The reflection on Chinese teaching in Grade 7 of the textbook/KLOC-0 is to do a good job in the research on the topic of "Interpretation of junior middle school Chinese texts and the effectiveness of reading teaching in a new perspective". As a researcher, this semester, the text I taught was a wolf in the second volume of the seventh grade. After "class-evaluation-revision-re-class-re-evaluation", a deeper reflection is made.
First of all, before determining the classroom design, I made an in-depth interpretation of the text, mainly doing the following work:
1, teaching material analysis;
2. Analysis of learning situation;
3. Target positioning;
4. Thinking about teaching methods and learning methods.
Wolf is selected from Unit 6, Volume 2, Grade 7 Chinese, People's Education Press. When studying the similarities in the text of Unit 6, I noticed that the prompt in this unit said: "Animals are human survival partners, and with them, the world is so colorful and interesting." In today's increasingly crowded global village, animals and people should enjoy the same living space. ""Reading these articles can not only stimulate the feelings of caring for animals and treating life well, but also lead to deep thinking about the relationship between people and animals. "So I think this unit takes" animals "as the protagonist, endows them with specific meanings, cleverly allegorizes and reflects real life, from which students can get profound enlightenment and education." "Wolf" is a classical Chinese text, which is selected from the second chapter of "Three Wolves" in Strange Tales from a Lonely Studio. It is about the contest between two wolves and a butcher. The cunning wolf tried to eat the butcher, but in the end they were all killed by the butcher's sword. The story shows that as long as we dare to fight and be good at fighting, no matter how cunning the wolf is, it will be defeated by human courage and wisdom. At the same time, students should also be educated to put themselves in others' shoes, so as to clarify the significance of protecting animals.
Grade seven students have accumulated a certain amount of learning classical Chinese. This lesson is a very readable story, which is easy for students to understand and master. Based on the above reasons, I think we should try our best to cultivate students' autonomous reading ability in teaching. So we designed the following goals:
1, knowledge and skills goal: read correctly and fluently. Accumulate vocabulary and understand the main idea of the article on the basis of reading aloud. Cultivate the reading ability of classical Chinese.
2. Process and Methods Objective: To accumulate classical Chinese vocabulary and understand the meaning of key words.
3. Emotion, attitude and values: clarify the story, understand the images of wolves and butchers, and grasp the main idea of the article; Learn to analyze problems objectively from multiple angles. For this class, in the teaching process, I try to embody the teaching concept that students learn independently and teachers teach them to fish.
Teaching is the foundation of law, and reading is the foundation. Reading is particularly important in the teaching of classical Chinese, so I designed the main links of reading guidance and evaluation. Learning begins with thinking, and thinking begins with doubt. For the dredging of words, I adopted the autonomous learning method, allowing students to learn independently by using notes and reference books. The difficulties encountered in self-study are solved through the interaction between teachers and students in the self-study exhibition. Teachers continue to give guidance on learning methods, such as explaining words.
In terms of in-depth understanding of the content and theme of the article, I use the method of cooperative inquiry to break through the difficulties. I designed six questions in this link to guide students to think deeply and discuss in groups. These six problems are interrelated and come down in one continuous line. In students' active thinking and discussion, we can deepen our understanding and experience, feel and think, so as to be influenced by emotions and gain ideological enlightenment, and then solve the important and difficult problems in teaching.
On the basis of teaching material analysis and goal orientation, I divide the teaching content of this lesson into three parts:
(A) autonomous learning: reading the text, combing the words.
Reading aloud is an important way to learn classical Chinese. "If you read a book a hundred times, you will understand its meaning." . Familiar reading can deepen understanding, cultivate language sense and accumulate language materials. Senior one students are learning classical Chinese, and they are in the stage of laying the foundation, so we should pay more attention to it. This article is short and pithy, with only more than 200 words, vivid plot, clear context and easy to read and recite.
