In study, work and even life, journal is a Chinese vocabulary. Many beautiful things are recorded by journal, which can deepen your impression. How to write a good log? The following is a sample essay (generally 5 articles) of the training log for backbone teachers compiled by me, for your reference only, and you are welcome to read it.

Participation in junior middle school Chinese training for backbone teachers is not only a new requirement for the development of education, but also a concern and expectation for teachers to improve their teaching ability, professional quality and work stamina. In April, 20xx, after I finished the first stage of Chinese training and research in junior middle schools in Guo Pei, I entered the intense three-month on-the-job research stage. During this study, I updated my educational concept, broadened my educational horizons, increased my new knowledge, and improved my educational technology application ability and scientific research ability. My on-the-job training is summarized as follows:

I. Implementation of the Training Plan

After the online training, together with the teachers of the Chinese teaching and research group, they carefully studied the national training work plan and the academic affairs office work plan, defined the objectives and tasks of the on-the-job learning research work, and made a detailed on-the-job learning research plan according to the requirements of the junior middle school Chinese teaching syllabus and the current situation and characteristics of the work of our research group. During the study, we conscientiously implemented the Party's educational policy in accordance with the requirements of the syllabus, adhered to the combination of ideological education and skill education, vigorously promoted quality education, and completed the on-the-job study and research work in this period on time and in quality.

Second, implement the spirit of national training in on-the-job learning.

In on-the-job study and research work, I seriously combine the spirit of national training with specific teaching work. In Chinese classroom teaching, I have a clear goal, focus on the key and difficult points, pay attention to the adjustment of Chinese course content, embody the subject characteristics in teaching, fully carry forward the spirit of classroom teaching reform at this stage, make full use of the advanced educational concepts learned in national training, and combine the specific situation of our school to carry out teaching innovation and teaching reform with great fanfare. Teaching embodies the spirit of the times and adapts to the trend of social development. Pay attention to the psychological and physiological characteristics of students, pay attention to the step-by-step teaching of knowledge and the interesting teaching of subjects. Cultivate students' interest and hobby in Chinese through Chinese teaching; Learn the basic knowledge of Chinese, cultivate students' healthy literary interest, preliminary literary ability and good literary accomplishment; Improve students' writing, imagination, thinking and creativity.

Third, conscientiously complete the training tasks during the on-the-job period.

After the training survey, I reported the results of the national training survey to all teachers on April 30th and May13rd respectively. The first time was a report on the learning situation, which introduced the specific learning tasks, contents and requirements of the national training and research. The first time was the report of learning achievement, which let the teachers know my works in the national training and the homework completed in the training. Secondly, according to the requirements of national training and the arrangement of the school, I presided over three open teaching sessions, independently designed five teaching cases, and insisted on writing two teaching reflections every week, reading an educational masterpiece and writing a review every month. And in May this year, I completed the arduous task of "the teaching research scheme of junior middle school Chinese teaching practice design".

Fourthly, the training touched my own thinking and gradually updated my teaching methods.

Through theoretical and practical training, I feel that I have benefited a lot. From the online experience exchange, I saw the problems and puzzles in the implementation of the new curriculum of basic education, learned the methods to deal with various problems in the teaching process, and felt the consciousness of teachers' initiative innovation; From the professors' lectures, I learned the most cutting-edge junior high school Chinese theory, new teaching concepts, new knowledge and new skills, further updated the educational concept and improved the knowledge structure. How to become a research-oriented teacher has also given me great enlightenment through this training and learning activity.

We are well aware that it is not easy to arrange a study and training, and it is even more difficult to arrange a national backbone teacher training and learning. In order to cherish this hard-won opportunity, I often look up all kinds of information online and collect all kinds of advanced teaching concepts and excellent teaching methods. Online exchange of teaching experience and academic discussion have made me a conscious learner and an active participant. I have always maintained my thirst for knowledge and enthusiasm for my career, hoping to make new achievements in my future work and study.

As a middle school Chinese teacher, Fan Wen2 has some ideas about Chinese teaching:

1. Stimulating students' interest in learning and improving students' Chinese literacy Chinese is a subject full of thoughts, humanistic spirit and wisdom. Under the background of the new curriculum reform, students' autonomous learning and cultivating students' innovative ability have become the focus of teachers' attention, and learning methods such as discussion, communication and inquiry have become the mainstream in the classroom. In Chinese classroom teaching, I strive to make students become lively, interested and willing to learn in Chinese learning, thus developing students' Chinese literacy.

