The reflection on Chinese teaching at the end of the term 1 is coming to an end. Looking back on my own teaching, there are many aspects worthy of reflection.
First, reflect on the teaching objectives.
This semester, I seriously studied the new curriculum standard, deeply understood the students' reality, and formulated the knowledge goals, ability goals and emotional goals of this semester, unit and each class hour to guide my teaching practice with goals. However, in the refinement of the goal, there is no in-depth study, too much emphasis on content, and not enough in-depth approach to achieving the goal.
Second, reflect on the teaching content.
The first is the reflection on the teaching content. This semester, although I undertook a lot of administrative affairs, I never relaxed my study of teaching. I can study the teaching materials carefully before class and make a personalized interpretation of the teaching materials. Although the textbook has been taught several times, I still don't forget to read more textbooks and strive for in-depth study of them. Secondly, reflect on the teaching design. This semester, I subscribed to "Middle School Students' Books", "Middle School Chinese Teaching Newsletter" and other publications at my own expense, and extensively studied excellent teaching cases and high-quality teaching materials, striving to design skillfully, be close to students' reality and improve teaching effectiveness. However, due to the complicated administrative affairs, there is not much time to study textbooks, and some articles are not deeply studied and personalized interpretation is not enough. Sometimes, teaching is not targeted.
Third, reflect on teaching methods.
This semester, when I took over the original class again, I found that my classmates had been somewhat alienated from me, and I felt more about their weak foundation. I try my best to cultivate students' autonomous learning consciousness in class, and use heuristic teaching and group cooperative learning to promote students' thinking ability, which has achieved certain results. But for classes with poor foundation, how to arouse students' learning enthusiasm is still a subject I want to study.
Fourth, reflect on the cultivation of study habits.
As a result of changing teachers many times, the students in this class have not fully developed the habit of learning Chinese as a whole, which is manifested in:
1, inattention in class, about 10 students gossip too much, don't think, and don't listen carefully;
2. About one-third of the students don't finish their homework seriously, either writing or copying, and the learning effect is poor;
Most students don't have the habit of reading consciously.
This semester, I thought a lot of ways to cultivate habits. First, I am strict, reminding and educating students who are inattentive in class in time, and checking basic knowledge such as dictation and recitation during morning self-study time; The second is to urge students to take notes and complete necessary exercises by teaching students to listen to lectures in class; The third is to train class cadres and use students to teach and check each other to improve the quality of inspection. But after a semester, the reality of poor study habits has not been completely reversed.
Fifth, reflect on the teaching effect.
Through a semester's "running-in", the students' Chinese habits have been improved to some extent, and the learning effect is obvious. The average mid-term exam score is about 88. However, there is still a big gap from expectations. The main reasons are summarized as follows: First, I have taken on a lot of administrative affairs, and my energy tends to be excessive, which relatively distracts my teaching energy, and I haven't done enough in extracurricular counseling, cultivation and remedial work; Second, we should think of more ways to cultivate students' study habits. Too much criticism is not conducive to solving problems. It is necessary to go into the hearts of students and understand their ideas, so that students can "be close to teachers and believe in their ways"; The third is to be more detailed and in-depth in inspection and counseling.
Only reflection can introspect, and reflection can find the gap and promote progress. This is the purpose of my reflection.
Reflection on Chinese teaching at the end of the second year of high school; The third year of high school is a crucial period for connecting the past with the future. After a year's adaptation, students have already understood the characteristics of Chinese in senior high school to some extent. Senior two is the golden age for students to master basic knowledge and cultivate basic abilities. In this year, it is even more necessary for us to constantly reflect and examine our classroom teaching. The final exam is coming, so sorting out the Chinese teaching this semester will be of great help to the later teaching and review.
I have been teaching two science classes for almost a year now, and I have a certain understanding of them. I think the main problem is:
1, no confidence, coping with learning.
