As a people's teacher, one of our jobs is to teach. With the help of teaching reflection, we can learn many teaching skills. Do you know how to write a formal reflection on teaching? The following is my reflection on the teaching of Chinese teachers in senior high schools, hoping to help everyone.
Reflections on the teaching of Chinese teachers in senior high schools 1 Reading teaching in peacetime always likes to grasp the most important question in the text, and then create a good discussion environment for students to discuss around this question, try to drill into the depth of the text and try to restore the author's original interest. Teach Chang and Shan Hai Jing, and at the end of the article, "kind and dark mother, please let her soul live". Chang is just Lu Xun's nanny, and we are still here. Grasp this problem, go deep into the text, read the origin of Chang's name, read Chang's appearance, read Chang's pains to wipe, read Chang's vulgar sleep, read Chang's complicated rules, read Chang's anecdotes, and read me the Three-Chanting Sutra of a Face and an Animal's Heart ... The students got under the text to read Chang's life, either my grandmother or. The students also read out the optimism of the unfortunate Achang and the meager hope of simple rural women for thousands of years; The students also read how this illiterate vulgar mother cared about the young Lu Xun and how she worked hard to find the first book of the literary master "Shan Hai Jing" for him ... seemingly large articles. On the basis of students' early self-study, I finished the analysis in one class.
Do you still want to learn? The class representative asked me, as if all the important and difficult points had been revealed, as if we had entered the text, the environment, the emotion, the reason and the taste! Did the students really master the noise in the classroom? In this class, five students have practiced writing several times, and all of them are late or don't hand it in. In this way, they will form the bad habit of procrastination and laziness, and should be punished, so that classroom teaching can correspond to students' homework, so I asked them to go aside to make up their homework. Aren't other students waiting for them in the new class? I always feel bad. Let's wait for them.
So I wrote the title "I designed a resume for Chang" on the blackboard, and asked the students to write a composition on this topic in this class, with more than 500 words, and hand it in on the spot, which is the comment of this article. The students seemed to frown, so I wrote down several items: Chang's name, Chang's appearance, Chang's personality, Chang's career and Chang's experience. Some students turned to their books and began to write. Some students are as eager as Chang, and there seems to be no eye-catching. I have to arrange a discussion for a few more minutes, and then the students write. It is raining cold outside. Last night, the news said there was a snowstorm in northern Hunan. This winter came too early, and students and teachers were all dressed up. But there is no heating in the classrooms in Jiangnan, and there are many people who keep children warm ... I looked at the weather outside, and then I looked at the children's hands. Some have written hundreds of words, and some have just started. I asked Li La, a long writer with a good writing level, to stand up and read for herself. The students listened and began to write again, but the classroom could not be very quiet. The students who made up the composition came back halfway, and there was some commotion in the classroom. This topic always seems difficult.
The class will be over soon. After lunch, the class representatives collect their homework, because it is the students' own exercise books, not unified. In the process of correcting, I found that only a few were particularly excellent. A small part of them are neatly written and meet the writing requirements. Most of them are either scrawled or short, only 300 words, which is the requirement of a class. Usually, a class has to write a paper.
Do they really understand this text? Either they can't treat this kind of writing exercise in class well? China people's writing habits, on-site writing and reading experience, this is a very important ability!
From this class, I know that a heated oral discussion doesn't necessarily mean that your Chinese ability is very strong. Can you analyze it with a pen? Can you make a chapter out of the fragmentary oral analysis? Can you get into the habit of writing squares in this exercise? Pay more attention in the future. The basis of Chinese literacy is literacy, writing, reading, practice and oral communication. It is a synthesis of Chinese knowledge, language ability, language accumulation, aesthetic taste, ideology and morality, personality quality, learning methods and learning habits. The improvement of one's ability does not necessarily mean that the other's ability has also improved. It is good to read the text through and express it orally paragraph by paragraph, but it is certainly possible to express it orally systematically.