(1) Stimulate the classroom. Interest is the best teacher. In teaching, I attach great importance to cultivating and stimulating students' interest in learning. For example, with the introduction of new courses, students can be in a relaxed and harmonious environment as soon as they attend classes, and they learn Chinese unconsciously. We should design different lead-in methods according to different class types.

(2) Cultivate the habit of active inquiry and develop the thinking ability of seeking differences. In Chinese teaching, readers' perception of language meaning, language emotion and language skills is largely related to students' life experience, knowledge accumulation, cognitive ability and understanding level. Therefore, in Chinese teaching, in order to construct semantic understanding and experience, it is necessary to guide students to have different opinions and wise people to express their opinions boldly. In thinking debate, teachers try their best to promote students' language sublimation and spiritual development in the fierce debate and the collision of thinking.

Second, pay attention to reading aloud and make classroom teaching "live". Every text in the middle school Chinese textbook is a masterpiece with both literary and aesthetic feeling, and the beautiful teaching and research area depicted by its context is brand-new in the teaching design, teaching methods and daily work of educational papers.

The subtle use of language, the profound expression of ideas and the unique exposition of opinions are all important contents to guide students' perception. However, due to the limited classroom teaching time, it is impossible to guide students to experience the wonderful text one by one. In order to make these wonderful things leave an overall impression on students, we can focus on reading and guide students to read the language repeatedly, so as to understand the rich image connotation, meaning connotation and emotional connotation of the language. At the same time, on the basis of feelings, let students guide them to evaluate the text condescendingly, deepen their understanding, sublimate their understanding and fill the gaps in the evaluation. Third, pay attention to the combination inside and outside class. The extension of classroom is equal to the extension of extracurricular activities. Taking classroom learning as the core, we should actively extend and expand to students' school life, family life, social life and other life fields, so as to form an orderly, interesting, powerful and effective combination of classroom training and extracurricular behavior training, and realize the overall benefit of Chinese teaching. In the practice of curriculum reform, we have extended the tentacles of Chinese teaching to a broad world.

Let students read more extracurricular books; Through these collections and readings, we laid the foundation for a deeper understanding of the text. Secondly, attach importance to colorful Chinese practice activities. In addition, I pay attention to the integration of disciplines. Let students acquire knowledge and cultivate their abilities from different angles and in different ways.

In the days of distance training and research, I carefully watched the videos of expert teachers' lectures: those vivid teaching examples benefited me a lot; Experts' incisive and original analysis let us know what we should pay attention to in Chinese teaching, which details need to be abandoned and which places need to be corrected. Especially in composition teaching, I have a deeper understanding. It is difficult to teach and write junior high school students' composition, mainly because there is still a passive attitude in junior high school composition teaching, which is mainly rooted in the old composition teaching mechanism based on "literature". To change this situation, we must fundamentally change the teaching concept and establish a brand-new composition teaching mechanism. This new mechanism should be "people-oriented" and proceed from the needs and development of students. It can unify the humanistic education factors such as personality cultivation, emotional cultivation, aesthetic taste, personality development and habit formation with the cultivation of writing ability and writing skills, and integrate the inside and outside of class into an open new composition teaching mechanism rooted in modern teaching concepts and the excellent cultural soil of our nation.

How to construct this teaching mechanism, I want to talk about my own experience in composition teaching.

The key to composition teaching is to give full play to students' subjective initiative and strive to stimulate students' learning enthusiasm. Combining "material objects" with "media", participating in the whole process of composition teaching and changing the methods and means of information transmission in composition teaching can effectively mobilize students' writing enthusiasm, promote the construction of students' cognitive structure and strengthen students' inner experience, thus enabling students to achieve the goal of composition teaching with interest and confidence. How to use "objects" and "media" to guide students to write a good composition easily and happily?

First, use "media" to stimulate interest, use "media" to guide and cultivate students' dynamic observation.

