Teaching reflection is an activity that teachers improve their teaching ability through rational observation and correction of their own teaching activities, and it is a technology to analyze teaching skills. The following are my thoughts on the teaching of fire, water and soil in Jin Mu, which I collected for you. Welcome everyone to refer to it.
Reflections on the teaching of water, fire and soil in Jinmu
Since the curriculum reform, the face of Chinese classroom teaching has undergone fundamental changes, and the Chinese classroom is full of vitality, full of vitality, which is gratifying and exciting. However, in teaching practice, the following problems in Chinese classroom teaching deserve our attention and consideration.
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. ? This is an understanding of the essence of Chinese curriculum. In the previous Chinese class, the teacher analyzed the text in pieces and turned the Chinese class into a pure tool training class. There is no collision of thoughts, touching of hearts, emotional edification and aesthetic edification in Chinese class. The humanistic education function of Chinese teaching is far from being fully exerted, and Chinese classes are not popular with students. The new curriculum standard puts humanistic factors such as emotional attitude and values in the prominent position of teaching objectives, highlights the rich connotation of Chinese education, fully displays the infinite charm of Chinese itself, and restores the true colors of Chinese. However, while highlighting the humanity of Chinese in teaching, we can't ignore its instrumentality, so we should integrate the instrumentality and humanity of Chinese. 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 external innovation of listening, speaking, reading and writing. ?
However, some practices in the current Chinese classroom are worthy of reflection. Many teachers believe that 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 don't attach importance to teaching at ordinary times, and they don't teach these things in public classes. Brilliant? what's up Add a head? . 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, we emphasize that the improvement of students' humanistic quality must not be at the expense of weakening students' basic Chinese training. While giving consideration to the humanity of Chinese teaching, we should do a good job in imparting basic Chinese knowledge and cultivating basic Chinese ability. Only by truly realizing the unity of humanism and instrumentality in Chinese teaching and infiltrating the improvement of humanistic quality into solid language and writing training can the ideal realm of Chinese teaching be realized.
Second, we should emphasize autonomy and not let ourselves 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.
? Give Chinese lessons to students? After a short period of confusion, many teachers immediately accepted and put it into practice: since the class time should be given to the 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, the reform of classroom teaching is the key to the implementation of the new curriculum without fully guiding the imaginary situation.
Third, cooperative learning should be encouraged, and independent thinking should not 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 the following scenarios: 1. One member of this group is speaking authoritatively, while the other members are listening attentively. Of course, when reporting, it is also a small organ? High evaluation? . 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 looks lively, but in essence 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, pondering, thinking and swimming are indispensable in Chinese class. Chinese class? Heartbeat? Than? Body movement? Sometimes more important? Quiet? Than? Active? More effective. 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, we should carefully organize students' learning activities: first, we should 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.
Fourth, to advocate inquiry learning, we must not be too open.
Inquiry learning refers to students' initiative to discover and solve problems, sublimate knowledge and learn to learn through independent attempts, experiences and practices under the guidance of teachers. Inquiry learning in class is mainly reflected in students' open and diversified inquiry reading activities under the guidance of teachers. Chinese inquiry learning is different from scientific inquiry, but it should also be scientific in operation, and random inquiry will only waste time. However, in actual teaching, teachers often only pay attention to divergent thinking, ignoring integration and optimization, and are open and unrestrained.
Reading is a personalized behavior, and the reading process is full of creativity. Reading teaching should design open topics according to the content of textbooks, and cultivate students' multi-angle and creative reading ability. When conducting open teaching, we should grasp a degree: openness should be conducive to teachers and students having a profound and valuable dialogue with the text in reading practice, to stimulating students' positive thinking, to infiltrating scientific methods, healthy interests and positive outlook on life, and to helping students experience the beauty of their mother tongue and practice using it.
? One small step in truth will turn into falsehood. ? The disadvantages of traditional Chinese teaching must be eliminated, but it can't be overcorrected and go from one extreme to the other. In the practice of Chinese teaching reform in the new curriculum, only by in-depth study, calm thinking and constant reflection can our Chinese classroom really enter the new curriculum.
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