Reflections on the Teaching of Chinese Teachers in Senior Two This semester, I worked as a Chinese teacher in Class 2 and Class 2 of Senior Two/KLOC-0, both of which are basic science classes in Senior Three. Students have a weak foundation, low interest in learning Chinese and lack confidence. In the process of teaching, I adhere to the principle of "patient teaching and fixed method teaching", start with efforts to stimulate students' desire for learning, adhere to traditional Chinese teaching concepts and methods, try my best to carry out various Chinese teaching activities, adhere to the goal of "getting every class and winning every class", pay attention to cultivating students' good moral quality, develop students' meticulous and in-depth thinking ability, abandon the arbitrary teaching situation and seize the teaching and educating people.
I take textbooks and senior three review books as the main learning contents, and actively cultivate and develop students' ability of "trinity of knowledge and skills, process and method, emotion and attitude"; Guide students to read actively and healthily, write a lot seriously, and integrate Chinese into extensive reading and writing exchanges; Adhere to the pre-class activities of reading the classic Mencius and Zhuangzi or a poem or a beautiful article every day, pay attention to excavating and exerting the essence knowledge of China traditional culture that can have a positive effect on students, guide students to correctly understand and think about various phenomena in social life, and help students establish and improve a correct and valuable outlook on life and values with Chinese traditional virtues as the core connotation.
This semester, I completed the teaching of the fifth and sixth volumes and the first round of general review books in senior high school, also guided students to complete the reading tasks of six new books, three middle school Chinese books and some Mencius and Zhuangzi, and led students to the school reading room for five free reading and writing classes; Seriously implemented the teaching task of writing all eight compositions in batches. Instructed all the students to participate in the "masterpiece tour-one of the sub-activities of the sixth science and technology art festival of our school", and some students achieved good results.
Following the concept of lifelong learning, continuous self-study and striving to improve myself, in order to continuously improve the ability and conduct of teaching and educating people, I actively participated in business learning, training and exchange activities organized by educational administrative departments at all levels, attended classes in middle schools one after another, and extensively learned more advanced and practical teaching methods; With the desire to be realistic and a team leader, I can go deep into the classroom, guide young teachers, undertake teaching and research tasks, and help them improve their education and teaching level; Organize and lead everyone to write school-based teaching materials for research projects. Instruct He, Li and other teachers to write cases and papers. In the past semester, students' Chinese learning ability and moral character have been improved. In the future teaching, I will continue to strive to improve, sum up experience, make solid progress and learn from each other's strengths.
Reflections on the teaching of Chinese teachers in senior high schools III. Teaching Chinese without writing seems to be a fashion. The students practiced Qiaozui Zhang, but they left clumsy hands. Writing is painful because of lack of exercise. If you write fluently, you will no longer feel that it is hard work when you get used to it, but you will have a hearty pleasure after writing. What flows from the pen is words, thoughts and emotions, which is a crystallization of materialized thinking for writers! So the love of writing is caused by habit. Once written as a habit and a way of thinking, Chinese becomes a part of life and a quality.
In order to save classroom teaching time and catch up with their own teaching progress, teachers often "replace students' own learning process" when they need students to spend time reading and feeling. It's like farmers "saving sunshine" when drying vegetables, and using "drying method", they get dried vegetables that are too old to jump out of their teeth!
Teachers should be the matchmaker between students and texts. When students are not interested in the text, teachers should introduce the most exciting, interesting and attractive places in the text to students, so that students will have a good impression on the text, so that they are willing to even take the initiative to read the text and explore its connotation; When students provide timely guidance, let students have a deep dialogue with Guangxi ... so the teaching teacher is the matchmaker that students like, not the annoying "third party"!
Utilitarian learning makes learning itself lose its inherent happiness and beautiful feeling. Learning is bound to become an extra and external pressure. Game-based learning is not utilitarian, but a free activity from the inside out, which is conducive to the harmonious development of children in all aspects. A childhood without a "game age" is an incomplete childhood and a childhood without happiness. We have no reason to deprive our children of today's happiness for tomorrow's happiness. Without the happiness of today, how can there be happiness of tomorrow?
We always suffer from the inability to understand students. The simplest and most effective way is to read children's literature. Read the books that children like to read, and you will enter that magical and colorful world, so that you can understand children and students. In fact, no matter at any time, the soothing effect of literature on our hearts is indelible, and the warmth and beauty it gives us will benefit us for life.
