Examples of Chinese teaching experience 1
In the spring of March, spring blossoms. Under the care of campus leaders, our Chinese group was lucky enough to observe three open classes organized by the Municipal Teaching and Research Section in Wolong Campus of our county, including reading class, ancient prose review class and composition class. At the same time, I also listened carefully to the wonderful comments of experts on these three classes. After studying, I benefited a lot. Now I will sort out my own experiences and thoughts as follows: First, highlight human nature, but don't dilute 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 rich connotation of Chinese education, fully demonstrates the infinite charm of Chinese itself, and restores the true colors 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. In the classroom, personality attaches importance to the excavation of China's humanistic spirit, but hardly mentions the teaching of basic knowledge such as words and expressions. Some teachers even think that these teaching methods are backward and outdated, and they don't pay attention to teaching at ordinary times, and they don't teach these "additions" that can't be "brilliant" in open classes. 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 potential 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.
"Give the Chinese class to the students", many teachers immediately understand and put it into practice after a short period of confusion: since the time in class should be given to the students, wouldn't it just liberate themselves? So there is a phenomenon that we don't want to see: teachers give fewer lectures, noisy discussions in class 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 text reading comprehension, students are required to "read which paragraph they want to read", "communicate with whom they want" and "communicate their reading feelings in a way they like", without fully guiding the imaginary situation, but teachers can't play a leading role in time, and students are given too much time to read by themselves in one class. The conclusion 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 to achieve in this class.
It is good for teachers to guide children to express their ideas with heart. However, 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, and many students are at a loss and have no choice.
Example 2 of Chinese teaching experience
I have been engaged in Chinese teaching in primary schools for only a few decades. I can't talk about my experience, but I have some ideas and experiences to share with you there. Teaching philosophy: I always think that education should be a subtle behavior, so that students can grow unconsciously. The same is true of Chinese teaching. If we always emphasize that students must recite, recite and understand, it seems to emphasize the importance of knowledge, but it will actually increase the pressure on students and make them feel that learning is a task and something that must be done. It is easy to stifle students' heartfelt love and fascination with Chinese, thus obliterating the original intention of Chinese teaching-the cultivation of Chinese literacy.
I think a really good education should be quiet. Especially in our Chinese teaching, it is easier to play the role of infection and edification. Every article has its own wonderful points, so students should be guided to discover these wonderful points, try to understand, ponder, discover beauty and find the expression of that kind of beauty. Let students love reading articles, enjoy articles, and even expect and learn to express articles. In this process, students can naturally understand the meaning of the article, absorb the essence and feel the writing method of the article, so as to grow from knowledge to spirit.
Teaching methods: As the saying goes, there is a way to teach, but there is no way to teach. With a good teaching concept, there are various specific methods. Different methods are naturally adopted for different student groups, different teaching materials and different environments. In our Chinese textbooks, textbooks of different grades are naturally suitable for the age characteristics of students of corresponding grades. It should not be difficult for them to understand the material of the article. Therefore, when teaching texts, students can talk about their own understanding and feelings and what they have learned through autonomous learning. Teachers should guide students with problems that are difficult to understand or encounter. Of course, for grasping the key points, teachers should make the best use of the situation. While students understand independently, teachers should consciously guide students to discover the writing style and characteristics of the article, realize the advantages of such expression, and let them feel the methods of learning, writing and expression unconsciously. In this way, we don't just teach textbooks and text materials, but teach students how to learn independently and express themselves. Let students not only learn to input, but also learn to output, that is, use.
In short, we should adhere to the student-oriented thinking, make students the main body of learning, try our best to mobilize students' autonomy and purpose, and guide them to learn to read, learn to learn and learn to use.
Three cases of Chinese teaching experience
Two months of educational practice is over! Although it is very short, many things have happened in the short two-month internship of normal school, and the ups and downs will never be forgotten. After studying educational theory on campus for more than three years, I finally have a chance to practice it. Through internship, I really realized the essence of "an armchair strategist is shallow, and you must do it before you know it". At this moment, I think that to do a good job in Chinese teaching, we should mainly do four links, including: preparing lessons after class, preparing lessons before class, classroom teaching and after-class reflection and summary. Extracurricular preparation is a necessary prerequisite for the whole teaching activity. Generally, it includes the following preparations: mastering the basic situation of students, correcting homework and test papers, and communicating with teachers and students after class.