On the basis of reading preview, guide students to complete the preview questions of autonomous learning. Such as: the introduction of the writer's works, the pronunciation of new words in the text, the special usage of some words, the translation of key sentences, the preliminary translation of the text, etc. Students do it by themselves, and then show and communicate in groups. The students performed very well. They can quickly complete the preview questions for autonomous learning as required, circle the unknown places, draw sketches, and then raise their hands in class. During the group presentation, the translation of a sentence caused controversy. "The wolf behind stopped, and the wolf in front came again." A classmate translated it like this: a wolf behind stopped and a wolf in front caught up with him. After this classmate answered, a classmate immediately stood up and questioned and refuted. He said: I don't agree with him. The wolf who got the bone stopped later, but the wolf who got the bone first caught up with him. This controversial issue has aroused the students' thinking. Let me enlighten and explain this issue. Students will master the translation of this key sentence more clearly.
(b) Cooperative inquiry: research and appreciation, trying to find the best point.
I designed six questions in this link, namely: from the point of view of expression, what kind of writing is used in this article? What kind of story is it? How to write the cunning of the wolf in the article? Where is the butcher's wit? What did the author say about it? What does the author want to tell us about the text (from the author's point of view)? Organize class discussion. Students actively discuss and cooperate to explore. This link can cultivate students' critical thinking ability, thus further grasping the theme. While the students were discussing, I was patrolling and guiding. Under my guidance, the atmosphere of students' discussion has become stronger.
After the discussion, the students will show the communication in groups. Students can actively raise their hands to speak. And some students ask and answer questions. In students' active thinking and discussion, they can deepen their understanding and experience, and feel and think. When students translate key sentences, I guide them to read the rhythm and tone of these sentences. One of the dogs is sitting in the front. Some students read that he/she is sitting in front of a dog. I gave him some advice and corrected it. It should be like this: First, the dog sat in the front. In this way, students understand the meaning, read the right rhythm, and find out why they read like this. One more question, where is the butcher's wit? After the students answered, I made a summary: the butcher's wit was mainly shown through his actions. He is good at making use of favorable terrain, seizing the opportunity of fighting, and then taking courageous and decisive actions.
(3) Reach the standard and expand: accumulate idioms and understand the truth.
When explaining key words, I ask students to make appropriate associations and list idioms containing words with the same meaning in modern Chinese. For example, the word "old" in "Two Wolves Driving as Old as ever" means "old and original", and students associate it with "reviewing the past to learn the new" and "love at first sight". When we understand that the word "ancient" in "ancient wheat field" means "looking backwards", we will guide students to think about "looking left and right" and "looking back before". There are "nine Niu Yi hairs" and "the efforts of a dog" and so on; After exploring the cunning sentences describing wolves, I guided the students to say idioms related to wolves. The children's enthusiasm is very high, scrambling to say a lot. At the same time, they are required to make proper records. In this way, idioms have accumulated unconsciously. After discussing the main idea of the article, I guided the students to do empathy, and then showed Ten Philosophy of Wolves with multimedia and sang Wolf in the North, focusing on the themes of protecting wolves, protecting animals and harmonious coexistence between man and nature. So, back to the editor's unit intention, once again closely follow the text for interpretation.
In a word, the story of the wolf is full of twists and turns For this particularly narrative classical Chinese, I didn't design too many rigid translation teaching of words, phrases and sentences, but gave full play to the attractive advantages of the plot, giving the classroom a plot, vividness and interest. In the specific teaching process, I pay special attention to taking incentive measures to create a democratic, relaxed and competitive learning atmosphere and stimulate students' interest in learning. Special attention is paid to guiding students to realize multilateral interactive communication with the text by independent, cooperative and inquiry learning, with the aim of enabling students to actively and creatively understand the text in reading appreciation, naturally enter the story development scene, and independently discover and construct the meaning of the text. The whole class feels very lively, everyone's enthusiasm is very high, and their performance is very positive and enthusiastic. After class, there is another problem I realized: the link time of autonomous learning and cooperative inquiry is a little long, so that the time to reach the standard later is relatively hasty, which reduces the thickness of this class.
Later, I adjusted one class to two classes, made some changes in the content and increased the training of rewriting the text. The first category focuses on dredging the meaning of the text and accumulating idioms; The second lesson focuses on character analysis, understanding the main idea and unfolding. With more time, the effectiveness of classroom teaching in another class is greatly improved. The teacher's evaluation of the text language is also more thorough; Students have time to circle, sketch, annotate and write fragments, and the learning effect is obviously improved. A few students can recite in class.