Using students' performances or using audio-visual media to create a good writing situation and let students write in a happy mood can stimulate students' interest in writing. It is very important for students to master writing skills when they break through the dilemma of "nothing to say" and "nothing to write". In order to make students not nervous and afraid of difficulties psychologically, it is ineffective to talk about abstract truths such as the meaning and importance of composition. According to students' psychological characteristics, we should use intuitive, vivid, novel, infectious and visual "performances" or multimedia to mobilize students' intellectual factors such as observation, thinking, association and imagination, as well as non-intellectual factors such as motivation, interest, emotion and will to participate in exercise activities, so that they can interact with each other and form the best psychological state, and take writing as a pleasure.

In the introductory teaching of composition for junior one students, I took the students to the multimedia classroom and watched an animated film, Tom and Jerry. The students quickly entered the situation and their interest was stimulated. At the end of a paragraph, I arranged for the students to describe the content just now. The students were so happy that they immediately threw themselves into writing. But just halfway through the writing, the students began to scratch their heads, look around, whisper and ask questions in a low voice. The reason is simple, I didn't observe it carefully. Their desire to play the media content again is very strong. When I played the media content paragraph by paragraph, I found that my classmates observed it very carefully ...

Second, change "shape" into "sound" and hide "tail" with "head" to effectively cultivate students' imagination.

The famous German philosopher Hegel put it well: "The most outstanding artistic skill is imagination." "Chinese Curriculum Standard" puts forward that students in grades 7-9 should be able to "use association and imagination to enrich the content of expression, and can expand and continue writing according to the internal connection of the article and their reasonable imagination." This requires students to write a composition, which is not artistic creation, but also needs rich associations. To describe objective things vividly, we need to use figurative metaphor and personification; To portray the image of each character completely, it is necessary to make reasonable speculation about their inner activities; To reveal the symbolic meaning of things in depth, rich associations are needed. How can we make students' thoughts soar, the wave of writing surge and their imagination extrapolate?

According to the reality of different students, it is an effective means to use image or media teaching. Exercises teaching with media should be handled step by step and properly. How to deal with it? The first step is to choose suitable materials. In the choice of multimedia materials or students' performance materials, we should choose those materials that students are familiar with, understand or have experienced, so that students are interested, experienced and have something to say. The second step is to design the writing objectives and methods. According to the goal of composition teaching, choose images (sometimes students can perform live) or multimedia video materials. For example, to cultivate students' ability of dialogue description, we can take "de-sound" to the selected multimedia materials (rich in dialogue description)-keep "images" and remove "media sounds". When students watch the media, the image is vivid, that is, there is a lack of dialogue between the characters in the picture and other voices. Then ask the students to dub this material in groups. The dubbing process is a process of hard performance and cultivating the ability of dialogue description. For example, to cultivate students' action description ability, we can adopt the method of "reducing' shape'-removing' image' and leaving' media voice'. To cultivate students' imagination, we can hide the "head" and "tail"-hide the first half or the second half of the media for students to imagine reasonably. The third step is to design a specific goal and implementation plan of composition teaching. If you want to cultivate students' dialogue description ability, (the example given in the second step can be placed before the students' formal dubbing) you can prepare according to the following steps:

1, imagine according to the media or performance, and write down the dialogue between characters;

2. Write the way, tone, action, etc. When they speak;

3. Make the characters' language full of personality, natural and decent.

Third, enrich "form" with "text" and point "form" with "emotion" to effectively sublimate students' emotional value.

In a composition class, I made a scene of character activity with Kingsoft Painting King and animated flash. After reading it, the students all felt that it was not "interesting", let alone "interesting". What is the reason? Students find that the characters in the animation are stiff, lack of language and have no expression. At this time, I lost no time in asking my classmates how to make this animation "brilliant". The students began to discuss in succession. Then I pointed out that if there is no language, no movement and no expression, then it is not a real person, but a "puppet" and a "zombie". Only through careful observation, constantly enriching the gesture language of the characters, especially entering the inner world of the characters and reflecting their interests and emotional values, can this animation become vivid and colorful, and students can explore and create. After a while, the "character image" in my animation became delicate and fleshy in my classmates' "pen". This method can be summed up in four words: "enrich the form with literature."

