Tidying up my daily routine is just preparing lessons, attending classes, correcting homework and tutoring students, but it seems that there is more than that. If I have to sum up any experience, just three words-"diligence", "sureness" and "love"!
Prepare lessons-"Be diligent"
I like to immerse myself in words first. What I'm talking about here is a simple text, not a textbook text. I think there is a difference between the two. When you read an article, you are just a reader. You read and experience from the perspective of literary appreciation. This process is a process of collision and emotional resonance between you and the author. I like to draw circles while reading. When I read deeply, I will annotate my understanding and confusion. I love reading, so I also enjoy this process. After reading the text, I began to play the role of a teacher and think about how to use the text. This became a text. I determine what this article teaches from the sections and units where this text is located. The selection and determination of teaching content must be based on curriculum standards and unit objectives, combined with the characteristics of the text and learning situation. Some articles are "chewy", but the lack of class hours requires us to make a choice. I believe that "everything is everything", so I choose at most three knowledge points to break through a text. After determining the teaching objectives and difficulties, I began to read the auxiliary materials related to this paper, which I called "teaching addition". A person's interpretation of an article, especially a famous book, is inevitably one-sided or superficial. Seeing others' interpretation of this article will give you more thinking and inspiration. After adding, we have to subtract. If you cram everything you see into the students, I'm afraid you'll break it in class. I will sort out and screen what I see, take the essence and discard the dross (useless to the teaching content I have established). What does an article teach, just to solve "what did you write?" "Why write?" "How do you write it?" Three questions, three questions actually include all the test sites of modern Chinese reading in the senior high school entrance examination. The teaching content after "slimming" must be guided by comprehensive considerations such as knowledge mastery, ability training, emotional experience and values, which is the essence of Chinese class.
Classroom-"Oral Attendance"
? Chinese class must have a Chinese flavor (especially the new teaching here), that is to say, there must be a sound of reading in class, and different forms of reading should run through the class (it is very important for teachers to demonstrate reading, which is the key to stimulate students' interest in reading). There should be a collision of thoughts in Chinese class. "One million readers have one million Hamlets", so that students can speak freely in class and have their own understanding of the text. In class, teachers should pay attention to students' thinking process and pay attention to the cultivation of listening, speaking, reading and writing abilities. Of course, Chinese class can't just pursue "excitement". From the utilitarian point of view, it is no wonder that modern Chinese teaching should rely on the guidance of "reading" and "writing" in the classroom, and at the same time cultivate students' good study habits and will quality.
Chinese teachers should give full play to the advantages of language expression in class, use encouraging evaluation in key points, and at the same time train their strong "empathy" ability, let them enter the text to empathize with the author, and guide students to empathize with the author or at the right time. There is nothing better than emotional resonance. Once you have empathy experience, you will be closer to students, and trust will often create beauty.
Homework-"Human Service"
First of all, in my homework, I am very opposed to mechanical repetition. I never assign the task of copying new words several times, and I don't think I can do well in the exam by leaving more homework. So I will explain to my classmates in advance in every class. My homework must be the least assigned by all the teachers. As long as I decorate it, I must finish it. Please finish with high quality. Of course, during the semester, I will also take pains to "brainwash" students and emphasize the significance of homework-it is not the task given to you by the teacher, but the way for you to consolidate your ability to form knowledge.
I can do all the questions that students do, and the same is true when I urge my back. I will remember all the questions that students are required to recite.
I can't guarantee that every book will be seriously revised (the whole batch will be revised, but not all of them will be seriously revised). For students of different levels, I will choose a few books to carefully correct and find out the problems in the completion of homework, but I demand that the second batch must all pass the exam.
Examination-"Practical Guidance"
Guide students to review well before the exam, and let them know what language review is effective through demonstration (in fact, it is to clarify the test sites with students). Students are required to "compete for points" in the exam, "carefully examine the questions and grasp the key words; Standardize the answer, deduct points "(how to grasp the key words, deduct points, and how to examine the questions are all permeated in the reading class). After the exam, take students to analyze which questions are omissions in knowledge, which questions are biased in the exam, which questions are not thought deeply enough, and which questions are lost because of bad habits or bad mentality. It is more important for students to understand that grades are meaningless, and it is more important to find out the shortcomings from the aspects of learning attitude, knowledge mastery, thinking ability, habit of doing problems, and mentality of taking exams.
Preview-"study hard"
No preview, no class. Preview to achieve "three reading and three writing"-reading before class, reading notes after class and reading homework after class; Read the text three times; Listen to the sketch words, annotate the text, and write the preview homework.
Writing-"Correcting the Position"
Strengthen the consciousness that it is time to practice Chinese characters, and guide students to "raise their pens horizontally and vertically".
Classical Chinese teaching-"based on simplicity"
Without putting on a show, students' accumulation of classical Chinese has been enriched, "five passes and six generals"-reading aloud, words, dredging, understanding, memorizing and testing.
Composition-"Love life, love observation, love record"
Keep a diary and a weekly diary, accumulate writing materials and refine beautiful sentences. Guide students to love life, observe life attentively, record life with pen and express love with words.
Different writing goals are achieved at different stages: the first volume of grade seven, with neat handwriting, 800 words, 5-7 paragraphs, without alteration, echoes from beginning to end.
The second volume of the seventh grade studies description (character description, scenery description, scene description, detail description).
The first volume of the eighth grade strives for novel materials, profound thoughts and outstanding figures.
In the second volume of the eighth grade, I learned to use clues to run through the whole text, trying to train suspense, foreshadowing, interrupting, suppressing first and then promoting, and comparing.
The first volume of the ninth grade uses many expressions. The article is full of people, events, scenes, feelings and reasons, with a prominent theme and a "heavy hammer".
The second volume of the ninth grade upgrades the daily composition materials (family life, school life, social life; Affection, friendship, teacher-student relationship, great love in the world; Youth ideal, self-confidence, persistence, optimism, tolerance ...), forming a versatile composition.
Material preparation:
Modern Chinese dictionary, textbook synchronous copybook, accumulation book (grade 7-9), extract book (grade 7), material book (grade 8-9) and wrong title book (grade 7-9).
Love reading and writing, pay attention to observing and discovering the beauty in life, pay attention to stimulating and cultivating students' interest in Chinese learning, show more humanistic care to students, devote yourself to their lifelong development and be a sentimental Chinese teacher!
Encourage with everyone, let us grow together!