Some students have no confidence in themselves, never think about their academic development, always take a coping attitude towards learning, have no clear learning goals and learning plans, are only satisfied with attending classes and basically completing the written homework assigned by teachers, and their learning is always in a passive state.
2. Academic achievement depends entirely on personal preference.
Some students' learning state is very unstable, and they lack thinking, importance and priority. Whether or not to learn depends entirely on personal preference. If you like this subject, you will listen carefully and finish your homework. If you like this teacher, speak actively and take the initiative to participate. Sometimes even teachers who like their subjects should look at what they have learned, even if they are uninterested, difficult and important, they will not pay much attention.
3. There is no method and the efficiency is low.
Some students have a good learning attitude and study all day, but their exam results are always unsatisfactory. Most of these students are girls, and they are full of class notes in books, but they have not mastered them. I don't master the ideas and basic methods of solving problems in class, but only meet the requirements of copying and writing. You can't review effectively after class, just finish your homework mechanically. There is no scientific method in learning, and the efficiency is very low.
I think to solve the above problems, we can start from the following aspects:
1, fully prepare lessons (prepare students, prepare textbooks and prepare yourself), pay attention to classroom teaching, select the elements in poetry textbooks, create situations, stimulate students' interest in learning, and have a good class.
2, do more limited training, do more comprehensive exercises, and gradually develop the habit of standardized answering questions in practice.
3. Reasonably assign homework and assign different homework to different students. Job requirements are more flexible. As long as you can achieve the goal of consolidation, you can write as you want.
4. Pay attention to cultivate students' good study habits, master good study methods, enhance their study stamina and lay a foundation for future development.
Reflections on the teaching of Chinese at the end of the third term. After years of experience.
Our Chinese teacher has realized that we can't find the reason from marking. Otherwise, just like your own mistakes, it is irresponsible to look for reasons from others, and it is also a shirking of further improvement of influence. These are all great progress in the understanding of Chinese teachers. Based on this, each of us first reflected on the shortcomings in our work. "It is not spring that stands out from the crowd, but spring blossoms." Everyone should take action instead of putting the burden and pressure on the hard-working class teacher. Every Chinese teacher should emphasize subject teaching in his future work, further strengthen the cooperation of lesson preparation groups, give full play to collective wisdom and make joint efforts to make Chinese achievements.
Second, we should have enough wisdom and empty cup spirit.
Everyone in our China group has unique advantages: staying awake, energetic, experienced, agile and capable; I can teach because of my own personality, creativity and not blindly following; Xiaoxiang is serious, flexible and open-minded; Zhang Hui is like a silly old man, with great wisdom under his simple and honest appearance. But in our reflection, we all mentioned that the spirit of empty cup is not enough. Experience is a good thing, but moving towards empiricism will make us hit a wall. Therefore, we should empty our self-sufficiency, say a few things that have never been seen before, think of several ways according to the learning situation, talk more about efficiency, and teach individuality to teach elegance.
Our reflection also has its own characteristics: Liu Xiao realized that we should work hard in earnest and implementation; I realized that we should work hard carefully and thoroughly; Xiaoxiang realized that we should work hard on speed and strength; Zhang Hui realized that she should work hard on organization. I believe that as long as we foster strengths and avoid weaknesses, the Chinese language group will be able to complete the tasks assigned by the school.
Third, the prospect of the new school year.
1. Complete Book 2 of Grade 9 in detail. Because this school year is shorter than previous years, we have to finish learning a textbook and review one to six volumes of ancient poems, basic knowledge, extracurricular narratives, expositions and argumentations in one school year. Time is tight and the task is heavy. This requires us to make bold choices according to the baton of the senior high school entrance examination.
2. Focus and efficiency. Every Chinese teacher in our Chinese group should attach great importance to the teaching of this subject this semester, which is not contrary to managing the class well, and can even improve the confidence and centripetal force of class management.