Reflections on Chinese teaching in the seventh grade of the textbook compiled by the Ministry II. Student:
1, students have poor foundation, many typos, many pinyin mistakes, and some knowledge points have not been mastered. Therefore, we should attach importance to the teaching of basic knowledge in teaching. In the new curriculum, pinyin teaching of new words is still necessary.
Although pinyin and typos are not regarded as special knowledge points in the new curriculum textbooks, teachers still need to pay attention to their teaching. In addition, some old knowledge points (such as idiom accumulation, etc. ) appear in practice, students don't understand, and teachers should explain it appropriately.
2. Students' oral and written expression ability is poor. In the course of class, some students are very clear about the answers to the questions, but they don't know how to express them in words. Often the meaning expressed is not very exact, and there is a gap with the original intention. The same is true in the process of composition. It is difficult for students to find good words and sentences to beautify their articles. As a result, the articles written were dry and not vivid enough. It can be seen that students' vocabulary is very small, and extracurricular reading is obviously less. Therefore, teachers should guide students to read more beautiful articles and extract more good words and sentences, so as to increase their vocabulary, conduct more oral and written expression training, and finally improve their oral and written expression ability.
3. Students' reading ability is poor, and reading only stays on the surface without deep thinking. Sometimes you can't even grasp the general direction. Therefore, teachers should carry out more reading exercises and strengthen guidance to students, so as to gradually improve students' reading ability.
4. The students' polarization crisis has formed a positive school and a silent school. These students tend to be more active, and the number of active students is small. Most students are willing to keep silent and don't want to talk. Therefore, teachers should try to get more students to participate in lectures and classroom discussions, so as to improve students' Chinese literacy in an all-round way.
5. When students are engaged in independent cooperative inquiry, especially in the discussion, sometimes the seminar will deviate from the center and ask some questions unrelated to the content of the text. Therefore, teachers sometimes have to frame the scope of discussion in advance, make some appropriate adjustments to the discussion process, and be prepared for the problems of freshmen. So as to improve the efficiency of students' independent cooperation and inquiry.
6. There is basically no unified answer in the new curriculum textbooks, and students are encouraged to think from multiple angles. But it doesn't mean that the students' answers are sloppy, at least they should be reasonable. Teachers should also guide students to take notes on the answers to some questions.
Second, the teaching materials:
1. Some texts in the textbook are too difficult for seventh-grade students to explore and solve through independent cooperation. At this time, the teacher should explain it properly and help the students answer the questions. For some difficult places, teachers don't have to dig deep, the problem design should be shallow, as close as possible to students' life practice and knowledge base, so as to facilitate students' understanding.
2. Some discussion and practice questions in the textbook are too difficult, so teachers should master them flexibly and do them selectively, instead of just scratching their eyebrows.
3. The humanity of the text in the new curriculum textbooks has been strengthened, and teachers should also strengthen humanistic education for students in teaching, cultivate students' good emotions and healthy personality, and let students apply what they have learned.
4. The texts in the new curriculum textbooks cover a wide range of knowledge. As a Chinese teacher, we should constantly recharge ourselves, expand our knowledge, do a good job in integrating Chinese with other disciplines, and strengthen the connection between Chinese and other disciplines. I know that "know yourself and know yourself, and you won't be defeated in a hundred battles", and I also know that "the sword front comes from sharpening, and the plum blossom fragrance comes from bitter cold", but I believe that as long as I adhere to the spirit of "the road is long, Xiu Yuan is Xi, Xiu Yuan is Xi, and I will go up and down for it", I will definitely improve my class's Chinese performance.
Reflection on Chinese Teaching in Grade 7 of Part 3 A good class should pay more attention to the dialogue between teachers and students in addition to clear objectives. Teachers should catch the thrown "ball" in time, be a good golfer in class, and always pay attention to finding a suitable point to talk with students. For example, in this class, the teacher's teaching goal is to classify Kuafu as a "failed hero" and not to be discouraged in the face of failure. In what kind of person is Kuafu? In this session, some students mentioned that Kuafu was an arrogant person.