In this Chinese teacher internship, I served as a Chinese teacher in Class 8, Grade 7, Magui Middle School, Gaozhou City. There are 53 students in the class, 35 boys and 8 girls/kloc-0, and the ratio of male to female is seriously out of balance. The class discipline is not very bad. The whole class is very active and likes to play tricks in class. After in-depth understanding, I realized that the entrance performance of this class is very poor, and some foundations are so poor that I can't even learn my own name, and most of them are left-behind children. Their parents work outside the home all the year round, and their families are elderly grandparents. Some families have good conditions, and their parents don't attach importance to education, saying that getting a junior high school diploma can help them find a job. So the discipline of the whole class is not very good, and the style of study is also very poor.
Correcting homework and test papers is another important measure to understand students. Teachers used to say that correcting homework and test papers can grasp some information of students, but correcting homework is also a hard thing, especially the evaluation of composition, which is a very troublesome and hard thing. I also proved this point after my own internship. Chinese composition is really a headache. By carefully revising students' homework and test papers, teachers can understand students' mastery of their own teaching materials so as to focus on them in the next lecture. During my internship in Magway Middle School, I corrected the composition the most. When correcting the composition, I not only pay attention to their shortcomings in syntax, vocabulary and structure. But sometimes I find and understand the changes in their ideological status in their compositions or weekly diaries. For example, through their compositions, I realized how much the teacher's words and deeds influenced the students. I remember in an essay, a student wrote about my new teacher. He was very polite and liked the first class. When we shouted to stand up, the teacher said politely, please sit down, the second time the teacher said sit down, and the third time it was the same as our teacher. Forget it, forget it, just sit down. They remembered my words and deeds.
Thirdly, extracurricular communication between teachers and students is a necessary means to assist classroom teaching. When we don't go to the internship, Ceng Laoshi suggested that we take more classes during the internship, which will help your class. So when I was an intern, I often stayed after class and asked them what they needed. According to my feelings as a student, it is very incorrect to think that the tutor only completes the teaching task every day, picks up the book and turns around and leaves. Selective communication between teachers and students after class, on the one hand, can handle the relationship between teachers and students, on the other hand, can understand their level and their needs. Because I get acquainted with them every day, they will point out some problems in my class, sometimes the voice is too low, sometimes the blackboard is too scribbled, sometimes the information is too detailed for them to understand, and so on. These are all valuable experiences they gave me. In fact, students like to communicate with teachers very much, but they are afraid that teachers don't like it, so they seldom find teachers to play with.
One part of Chinese teaching is preparation before class, and the week before practice is probation. The so-called probation is to understand the teacher's class or other teachers' classes, communicate with teachers and accumulate experience. There are a lot of materials in the classroom. We should not only pay attention to how the teacher explains and analyzes, but also observe the students' reactions and master more information, which is helpful for preparing lessons.
Speaking of preparing lessons, I have to admit that preparing lessons is an important part of Chinese teaching. For the text to be taught, our teacher must be familiar with the text and cultivate their potential in many ways, so our teacher must also set an example and blurt out the textbook. This requires teachers to have a full understanding of the materials before class. Lesson preparation in the teaching process is the preparation for the classroom teaching process. During the first week of internship, the tutor repeatedly stressed that it is good not to say the most basic knowledge wrong when giving lectures. The first class of the new teacher is very important and directly related to your future classes, whether the students like it or not. And my first class is Unit 5, five poems, in the first volume of the seventh grade of the Chinese version. In the first class, I only talked about one poem. I used to be influenced by teachers, so I should read more books and recite more ancient poems. So I designed many reading sessions in the whole class. After a class, the students are very bored. When I saw their impatience, I could hardly go on. After communicating with the instructor, I realized that one of the important objects of preparing lessons is students, and students should be prepared for preparing lessons. My students have a poor foundation and are not very interested in many things, so the relevant knowledge we need to involve in classroom teaching should also proceed from the students' reality. Questioning is a good teaching method. If students are asked to answer questions blindly, it is often counterproductive. Attention should be paid to the scientificity and rationality of the question, and someone should answer it according to the learning level of specific students. These are all things that we must do when preparing lessons for students. Therefore, when preparing lessons in the future, my questions are generally understood at first sight, and the answers are understood as soon as they are heard.
Classroom teaching is the main part of the whole teaching activity.
