First, teaching methods should be stable and changed.
Because a single teaching mode is easy for students to get bored, too changeable teaching makes students puzzled, unable to form a law, and there is no "law" to follow. Teaching has become 1, which needs constant thinking and improvement. It is necessary to change the mode like cooking to arouse students' thirst for knowledge, and to form certain modes and habits so that students feel that there are rules to be found. For example, previewing every day requires certain methods and rules to let students know what to do. When reading the text for the first time, you must master new words and phrases, as well as information about the background and author of the work. Sometimes we need some changes that need to be studied. For example, when I was teaching "The Chameleon", I asked students to record the most wonderful paragraphs they read aloud, so that students could understand the characters' personalities and thoughts through reading.
Second, mobilize and activate the teaching subject.
Believe in students, return the classroom to students, and stimulate the spark of students' wisdom. Sometimes we are always worried about the rigid classroom atmosphere. In fact, students' learning attitude and interest can not be cultivated in one day. From the perspective of the new curriculum, teachers and students are both developers and creators of the curriculum, not passive executors. Especially today's children have received a good education since childhood, and their intelligence index is definitely higher than when we were young. If we want to measure them, it is impossible. Therefore, we should trust students' ability and give them a platform of 1 to show themselves. For example, when studying Window, I asked the students to imagine what would happen to a patient who didn't see the beautiful scenery he hoped to see. Students have to say. Some said that he was very remorseful and later killed himself; Some said that he also relapsed and died of pain; Some people say that he died in repeated nightmares; Others said that he later met 1 a good doctor who came to this city, so he skillfully cured the disease. Later, he used all his money to buy the opposite land and build it into a 1 beautiful park ... the imagination of the students is beyond the imagination of the teacher.
Third, focus on teaching.
Chinese classroom should highlight key points and reflect bright spots. In fact, each unit of the new textbook basically has 1 key points, but each lesson has its own characteristics. For example, the fourth unit of the second volume of the eighth grade focuses on novels. Only one of Kong Yiji, Fan Jinzhong Residence, Kouji, Chameleon and Window is in classical Chinese, and the rest are novels, but the four articles have the similarity of 1 * *, which is characterized by the use of comparison methods, but the comparison angles are different. Let students see the overall characteristics of knowledge and the characteristics of each class. We should not only give students knowledge, but also make them feel happy and create a happy Chinese atmosphere. For example, "Kong Yiji" allows students to write and perform a textbook drama according to the text "Kong Yiji", and also allows students to watch the textbook drama that has been made into a CD through multimedia and feel the tragic fate of the protagonist. Stomatology can make students with this specialty in the class display their talents and understand what ventriloquism is while they are happy. "Chameleon" allows students to read in different roles, and then choose the best partner to show to their classmates.
Fourth, teaching emotions should be exchanged and brewed.
Attach importance to students' emotional attitudes and values. Education without emotion is a failure, and classroom without emotion is painful. Let students express their emotions in class, form emotional exchanges and dialogues with the protagonist and the author, cultivate students with affection, and inspire students with affection. Emotion is both the goal and the means of education. For example, when studying the article "Back", I let the students listen to the song "Dad" first, and then let the students talk about their father and think about the care his father gave them. In fact, if a teacher has the ability, he'd better sing it to the students himself, or let the students with the ability sing it, so that the students can have a deeper understanding. When I was teaching Praise of Poplar, I sang Little White Poplar to the students. Although no singer sings well, the students still think our teacher is really good, which strengthens the students' admiration for the teacher and stimulates their interest in learning.
Fifth, expand the scope of teaching.
Chinese teaching should move towards a living society. If you learn Chinese from Chinese textbooks, you will never learn it well. Our wonderful classroom is only a small part of students' learning Chinese, and they can only cope with exams, so students' ability and practice can't be really exercised and improved. Students' Chinese is ultimately tested by society, so students must learn and use it flexibly. In particular, the new textbooks pay more attention to students' practical ability and individual thinking, rather than asking for a unified answer, so this means that teachers must really return the thinking space to students, which will really help students improve. Let students observe life more, experience life, accumulate life and taste life. Only when they have their own ideas can they really take the initiative to learn Chinese.
Chinese, as a mother tongue, originally had its unique advantages, but now it has become excessive and single because of the teaching curriculum, which makes Chinese lose its original vitality. Especially in today's Chinese, because classical Chinese is fixed and compulsory, teachers sometimes put too much experience in the memory of 1 new words and ask students to accurately record classical Chinese in 1 new words, so these articles which have no language influence in the new culture have become the focus of teachers' teaching and the difficulty of students' learning. The students are miserable. Of course, we don't deny the extensive knowledge of the ancients or the splendid cultural heritage left by our ancestors, but we shouldn't really take it as the focus of students' study. I always think it should be the accumulation of 1 kind of humanities, not words. No matter how good the ancient things are, we should develop more current concepts. Because some classical Chinese are very long and students are not interested in learning, teachers have to force students to recite them for the exam. Although the exam is about 10, facing an indispensable exam is not to be ignored for an exam related to the fate of students, so it becomes a burden. It is not a problem for excellent students, but a peak for poor students.