3. Teach with your heart. In the hard teaching, the ninth grade teachers don't need to be reminded, only by heart can they compare their level. Teaching by heart is by no means accomplished overnight; it runs through our teaching. For example, when Mr. Lin was doing the senior high school entrance examination yesterday, he recited a word "beautiful scenery", saying that this word was often tested, often said and often wrong. I say that if you say this, it will be easy for students to remember: this word can be regarded as an intertextual usage, which means "beautiful scenery". Most students know that the "clear" of "beautiful scenery" is next to the three-point water, so the probability of making mistakes is greatly reduced. With this small example, we can see the high efficiency of attentive teaching. In short, where there is a will, there is a way, "where there is a will, there is a way".
I think after this discussion and summary, our Chinese language group will certainly be able to play the fine tradition of unity and cooperation, create a golden combination and achieve great success again!
Reflections on Chinese teaching at the end of the term. The performance of a class can not be separated from the construction of class spirit. A good class atmosphere can create a good learning atmosphere, so that students can treat their studies with a healthy and upward attitude and treat their classmates and teachers. The construction of class spirit is a daily tedious work, and the class teacher plays an important role. Since entering the third grade, students are faced with a series of problems such as new classes, new environment, new teachers and new classmates. At the same time, time is tight, homework is heavy, and tasks are heavy, which leads to great pressure, irritability, emotional instability and inability to concentrate on their studies. Some students even have serious problems such as anxiety, fear and sleepless nights. These problems will seriously affect students' study. In view of the above situation, class teachers try their best to adjust students' state in time, such as: holding special class meetings on "How to relieve the pressure of senior three", "How to spend senior three" and "How to adjust psychology"; Have a private conversation; Parents, teachers and students communicate with each other. At present, the learning state, thoughts and emotions of students in all classes are basically stable. However, the construction of class style should not be the responsibility of the class teacher alone. Teachers should coordinate with class teachers, participate in class management and care about students.
At present, teachers are also facing great pressure in teaching. In the case of tight time and heavy tasks, we must ensure the quality of teaching. All teachers are dedicated, united, pragmatic and persistent in teaching. Concerned about the overall performance of the class, offering suggestions and suggestions, the teaching style is unprecedentedly high. But there are also the following problems:
(1) only emphasizes the importance of this subject. We should emphasize the importance of this subject in order to attract students' attention, but overemphasizing its status may cause students psychological burden or disgust.
(2) Attend classes in advance, delay classes, occupy classes, and occupy self-study classes. Every student doesn't want his due rest time to be invaded. Delay in class will not only affect students' rest, but also affect their learning mood, and they will also have certain opinions on teachers. As for the time of self-study in the evening, in most cases, whoever watches the class emphasizes which class must be attended, and the school emphasizes that it is not allowed to attend classes, giving students real independent time. However, some teachers are still infatuated, teaching takes up a lot of lectures and special lectures, and even some evening self-study classes become morning reading classes, which can be heard clearly in the open playground in the distance, which is commendable. But students complain that a lot of homework can't be completed and there is no time to strengthen weak subjects. At the same time, some teachers also have opinions. Some subjects don't have evening self-study, so students can't strengthen their study of this subject.
(3) More homework after class. Teaching competition is very fierce. Homework after class is an important part of teaching, and the competition extends from classroom to after class. Some teachers assign too much homework after class, which not only makes students have no time to review and digest, but also occupies the homework time of other subjects. Students have great opinions.
The above problems will directly affect the prestige of teachers among students. Many students' requirements for teachers will be greatly reduced, and they will not pay attention to the subjects they teach. Teachers should take the overall situation into consideration, assist the head teacher to balance all subjects and do a good job in class management. Specifically, they should pay attention to the following questions:
1, be aware of management.