Active classroom atmosphere is the requirement of new curriculum standards in the new period. There are many ways to enliven the classroom atmosphere. Among them, teacher-student interaction is a good way to enliven the classroom atmosphere, and it is also an indispensable procedure in the classroom. It can be roughly divided into teacher questions, class discussions and so on. There are two specific ways for teachers to ask questions in class: answering questions individually and answering questions all. From these two ways of asking questions, we can see that students are the main body. What about the teacher? The teacher plays a leading role as a guide there. Give proper hints to your own questions so that students can answer them more accurately. We can also use flexible methods in class discussion, such as group discussion, group discussion and special discussion. But we must pay attention to the leading role of teachers and keep the atmosphere and theme of classroom discussion, in which the theme is extracted from the text and worth discussing.
In addition, reading in class is also a good way to enliven the atmosphere. Junior high school students, like them, have a poor foundation, have little interest in Chinese, and are easily distracted in class, so that they can learn and concentrate.
The last one is usually closely related to the text, with prominent focus, breakthrough in difficulties and clear thinking. To do this, teachers need to be familiar with the text, grasp the key points and difficulties of the text, and fully understand the students' reality, determine which materials need to be elaborated and which should be omitted, and what questions the students will ask, so that I can make them understand, and so on. Of course, you should be clear-headed when giving lectures, and you can't hammer one thing at a time. Questions should be targeted, not too big and too difficult. But a good class, I think it doesn't have to be like this, because students' lives and thinking are different, and it is impossible to follow the teaching link you designed. You should know how to improvise at a critical moment. Because students always talk about books, they don't like books. It is necessary to digress. In any case, the purpose is to interest students. Chinese is everywhere.
Summarizing after class is helpful to the progress of our Chinese teaching. As an intern, I don't know many things, I can't handle many things and I have no experience. So there are many shortcomings in class. After each class, I collect opinions, add my own experience, and then meditate. It's all my fault that the class is quiet and the blackboard is scrawled, so I insist on practicing after class. Before each class, I say to myself, Speak louder today. In the process of class design, students do not follow, because I am separated from students when preparing lessons. What impressed me the most was that I also analyzed the concept of "antithesis" and quoted "the new moon spreads gold and the cold light shines iron clothes" in Mulan Poetry. The old teacher analyzed it clearly, and I didn't understand it either. The reason is that there is not enough accumulation and there is something wrong with guidance, so I learn more. Here's the thing. I reflect every day, and every time I get a little gain, I will improve and make progress little by little.
Just two months of Chinese teaching practice in middle schools, the guidance of the instructor and my teaching practice have given me a lot of experience. In addition, I have heard several teachers' different teaching methods and learned a lot of experience, and found that each teacher will have his own different teaching style. I don't understand the true meaning of "teaching is inconclusive". I must dig these treasures as much as possible and try to be an excellent teacher.
Four cases of Chinese teaching experience
"Integration of teaching and doing" is a wonderful part of Mr. Tao Xingzhi's teaching theory. Mr. Tao believes that "doing" is a practical link in teaching, and only by adopting such a practical link can "teaching" and "learning" be integrated. Mr. Tao's thought of "teaching, learning and doing in one" is of great guiding significance to the comprehensive practice of Chinese. "Chinese Curriculum Standard" points out: "Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical potential, and the important way to cultivate this potential is Chinese practice. In other words, students should gradually understand and master the laws of Chinese through a lot of colorful "doing". It can be said that the comprehensive practice of Chinese is a comprehensive teaching activity that integrates the process of teachers' teaching Chinese knowledge and skills with the process of students' learning through concrete "doing" to improve students' potential. So I think, as a teacher, we should do the following:
(1) Having extensive knowledge. As the saying goes, "if you give a person a bowl of water, you must prepare a bucket of water", and the truth reflected by this "bucket of water" is obvious. If teachers want to have extensive knowledge and high humanistic quality, they can't be satisfied with their existing academic qualifications and controlled knowledge. They should not only pay attention to accumulation, but also establish the concept of lifelong learning, automatically update and "recharge" their knowledge, and consciously broaden their knowledge fields. In order to meet the needs of comprehensive education and diversified educational functions, teachers should get rid of the situation that they can only teach one subject, and they can teach both compulsory courses, elective courses and activity courses, and change from single-type teachers to compound teachers. We advocate that teachers should not only make outstanding contributions in the professional field, but also be versatile. In this way, when we stand in front of students every day, we can have a unique charm and charm.
(2) Be able to speak fluent and standard Mandarin. Promoting Putonghua is the unshirkable responsibility of our education department. We should take practicing Putonghua as a compulsory course to improve our quality. Perseverance will be effective.
You should be able to write beautifully. Good calligraphy is the facade and image of teachers. A good teacher, his blackboard writing in every class is a beautiful calligraphy work.