Reflections on the teaching of Chinese teachers in senior high schools Part IV: Poetry in the early Tang Dynasty, compared with the previous modern poetry, feels more content to talk about and has more obvious requirements for the ability of college entrance examination, so the content is more substantial when preparing lessons. However, in the course of the course, it is found that the problems set are not completely in line with the students' recent development fields. Sometimes the problem is too deep or the problem is not solved in the right way, which easily leads to the bottleneck of students' thinking and the classroom atmosphere is cold. Teaching is the art of asking questions. How to guide students to think more scientifically and reach the other side of teachers' expectations is a problem that every new teacher needs to think about. The so-called preparatory students probably refer to this aspect.
There is also thinking about the content of the professor. Many of our teachers' ways of thinking and vision stay at the professional level such as the history of literature and ancient Chinese, so when teaching, they will inevitably fall into academic shackles. For example, in the teaching process of "encouraging learning", my explanation of sentence patterns and word structures in classical Chinese may be too profound, involving the grammatical level of modern Chinese, but students' grammatical knowledge is not systematic and chaotic. Grammar learning in junior high school mostly stays in listening and is too lazy to study in depth, so that many times, students can't understand it. In students' eyes, explaining inverted sentences in classical Chinese is only a difficult knowledge of classical Chinese. I seem to feel that these contents are just for myself. In order to speak, I may still have an incomplete understanding of the level of students, so I can't grasp the scale in the choice of teaching content.
Finally, I want to say that although I have been under great mental and physical pressure these days, my communication with students has also made me realize the enrichment of life and the joy of creation. Learning is endless. It's really not just talk. After all kinds of classes, you may be lucky to find your own shortcomings and find the direction of your efforts.
Reflections on the teaching of Chinese teachers in senior high schools 5 Once upon a time, our Chinese teaching became monotonous, so that students hated Chinese, were afraid of Chinese, and even gradually moved away from Chinese. The reason lies not in the students, but in the Chinese teacher himself. We use rote learning, mechanical training and conservatism to close the door of Chinese paradise, so that students can only flinch in front of this treasure house of knowledge. So how can we carry out effective Chinese classroom teaching? How can we make students like Chinese? The following aspects are my experiences. .
First, with the language charm of teachers, firmly attract students
First of all, teachers should emphasize "accuracy" in language. In order to make the classroom language less but better, we must grasp the characteristics of different texts and carefully design the pre-class teaching language. We should design the main problems to be solved in this class. Problems should be concentrated and key points should be highlighted. Don't give priority to everything, try to solve everything, but often it turns out that nothing can be solved well. For the teaching of each question, we should also try our best to prepare some languages. Several key words to be used should be scrutinized and screened to improve their hit rate in explaining problems.
To deal with difficult problems in the classroom temporarily, teachers should be able to "hit the nail on the head" with their own "impromptu" language, thus strongly stimulating students, leaving a deep impression on them and consolidating their memories.
Secondly, teachers should pay attention to "inspiration" in language. The enlightenment of teaching language is one of the goals advocated and pursued by modern teaching methods. It has many advantages, such as stimulating students' interest in learning, promoting students' positive thinking, improving students' consciousness and initiative in learning, cultivating students' learning ability and vitality, cultivating students' enterprising spirit and invigorating classroom atmosphere.
For example, when teaching Kong Yiji, the teaching language can be designed as follows: almost no one who has read Lu Xun's novels does not know Kong Yiji, and almost all those who have read Kong Yiji have left the image of bad karma people in the old society in their hearts. What ingenuity did Mr. Lu Xun use to shape this artistic image? Is Kong Yiji's tragic experience a social tragedy, a character tragedy or a social tragedy? If you study hard, you will get the answer. Students naturally pay attention to these problems while diverting their attention, and make clear the learning objectives and key points of this class, so that they can know fairly well when listening to the class.