Teachers' participation in class management can not only grasp the problems neglected by the class teacher, promote the construction of class spirit, but also harmonize the relationship between teachers and students. Their sense of responsibility will be recognized by students, and students will also have a strong interest in the subjects they teach. Good class spirit is the premise of improving students' learning quality and ability. Teachers should be responsible for the management of this class, that is, the managers of this class, and have a sense of management. Students who are inattentive, whispering and dozing off, especially those with poor grades, should not be ignored or turned a blind eye, and strict discipline should be given, especially in evening self-study. Some teachers always say that classes are too messy to attend, so why not attend other people's classes! Be sure to manage!
2. Give students the same time as teachers.
Facing the third year of junior high school, teachers are obsessed with teaching and afraid that their undergraduate courses will fall behind, so they take time to give lectures. Everyone has you to talk to me, and you occupy my thoughts. If you don't speak, you will fall behind and be excluded. What about students' independent time? Where's the homework? Most teachers also plausibly say "students are too lazy", "homework will never be finished", "I am so angry" and so on. If we all give students independent time and equal subjects, I think we will give them a sunny day. At the same time, the third grade is a period of asking questions about the sea. Students have a lot of homework, and they are too tired to breathe. Taking care of this subject and losing that subject, I think if we are all streamlined, we will also get rid of the dark clouds overhead and the sun is shining.
3. Go to the students.
The premise of participating in class management is to know the students. Understand that students must go to the students first, so as to educate their soul mates. How can a teacher who never talks to his students communicate with them? In fact, the more advanced education, the more teachers need to go to students, because students are not recipients of knowledge, but living people. What they need more is that teachers understand their hearts. How can we "depersonalize"?
(1) Make time for students as much as possible. Walk into the students ten minutes before class, chat with them, exercise with them in the activity class, and organize them to compete together. Teachers can observe, understand and study students most intuitively in activities.
(2) Go to students in education and teaching. Go to the students in class: the teacher stands in front of the podium and gives lectures. He doesn't know enough about the students' situation and can't be targeted. Teachers should step off the platform, go to students, organize and participate in students' discussions, so that students can truly feel that they are the masters of learning, and their enthusiasm for learning will naturally increase. Teachers and students can "interact" appropriately, know the actual situation of students in time, and adjust teaching according to the timely feedback information.
(3) Correcting students' homework: Teachers should carefully and timely correct students' homework cases. First of all, this is an affirmation of students' efforts, and more importantly, it is an important channel for learning feedback. Through correcting homework, we can understand the weak links of teaching and learning, and through the neatness and mistakes of homework, we can understand students' learning attitude and psychological state, and give timely guidance and feedback to students, with excellent results.
4. Care for students.
Teachers should pour their love into every student, even those "worst" students, those who delay to finish their homework, have the worst grades and are morally corrupt ... We also give our greatest love, and we don't hate him, hate him or despise him. It is not difficult to love students, but it is difficult to love "stupid students", "bad students" and "bad students" from the heart.
Pay attention to talk after class: break down the first words; Talk in time when problems are found; Harmonious teacher-student relationship.
An important manifestation of caring for students is democracy, which requires teachers and students to be equal. Respect for students' dominant position, respect for students' personality and emphasis on democracy must change the past "dignity of being a teacher" and get along with students as friends. The formation of a relaxed and harmonious education and teaching atmosphere depends on teachers' democratic consciousness. Teachers with democratic consciousness are also teachers worthy of students' respect and trust. Students can only stay away from a teacher who always scolds him coldly, and will not cooperate with him well.
Caring for students is the basic requirement of teachers' professional ethics, and it is also the premise of harmonious teacher-student relationship and participation in class management. Only when students are in your heart, your words and deeds will help students, get close to them and establish prestige among them, and students will cooperate with your work, and a good class spirit will naturally form.