Reflection on excellent junior middle school Chinese teaching 2 Time flies, and a semester has passed in a blink of an eye. With the care of school leaders and the support of school colleagues, I successfully completed Chinese teaching in Grade 8 this semester. Looking back on the work of a semester, although some achievements have been made, shortcomings and deficiencies are inevitable, and the reflections are as follows:
First, teachers should make objective and fair judgments on students' various answers in class.
In the new curriculum teaching, teachers create personalized and humanized learning atmosphere and space for students, so that students' individuality and learning advantages can be fully brought into play. I often find in teaching that students often have many different ideas and viewpoints to answer a question. At this time, in order to cherish students' personality characteristics and respect their unique spiritual world and inner feelings, I often fully affirm these answers and say yes in a unified way, resulting in a happy situation.
Reflection:
(1) Are all these answers perfect? Are there no problems with these answers? Does pointing out shortcomings necessarily hurt students' self-esteem? Don't! It should be said that the hearts of most students are not so fragile and vulnerable. Even if some students are like this, then such "care" will only make their hearts more delicate and fragile. Imagine how such a student can accept the test of life in the long journey of life. In addition, false and general evaluations give students wrong information, and this deception also hurts students.
(2) Do you protect one party while hurting the other? Obviously superior students may think you are "eccentric", and what other students may learn is your "black and white". Is such a teacher worthy of respect for students? Is the future education convincing?
So this is a narrow "respect", which may bring endless "harm". In the new curriculum teaching, teachers, as organizers, participants and guides, have the responsibility and obligation to make objective and fair judgments on students' answers. Teachers should be good at pointing out students' shortcomings. Indeed, when making an objective and fair judgment, it is likely to hurt the disadvantaged party. However, the teacher can convey your trust, expectation and love to him through sincere eyes, encouraging words and friendly patting. When students find their own shortcomings, they feel deep love for their teachers and gain upward strength.
Second, the Chinese class should be named "Yu", pay attention to word analysis, and have Chinese flavor.
The Chinese course itself contains rich and colorful knowledge, from astronomy to geography. The new curriculum standard orders: "emphasize the integration between courses", so under my teaching, Chinese class has become an ideological and political class, a science class and a social class, and the Chinese class has changed its taste, so it is no longer named "Yu". Chinese class emphasizes students' taste in language, but I turn a blind eye to the key words in the beautiful descriptions of some wonderful fragments, so that students can get rid of them by reading them a few times in general.
Reflection:
(1) Can reading without chewing really make students feel, understand and internalize? Have we exaggerated the function of reading aloud? If you don't start thinking, you don't understand with your heart. In reading aloud, wonderful words flash across the students' brains and their mouths, leaving no trace on their cerebral cortex. Don't wait until class is over. I'm afraid all this will be fleeting. How to digest without chewing? Talk about accumulation? How to improve students' Chinese quality?
(2) Chinese class focuses on analyzing words and sentences, which is the source of Chinese flavor in Chinese class. Chinese teaching needs to analyze sentences and even chew words. Especially for some idioms, we need to start analytical thinking and convergent thinking, and understand them in the process of contacting the context. It should be emphasized that this kind of understanding is by no means an axe-chopping dismemberment, nor is it overwhelming indoctrination, but a dialogue between students and authors, a blend of mind and text. Reading words, analyzing sentences and speaking like a book should be the basic skills of reading.
(3) Combining sentence analysis with reading aloud. Reading aloud outside of word analysis is like a soulless body. Only by combining the two organically can it be perfect. Let the students taste in repeated reading, and then express it by reading after analysis. Students can directly interpret and express their understanding of the text by reading aloud for some meanings that can only be understood but cannot be expressed. With what to read, language can be chewed, digested and accumulated, and students can learn to read and read widely. Only in this way can the literary garden in their hearts be full of vitality and fruitful results, and they can taste the mellow Chinese class!
I feel that in this complicated tide of educational reform, as a front-line teacher, facing the endless stream of advanced educational concepts, it is not the right attitude to look ahead and look back, hesitate or not use digestive machinery. Having valuable soul thoughts, being good at discarding the false and retaining the true, and learning to absorb the essence are the qualities that every human soul engineer should have in the new century.