(4) Be familiar with every student. Only by being familiar with students can we accurately grasp the advantages and disadvantages of this student in intellectual education, conduct and academic studies. Only in this way can we prepare lessons well, organize teaching well and become students' teachers and friends.
(5) Free use of modern information technology. Teachers in the new century should give full play to the role of information technology in education and teaching, master computer operation skillfully, make teaching courseware, use online resources to improve teaching quality, and use modern distance education network for lifelong learning.
(six) has a strong potential for organizing teaching. Effective organization of teaching is an important guarantee to improve the quality of classroom teaching. In teaching, teachers should organize and guide students to concentrate, stimulate students' interest in learning, be brave in exploring problems and improve teaching effect.
(7) Teachers should have good psychological quality.
With the improvement of time and the development of society, our living environment is getting worse and worse, the contradictions are getting sharper and sharper, the competition is getting fiercer and fiercer, the rhythm is getting tighter and the interpersonal relationship is getting more and more complicated. All this has caused great psychological burden to people and students. In this case, good psychological quality is extremely important.
First, be tolerant. Our education target is a group of children. We won't haggle over their mistakes, let alone get angry with our students. If teachers can tolerate them, they can call back the good nature in the students' hearts, and students will correct their mistakes faster.
Secondly, we should control our emotions and set an example for students. We can't be kind to students when we are in a good mood and work smoothly; When something goes wrong, or when you are in a bad mood or depressed, vent your unhappy feelings on students and let them become their punching bag. This kind of cold and hot attitude towards students damages students' self-esteem and will lose their respect and trust over time. Teachers should learn to control their emotions and not bring them into the classroom. No matter what happens, they should try to smile at their students and always be warm and patient with them.
Five cases of Chinese teaching experience
Through the research on the subject of "Theory and Practice of Effective Chinese Teaching in Primary Schools", I understand that the effectiveness of classroom teaching has become a subject worthy of summary and reflection on the road of curriculum reform. It is the goal pursued by teachers to guide students to actively participate in improving classroom teaching efficiency by making more scientific use of time inside and outside the classroom. First, a correct understanding of the effectiveness of classroom teaching
Different views on efficiency have different results. What kind of classroom is efficient? Can students learn? Can they solve problems creatively? How wide and deep do they think? Students have different levels of learning. Whether the answer is correct or not is not a yes or no, but more importantly, it is good or bad. At the same time, it should be clear that a good class is not only qualitative, but also quantitative. If the teacher talks too much in a class, but the students know very little, it is not a good class. If a class only lets students learn to discuss a small problem, it can't reach the most basic teaching goal, and it can't be regarded as a good class. High-quality classroom requires teachers not only to achieve teaching objectives, but also to teach according to the actual situation of the classroom. Explaining the problem lies not in the quantity but in the essence, organizing the discussion is not fancy but practical, and cooperation and interaction should not be in decline, but should be more related to teaching materials and other primary school Chinese teaching and training experience.
Second, arrange students to preview in advance to get twice the result with half the effort.
In the Chinese syllabus, it is clearly put forward that students' autonomous learning habits and potential should be cultivated, which is especially reflected in extracurricular preview. By collecting, sorting, reading and thinking about relevant learning materials, students can get a lot of information related to the text and lay a solid foundation for learning the text. More importantly, in the preview process, students are familiar with the text, learn new words and understand the meaning. Classroom teaching has reduced too much time, and teachers must correct, guide and consolidate before they can achieve the teaching goal, which is really twice the result with half the effort.
Third, a reasonable allocation of classroom teaching time
The meaning of efficiency refers to the amount of work completed and the income obtained in unit time. Experience of Chinese teaching and training in primary schools: 5 articles! . In fact, a class lasts for 40 minutes, and normal people can really concentrate for only about 20 minutes. This is why teachers should pay attention to the key points in lectures, and it is also the reason why classroom teaching is gradually adjusted at this moment.
Because, we find that children can't concentrate for 40 minutes, when did each child's efficient 20 minutes appear at this moment? Are these 20 minutes concentrated or scattered? Therefore, what we need to do is not to concentrate for 40 minutes with 100% attention, but to let the child develop her potential within 20 minutes. This is related to the teacher's teaching arrangement, so we should pay attention to some time constraints when designing teaching plans. Continuous long-term study can easily make students feel bored, so in the process of teaching activities, we should pay attention to setting the time that really works for students to learn knowledge, form potential and improve their consciousness, and make full use of these time. Reasonable allocation of teachers' activities and students' class time. Teachers are full of mouths, or blindly ask students to be independent, cooperate and explore, which wastes classroom teaching time.