black circles" or "stay wires".
In a word, if students want to achieve something in reading, they must cultivate their reading comprehension and accurate answering ability. As long as students persevere, be strict with themselves and form good habits, they will certainly get good grades. Reflections on Chinese teaching in the third grade of primary school: thoughts on Chinese teaching in the ninth grade
Reflections on Chinese teaching in junior middle schools. Reflections on Moral Education Infiltration in Chinese Teaching
The infiltration of subjective moral education is an important way to carry out moral education for students. Chinese teaching is more suitable for moral education for students because of the characteristics of its teaching materials. But in actual teaching, teachers do not attach importance to moral education, but only emphasize the imparting and accumulation of knowledge. Students learn Chinese knowledge, but they don't understand the moral factors contained in the text in time, which affects the development of China's humanity. Teachers are not sure enough about the point and degree of moral education infiltration. The timing and breakthrough point of moral education infiltration is the key to moral education infiltration in Chinese teaching.
Therefore, teachers should be fully familiar with teaching materials, read through the text and related materials, realize the moral education factors contained in the text, and choose the best time to carry out moral education for students in the teaching process. The ideological connotation in the content of the article is often the main content of moral education. Teachers should be good at digging up the moral education content in the text, which requires teachers to be familiar with and deeply understand the teaching materials in order to do a good job in moral education infiltration.
Second, the lack of effectiveness of reading teaching
Reading teaching is the highlight of Chinese teaching, shouldering the humanistic characteristics of Chinese. Teachers do a good job in Chinese reading teaching, that is, they have completed more than half of Chinese teaching tasks. In reading teaching, we should pay attention to understanding the text, understanding the ideological connotation and cultivating students' temperament. The core of reading teaching is reading aloud, but in junior high school teaching, students have almost no chance to read the text except the teacher's model essay reading aloud in the classroom teaching process. One is that students' age determines their dislike of reading, and the other is that teachers ignore the role of reading aloud. Familiar reading and intensive reading are the basic skills of students in reading teaching, but in practice, this link lacks due attention.
Therefore, in reading teaching, teachers should pay attention to reading aloud, realize Tao in reading and taste in reading. Reading aloud is the core and key of reading teaching. Paying attention to reading means paying attention to reading teaching. Therefore, paying attention to reading aloud in reading teaching should be the focus and key in reading teaching.
Third, the junior high school Chinese exercises teaching reflection
Exercise is the embodiment of Chinese tools, and the composition score in the senior high school entrance examination paper is also quite high, so we should not pay attention to the teaching of exercise. However, exercise teaching is also a difficult point in teaching. It is difficult for students to write and teachers to teach, which is a big problem in Chinese teaching. Teachers should have divergent teaching ideas and guide students to broaden their writing ideas.
At present, there is no clear regulation on the writing form of the college entrance examination, and the writing form is becoming more and more vague. Therefore, teachers are required to broaden their thinking, update their teaching concepts, guide students to divergent thinking, collect writing materials in life, and be good at small touches and discoveries in life.
Reflection on Chinese teaching in junior high school 5. The new curriculum Chinese teaching standard requires teachers to play a leading role in teaching, while students are in the main position of teaching. Therefore, it is particularly important for teachers to use instructions properly in the classroom and optimize the teaching effect.
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. 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. 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, after in-depth research, I chewed out some flavors: spring is coming, spring is harmonious, springs are wandering, and mountains have become clear and moist. Some teachers closely follow the phrase "the sun blushes" to analyze the doubtful point: spring is coming, and the sun gives people a feeling. Sleep? 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.
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 a word, the experience of implementing the teaching of nudge tells me that nudge 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.
Reflections on junior high school Chinese teaching On Wednesday, our school organized teachers to study in Mamuchi Middle School to learn their experience in classroom teaching reform. I was lucky enough to attend two Chinese classes, and now I'll sum up some experiences and reflections I learned this time.
I listened to two Chinese classes, one was Achang and Shan Hai Jing in Grade 8, and the other was Tong Qu in Grade 7. After listening to these two classes, I feel deeply backward.
The first is the backwardness of my teaching methods and concepts. Seeing one's teacher boldly let go of one's students fully shows the students' dominant position in learning. A text is basically completed by students themselves, and the teacher only gives some appropriate guidance to some key issues. On the other hand, in normal teaching, I always feel uneasy about students, and I always feel that students can't do this or that. The teacher talks too much and too carefully in class, leaving students with no time to study independently.
The second is the backwardness of teaching methods. It is enviable that the students in Mamuchi Middle School can fully show themselves in class. After studying in the great wall middle school last year, we have been engaged in group cooperative learning, but the effect is not very good. After I came back from this study, I thought more deeply about this problem. Why are our students afraid to show themselves in public? Why can we only learn from other people's forms without learning the essence? What I have learned is that our teachers have not changed their minds. Did not seriously study how to cultivate students' self-confidence, how to improve students' learning enthusiasm and participation.
Third, I really feel the importance of preview. The reason why his group cooperative learning is so good is that students can master the content of the text well in class and answer questions fluently. I think it is inseparable from their emphasis on pre-class preparation. I also ask students to prepare well before class, just give them a brief talk after class. This study is not targeted, and there is no clear preview goal. Students dress up just to write essays, understand the author and read the text. The teacher didn't prepare the students either. So this preview effect is naturally not good.
My plan for future teaching.
First, change ideas. Give full play to students' dominant position and completely change students' concept of not letting go and not trusting. We should fully believe in the students' ability, and the teachers will never interfere with the problems that students can solve by themselves.
The second is to cultivate students' self-confidence in daily teaching, giving more encouragement, giving more affirmation, giving less criticism and giving less blows. Stimulate students' enthusiasm for classroom participation, and encourage students to show and communicate more.
Third, preview before class. We should attach importance to the role of preview before class, so that students can preview before class with a clear goal, which is conducive to students' preview guidance in their spare time.
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