Facing the reflection on Chinese teaching at the end of the five-year senior high school entrance examination, I think that only by consolidating the foundation of Chinese can we pursue a higher realm. The steadfastness of Chinese teaching is also reflected in the persistence over time. First of all, let students understand that Chinese learning is not a one-off event, nor is it a subject that can be learned well by cleverness. It must have a persistent spirit. Therefore, I require every student to have an accumulation book, persist in accumulation, and strive to accumulate a lot. Accumulation is also reflected in extracurricular reading, and strive to read an extracurricular reading every day, imperceptibly improving your reading ability.
For students, the greatest comfort is to show a calm, agile and efficient ability when answering questions. Compared with other subjects, Chinese has the least obvious tendency to take the exam, not to say what to take, but to show the least obvious direct connection between the content of the test questions and the teaching content, which largely reflects the examination of the overall quality of the subject. The tactics of asking questions about the sea are not suitable for Chinese subjects, and it is difficult to cultivate students' comprehensive Chinese ability by doing a lot of questions. Middle school Chinese is not deep, but wide. Students' knowledge and reading range determine the comprehensive quality of Chinese. But now junior high school students are nervous about their studies, and their extracurricular study time is mainly spent on mathematics, physics and English, so they have no time to read some literary works at all. It can even be said that students do not have their own time and will not settle down to taste and appreciate literary works. At present, the reading atmosphere in the society is not optimistic, and everything students come into contact with is vulgar, so the lack of a good Chinese learning environment is also one of the reasons for the poor comprehensive ability of students. In view of this situation, I think the key to Chinese learning lies in classroom teaching, and the key to Chinese classroom teaching lies in teachers' ideas and teaching design.
Of course, the essence of Chinese teaching lies in classroom. A class lasts only 45 minutes. How to control and grasp this time, so that students can learn knowledge step by step, from shallow to deep, and apply what they have learned, which requires teachers as guides to know how to control art, find out the teaching behavior of science and art, constantly learn the new curriculum theory, unify theory and practice, and raise the teaching behavior to the theoretical level. However, I found that in the teaching process, there was a phenomenon that theory was out of touch with practice. Teachers should make full use of 45 minutes in class and strive for the best teaching effect. This is the teacher's duty, and the teacher is responsible for the students.
Reflection on Chinese final teaching 6 With the end of one-year teaching, there are always some doubts in my heart during the rest. What are the gains and shortcomings of this year's work?
Imagine that students go to school for a long time every day. Primary and secondary schools add up to 12 years. This is the most precious 12 years for children. The time spent on homework and exams seems to be as long as running a marathon. But students' obligation is to study and lay the foundation for their children's future. The importance of learning is self-evident.
The main purpose of primary school teaching is, of course, to lay the foundation for future middle school study, which is also very important. Sometimes I am often carried away by this sense of mission. I think it is great that some students have not mastered some knowledge points. I am really anxious and helpless about those children who are unwilling to learn. But children should be born with curiosity and thirst for knowledge. For those students who are not interested in class and study, in the final analysis, my teaching methods in class still need more research and improvement. How to stimulate and protect students' thirst for knowledge, and how to make them run energetically all the time in learning this marathon? It seems that we can't just pay attention to the actual effect of learning. Teachers can't just teach students running skills. More importantly, let students enjoy and make achievements in this learning process, love this sport and consciously want to run.
Read a teacher's article and say: A teacher's job should not be so complicated. The only thing to do and do is to do everything possible to keep children's natural love of learning true and eternal! I'm impressed. The teacher talked about his own reflection based on his teaching experience in grade one: let interesting proverbs enter the classroom and let the children's innocence stay in the classroom forever. This makes me feel that although I have made efforts in this respect, I still have a lot to learn.
How can there be more interesting packaging for listening, speaking, reading and writing in Chinese class? What kind of interesting teaching design can make the classroom happier? Sometimes when doing instructional design or attending classes, you will forget that your child is still young. Mastering children's learning characteristics is actually very helpful to the classroom. For example, in this semester's extracurricular reading class, I read every book to my children. Later, I found that in the process of reading aloud, I gradually added vivid and slightly exaggerated tones and movements, and obviously felt that the children's attention was more concentrated, and many children became more emotional when they were allowed to read the text by themselves. This is a little change in reading. In listening, speaking and writing, more methods are needed to make children happier and more active. If we can protect this seed of interest, children's autonomy will be better played in the future. This is also responsible for the long-term development of children.