The new curriculum standard requires junior high school students to write with sincere feelings and strive to express their unique feelings and real experiences of nature, society and life. Cultivating students' writing emotion mainly depends on students' ideological and moral cognitive level, and also depends on our Chinese teachers to sublimate through images. This is the realization of "emotional dots". In the composition class, put a paragraph of international current affairs so that students can feel it and make one or two comments on one or more of them; Sometimes one or two TV plays or animations are shown to let students judge the words and deeds of the characters. Sometimes we will directly talk about disputes between classmates and let students judge right and wrong for themselves. Then let the students write down these feelings with a pen, which are often students' own unique feelings. Teachers don't have to go to the mine to "describe in depth and detail, and explore lyricism on the basis of narrative description". Students will naturally understand from the usual accumulation.

Using "image" in composition teaching can get rid of the teacher's boring composition preaching, stimulate students' senses, stimulate students' interest in learning, arouse students' enthusiasm for learning, cultivate students' observation ability, develop students' thinking ability, improve students' oral expression ability, and further improve students' composition level.

In the days of distance training and practical training, watching videos of teachers and experts giving lectures and vivid teaching examples make us closer to the classroom; Experts' incisive and original analysis let me know what should be paid attention to in teaching, which details need to be abandoned and which places need to be corrected. In particular, it solved the confusion I encountered in my usual teaching.

Puzzle 1: We advocate new learning methods under the new curriculum and encourage students to study independently, cooperatively and exploringly. However, students in low classes are often difficult to operate, and they become a mere formality in cooperative inquiry, lacking real cooperation based on individual independent thinking. Some groups let good students dominate the world, while students with learning difficulties "stand by"; Some students will not listen or cooperate in cooperative learning.

Countermeasures:

(1) Before discussion or cooperation, clearly define the division of labor, so that each member can give full play to his own specialty and complete the task quickly and well; Or think independently first, then express your own ideas separately, and finally form a collective opinion.

(2) Carefully choose the content of cooperative learning. The choice of content should take into account that students may have different understandings and discoveries, which are often the focus or difficulty of teaching, and it is difficult for students to solve them by independent learning. In this way, students' individual differences can be transformed into teaching resources, so that students can actively participate in cooperative learning and receive the effect of mutual inspiration.

(3) Strengthen the guidance of cooperative learning. In group cooperative learning, teachers should not stand idly by, but should really pay attention to students and go deep into the group to understand the effect of their cooperation, the focus of discussion and the difficulties of thinking. Teachers should also consider what students need and how to guide them in order to organize the next activity flexibly.

Confusion 2: the contradiction between the traditional concept of classroom links and the actual classroom teaching. In the past teaching, we considered whether the links were perfect and compact. However, real teaching focuses on students' experience and exploration, which leads to many unexpected new situations, new factors and new problems. Teachers should change the concept of fixed classroom links, make teaching based on learning, satisfy students' learning aspirations to the greatest extent, and let teachers and students communicate and interact actively. However, in actual teaching, students have a strong desire to express themselves, which often leads to procrastination, failure to complete teaching tasks and even reduction of classroom efficiency.

Countermeasures: We try our best to guide students to discuss the topics they are most interested in or the key issues in the text. Other issues can be communicated with students alone after class, or we can write our own ideas on paper and give them to the teacher. More wonderful words can be exhibited in the National Academy.

Puzzle 3: The textbook changes "basic training" to "accumulation and application", which makes the humanity of Chinese more fully reflected, but it is not clear about the instrumentality of Chinese, which makes it difficult for teachers to accurately grasp the degree of instrumental training, especially young teachers, which has become a big confusion for front-line teachers.

Countermeasures: In Chinese subject, neither "humanistic quality" nor "instrumental quality" exists abstractly independent of language and writing. We think that primary school is the stage of laying the foundation. In teaching, teachers should carry out the necessary basic Chinese training in a down-to-earth manner, write the words correctly, accumulate them one by one, understand them sentence by sentence, read the text aloud and fluently, speak correctly and coherently, write the composition fluently, recite the articles honestly, and of course, pay more attention to guiding students to do a lot of extra-curricular accumulation and expand their knowledge.

Chinese curriculum standards are the beacon of Chinese teaching for every teacher. Grasping the goal, positioning accurately, and applying the spirit of the new curriculum standard to your own teaching practice will definitely feel the joy of understanding the true meaning of the new curriculum standard.