The teacher also asked: What text did you read from? The student said: He dares to race with the sun, and he is an arrogant man. At this time, the teacher failed to catch the "ball" well, so he should ask again: Why do you think it is "arrogant" to dare to race with the sun? The teacher was eager for other students to answer, but failed to catch the ball and guide the students to think about the image of a "failed hero". When they come to their senses, they can only watch the ball slip away from them. It is precisely because the ball failed to catch that the next link was affected to some extent, and even the highlights of this class were not fully displayed.
Students can only reluctantly agree with the "failure hero" guided by the teacher. Secondly, there is still a lack of doubt and discussion about the text. Questioning that there is no main question to guide students' thinking in this link is like asking students to ride a good horse without tying the reins. It's a bit far-fetched to think of a "failed hero".
Fairy tales should let students give full play to their imagination, but there is not much time left for students to reasonably imagine in this class. After all, this course is only a "point". Only by reflecting on the shortcomings in the class in time can teachers make progress in future teaching.
Reflections on Chinese teaching in the seventh grade of the textbook department. 4 The seventh grade is a transitional grade, and sometimes there are some unsuitable places. For example:
(1) Since the seventh grade, literacy is not the focus of teaching, but it is really difficult for some students to learn new words, which should not be underestimated.
(2) Reading should gradually become the focus of learning, but due to the limitation of students' cognitive level, the understanding of the problem is not deep and comprehensive enough, and it is difficult to grasp the "degree" of reading learning;
(3) In the seventh grade, I began to practice exercises and write my own experiences, feelings and imagination informally. But the new textbook is too big, students feel very headache for composition at once, and the teacher's guidance sometimes seems pale and powerless ... Faced with these problems and brand-new textbooks, I make progress in exploration and reflect in practice.
Reflections on Chinese teaching in Grade 5 of the Ministry of Education. The relationship between teachers and students is equal.
In appreciation education, the relationship between teachers and students is equal, teachers are not inviolable authorities in front of students, and students are not obedient and inferior. Only by establishing a democratic and equal relationship between teachers and students can students feel safe, full of confidence, activate their thinking and dare to ask questions and questions. This creates a relaxed, happy, democratic and harmonious environment for students' active participation, and urges students to have a strong desire for knowledge, that is, to kiss their teachers and learn their ways. Successful teaching depends on a harmonious and safe classroom atmosphere. The establishment of this kind of atmosphere needs the help of some means, such as gentle eyes, kind touch and ardent hope, to strengthen the emotional communication between teachers and students, to make students rely more on teachers, and thus to stimulate students' greater enthusiasm for learning, which is the key for students to learn Chinese well.
Second, I believe that every student can succeed.
The Rosenthal effect experiment says that if teachers give students confidence, students will have high achievements. 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 hungry smile." As a teacher, we should believe that every student has the hope and potential for success, and the role of teachers is to awaken students' self-confidence.
Third, reading teaching makes students feel more about themselves.
In reading teaching, teachers should renew their ideas, give students the position of learning and development, and cherish students' unique feelings, experiences and understanding. Teachers should fully affirm students' various answers. Even if the students' answers are naive, superficial or even one-sided and wrong, teachers should avoid "killing with one stick" and enthusiastically encourage, guide and care for the shining ideological flame, which has a great influence on students. Let students develop their own thinking and gain aesthetic experience, thus improving the quality of Chinese reading.
Fourth, in composition teaching, let students learn to express themselves.
Under the restriction of exam-oriented education, students' individuality and creativity in composition disappeared. There are always a few empty words, cliches and lies in the composition, which is divorced from the true inner feelings and makes the composition lose its fresh life and color. In this case, the teacher encourages students to write compositions, observe diaries, and have review consciousness, review consciousness and weekly diary consciousness. This kind of composition often has the expression of students' true feelings, distinctive leap of personality and unique words, and often many excellent works emerge. Only after a long time can students find their own writing personality.