Reflections on the teaching of Chinese at the end of the seventh term; Chinese is a subject full of humanistic spirit and thoughts, which is widely used and has far-reaching influence. It's actually quite difficult to learn this subject well. Listening, speaking, reading and writing are very important for primary schools. First-year students, in particular, should cultivate their good habits and start from the basics.
Pinyin is the key point, and first-grade children should know Chinese characters with Pinyin. If pinyin is spelled incorrectly, it will affect children's recognition of Chinese characters. The pronunciation of new words seems more difficult than spelling pinyin. Some children can pronounce this word easily, but if they want to write it, there will be many strange mistakes. Tone is wrong, light tone is wrong, and similar letters are wrong. In short, sometimes the pinyin they write is really varied, which makes us wonder.
At present, the distinction between homophones is not so strong, and sometimes spelling mistakes occur. As long as it is a homophone, other words can be formed. Sometimes this word is put on another word. In this case, the teacher emphasizes and distinguishes, but the later review process is ineffective and has no deep memory.
Confusion of similar characters. This semester, I will learn the word "same" from my classmates and "ask" from my questions. Most students can't distinguish these two words, so they will make mistakes in dictation. There is no connection between the two words "you" and "you", but they can still be confused, which shows that they have not established the concept of this word. We need to work harder on fonts and word meanings in the future.
In addition to writing, this stage should focus on practicing reading. Every night, children should read at home until late, no matter how much or how long, they should try to read books, develop the habit of reading, and subtly enhance their interest in learning Chinese and improve their Chinese literacy.
Reflections on Chinese teaching at the end of the eighth semester This semester is coming to an end. Combined with the education and teaching work this semester, I think as follows:
First of all, we should cultivate students' learning enthusiasm in the teaching process.
Teachers' trust in students is a great encouragement. Mr. Tao Xingzhi also advised us: "There is Watt under your pointer, Newton in your cold eyes and Edison in your ridicule." As a teacher, we should believe that every student has the hope of success and every student has the potential of success. The role of teachers is to awaken students' self-confidence and reflect on "students' problem consciousness". There is an old saying: "Learning begins with thinking, and thinking begins with doubt." Small doubts and small progress, big doubts and great progress. " It can be seen that "questioning" is important. In teaching, it is the starting point to cultivate students' insight and inspire students' creative thinking.
Second, at present, our students' problem consciousness is very weak, and their enthusiasm for finding and asking questions in class is getting lower and lower with the growth of grade. This phenomenon really deserves our deep thought.
The cultivation of students' problem consciousness requires our teachers to change their teaching concepts and teaching models. In the process of classroom teaching, we should constantly explore teaching methods to cultivate students' problem consciousness, create a good educational environment, and promote the development of students' innovative spirit and ability. However, there are also a series of problems, that is, it is often difficult to organize teaching in class. In this case, I should let it develop or destroy their enthusiasm here.
Third, organize teaching with inquiry and practice as the core.
Biology teaching divorced from inquiry and practice can't meet the requirements of new curriculum standards in the future. Only after careful exploration and personal practice can students' biological ability be effectively improved. The basic strategy of organizing teaching with inquiry and practice as the core completely abandons the teacher's explanation and analysis, and pushes students to the position of classroom masters, which can give full play to students' enthusiasm and initiative in learning, develop their learning potential and improve their learning ability, thus effectively cultivating their innovative spirit and practical ability.
Diversified activities can stimulate students' interest in learning, complete learning tasks efficiently and achieve classroom curriculum goals. Exploration, innovation, practice and other activities.