After more than ten days of study and discussion, our teacher is still in the adaptation stage to the Chinese curriculum reform. Here, I will talk about some thoughts brought to me by the new Chinese curriculum reform.

First of all, the classroom should be combined with real life.

Classroom teaching under the new curriculum is to cultivate students' mastery of learning methods, through which students can dare to explore and become interested in new things. In order to adapt to the new curriculum teaching, we must change the teaching concept and let students find their own methods in class, which will lead to procrastination. Then how can we complete the teaching plan?

Then it is necessary to carry out effective classroom teaching and not let classroom time be wasted. Teachers must control the time, avoid being late, prevent external interference and reduce the maintenance of classroom discipline. We can also guide students to discuss the topics they are most interested in or the key issues in the text. Other issues can be communicated with students alone after class, or we can write our own ideas on paper and give them to the teacher. More exciting words can be exhibited in the National Academy.

Second, teachers should slowly train students to change their learning methods.

Students' autonomy, inquiry and cooperative learning are the basic behaviors and cognitive orientations of students in the process of completing learning tasks, that is, the ways with individual characteristics that students show when learning and solving learning tasks. It is necessary to change the present situation of traditional teaching that emphasizes too much on receptive learning, rote learning and mechanical training, and encourage students to study independently, cooperatively and exploringly, but it is often difficult to operate and become a mere formality, lacking real cooperation based on individual independent thinking. Only a few students can participate in the class, and other students are still passive and have no chance to show themselves. Some students will not listen or cooperate in cooperative learning.

Before class activities, make a clear division of labor before cooperation. In this way, each student can give full play to his own specialties; You can also think independently first, then express your ideas separately, and finally form a collective opinion. In the content of cooperative learning, students' different understandings and discoveries should be considered. These contents are often the focus or difficulty of teaching, and it is difficult for students to learn independently. If students' individual differences are transformed into teaching resources, students will actively participate in cooperative learning. Teachers should guide cooperative learning, not stand by, but really pay attention to students, deepen cooperative learning, and understand the effect of their cooperation, the focus of discussion, and the difficulties of thinking.

Third, Chinese teachers should change their teaching concepts.

The change of ideas is the fundamental premise to adapt to the new curriculum reform of Chinese. In daily teaching, teachers mainly rely on themselves to solve all the problems in the classroom. The new curriculum advocates cultivating students' comprehensive ability, so it depends on teachers' collective ability, which requires more people and more space. Teachers will cooperate more closely and deal with teachers from different disciplines. What is Chinese class?

The challenges faced by modern teachers require teachers to keep an open mind, establish the awareness of lifelong learning and carry out multi-faceted learning. Nowadays, Chinese teaching is not a single knowledge of Chinese, but involves the knowledge of many subjects, which requires teachers to improve their knowledge structure and let them have a broader teaching vision. Secondly, learn to cooperate with peers, absorb the wisdom of many people and coordinate; The evaluation of students depends not only on their grades, but also on discovering and developing their various potentials, paying attention to the application of knowledge, practical ability and innovative consciousness, not engaging in sea tactics, reducing students' burden and promoting students' active learning.

Fourth, if Chinese teachers don't learn grammar, how can they cultivate a "sense of language" in class?

In Chinese teaching, special emphasis is placed on "paying attention to students' learning process and methods", not just mastering knowledge and improving ability in general. Many people think that "it takes more time and less income". Pay attention to the cultivation of ability, not basic knowledge, so how to cultivate "language sense" without learning grammar knowledge?

To effectively cultivate students' sense of language is to highlight students' abilities of innovation and practice, information collection and processing, new knowledge acquisition, problem analysis and cooperation, and cultivate students' sense of responsibility for nature and society. Through chanting, students can feel it in the tone of reading aloud, mainly through emotional recitation and comparison between students and teachers, resulting in * * * sound; You can also teach situational method to make students feel, mainly through the teaching content, carefully arrange the situation, so that students can enter the situation harmoniously; You can also use the process of imparting knowledge to make students feel something in their thinking.

Chinese teaching is to make students learn smarter and more aura. Of course, the new ideas and concepts contained in the new curriculum have also brought us unprecedented impact and confusion, but the ideal future constructed by the new curriculum needs us to practice, explore and create with confusion.