Third, in classroom teaching, teachers organically link the relevant knowledge of the text, skillfully recite relevant poems and aphorisms, and inspire students to read more books after class, or consciously link with the articles recited by students in the past, so that students can remember and consolidate their knowledge and deepen their understanding of new knowledge. Students can be "stuck" by teachers' extensive reading and learning knowledge, stimulate their interest in learning, and involuntarily fall in love with teachers and enjoy this course.
Second, experience success, implement incentive evaluation and activate the classroom.
Every student has various differences in thinking, memory, analysis, understanding and innovation, but no matter what differences exist between them, they all have a common feature, that is, "expecting praise." As the saying goes, "a good boy is boasted", and the teacher's praise is the biggest gain for students. Therefore, it can be said that the important psychological feature of students in learning is that they hope teachers can find their own advantages and get encouragement and affirmation. In view of this, in teaching, we should give students more successful experiences: for example, let them write an idiom accurately, recite a poem, answer a question and do a problem. When answering questions in class, give more encouragement and applause in homework evaluation and composition evaluation, and say sentences like "You are great" and "You speak very well", which can make students realize that "I can do it".
Even if students make mistakes, they should choose appropriate language and gentle tone, such as "Never mind" and "Think about how to say it better" to encourage, enlighten and guide them, so that they can make progress while recognizing and correcting their mistakes, and must not hurt students' immature hearts. In addition, competition mechanism can also be introduced into classroom teaching, and the evaluation method based on group can be adopted. Students will be rewarded in time when they perform well, and the evaluation will be summarized at the end of a class. In this way, it can not only stimulate students' thinking, activate the tense atmosphere, and stimulate students' enterprising spirit, but also play a great role in enhancing students' sense of collective honor. Teachers should give proper praise, encouragement and other encouraging evaluations in time and place, so that students can experience the joy brought by success in active participation and enhance their self-confidence.
As Emerson said, "Self-confidence is the first secret of success." Only by establishing self-confidence, can students further stimulate their enthusiasm for learning, stimulate their interest in learning, activate their classes, enhance their self-confidence in learning, make them consciously carry out Chinese training, and constantly cultivate and improve their Chinese literacy.
In short, in order to attract students to Chinese classes, teachers must combine their own personal styles and adopt various methods to make Chinese classes more vivid, truly make Chinese classes full of humanistic colors, and let students truly experience the happiness in Chinese learning and fall in love with Chinese classes.
The reflection on the teaching of senior six Chinese teachers is another learning stage, which means that my Chinese teaching work can also have a short rest. This semester is to teach junior three Chinese. I brought two classes, Class Three and Class Two. The basic conditions of these two classes are similar. After this semester's hard work, I got good grades in the final exam. This semester's teaching can be said to be very busy, but also very substantial, so I am also full of feelings about this semester's Chinese work. Now I will talk about my experience as an ordinary Chinese teacher in my personal work this semester.
This semester, I am a temporary Chinese teacher. I should have taken a Chinese class in Grade One, but an old teacher retired this semester. The school felt that I had rich teaching experience, so I was transferred to these two classes to continue teaching Chinese in grade three. I have just finished teaching Chinese for one session, and it is quite comfortable to teach senior three again.
I know that the children in senior three have just finished their academic proficiency test, and they are likely to relax their demands on themselves and despise their studies. There are still two semesters (plus this semester) before the college entrance examination, so I know that my job this semester is to make them continue to pay attention to their studies, at least in my Chinese subjects. The things to be tested in the college entrance examination are comprehensive, aiming at the whole study of senior three, so it is unrealistic to put all the review work in the next semester, so I know that in this semester, I will teach them to review the Chinese of previous semesters and take new lessons at the same time.
After teaching Chinese for so many years, I still know something about Chinese work. What is the purpose of teaching students Chinese-in order to get a good Chinese grade? Yes and no! The short-term goal is definitely to do well in the exam, but the longer-term goal is to cultivate academic thinking ability and cultural temperament, so when I teach students Chinese, I attach great importance to cultivating their independent learning and independent thinking ability. So this semester's Chinese class is just like this. Before each new lesson, we will tell them to learn the text by themselves in advance, and then select students to give lectures in class, and then evaluate and analyze their advantages and disadvantages. Doing so can help them learn by themselves and enhance their understanding of the article.
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