Teachers can allow students to develop in different degrees, and grasp the advantages of students' compositions to encourage them, such as good sentences, accurate words, good beginning or ending, etc. Stimulate students' enthusiasm and confidence in writing. Composition evaluation focuses on encouragement. Of course, the main problems in the composition need to be pointed out in a euphemistic and acceptable way for students. Then, in the future, students will be more active and enthusiastic, and they will be able to show or express themselves better. It is obvious to change some shortcomings in students' composition by appreciation, which can quickly improve students' writing level.
For example, when learning the text "Footprints on the Moon", first introduce the text with the ancient China fairy tale "the Goddess Chang'e flying to the moon", then learn the new words, and then talk about the text. Most of them are about students' listening, and the learning effect is very poor. Students are slow to respond and ask questions without knowing it. After class, I studied the new curriculum standard, discussed it with the same group of teachers, and then taught it attentively in another class, which changed my mode of speaking and listening to students and allowed them to participate in classroom activities. I ask questions for students to discuss, such as: 1 What did you find by reading the text? 2。 What happened in the corresponding time period? 3。 What did the astronauts do after landing on the moon? Students have a better understanding of the text by discussing these questions, and then the teacher guides them. Finally, an extension is designed: Please tell the students about your accumulated poems related to the "moon" and see who remembers more. Through this kind of teaching, I found that the effect is obviously much better than the first class. Students speak actively in class, their initiative is enhanced and their interest in learning is high.
Reflections on Chinese teaching in the seventh grade of this textbook; The final exam of VI is over. In order to better carry out the teaching work in the future and draw lessons from the examination, this paper makes a comprehensive reflection on Chinese teaching last semester.
I am a Chinese class in Class One and Class Three, Grade Seven. My main idea is to make students interested in learning, improve their grades, make students really realize the importance of learning, turn passivity into initiative, and let me learn what I want to learn. So I have mainly done two tasks: one is to grasp students' thoughts, and the other is to grasp learning. After a semester, there are many gains and many disappointments:
First, ideologically:
Ideologically, it mainly combines the existing materials in textbooks, such as Ten Analects of Confucius and a series of ancient texts in textbooks to educate students. Make students understand the truth of being a man and the method of learning, and attach importance to learning.
Second, in learning:
In learning, it is mainly to cultivate students' Chinese literacy (basic teaching) and improve exam-taking skills. Extensive reading can broaden your horizons and cultivate your sentiment. Therefore, "accumulation" has become the key point to improve students' Chinese quality. How to accumulate quickly? Here's what I did:
1, recite:
Don't let go of the texts and ancient poems that are required to be recited inside and outside the class, so that all the staff can recite and remember them.
2, pay attention to classroom teaching:
Improve efficiency for 45 minutes. Boldly try to explore the methods of learning, happy learning and classic learning. Try to make students like their classes and activate their thinking.
Through the above methods, students' Chinese literacy and Chinese ability are cultivated and strengthened in all directions, so that students' listening, speaking, reading and writing are improved to a certain extent, laying a certain foundation for next semester. Of course, these tasks are not particularly satisfactory or perfect in the specific implementation process. The most puzzling thing is that students can't bear hardships, do things irregularly, have no goals, or even short-term goals, so it is particularly difficult to implement and they don't know how to do it.
Three. Problems in teaching:
The final exam is over. Facing the achievements, I seriously review myself and find that there are many problems in my teaching:
1, recitation is not strong enough and lax, so that some students have lazy thoughts and fail to check in place, which makes some students muddle along and have no sense of urgency.
2. There is not enough guidance for poor students in composition and too little argumentative training.
3. The students' foundation is poor, most students are unwilling to study, the learning atmosphere in the class is not strong, and the discipline is not strict.
Four. Future measures:
1, continue to strengthen the inspection of reciting ancient poems and classical Chinese, assign group leaders, conduct inspections during recess and self-study, strengthen early reading, clarify the tasks of reciting every day, increase the inspection of dictation, and recite ancient poems and classical Chinese in weekly activity classes.
2. In composition teaching, strengthen the training of discussing composition. Talk more about special topics, choose materials and make ideas, strengthen language expression ability, keep diaries and extract activities, increase interest in learning Chinese and improve writing ability.
3. Talk in stages, guide top students, encourage poor students to care, improve the quality of counseling and increase the number of counseling. I hope that self-reflection can improve myself.