Reflections on the teaching of argumentative reading 1 argumentative writing is a logical style, which is difficult for junior high school students. In the teaching of argumentative reading review, I tested the students in advance. I found that in the process of students' actual practice, students' mastery of argumentative knowledge is not ideal, especially there are too many mistakes in multiple-choice questions and too many points lost. Some students even made mistakes in two multiple choice questions. For this reason, I will determine the content of this review course as a guide to multiple-choice problem-solving skills.
Because the multiple-choice questions are comprehensive and involve a wide range of contents, at the beginning of class, I prepared a stylistic knowledge quiz to test students' mastery of the three elements of argumentative writing. Then I will summarize the students' answers and show the concepts of the three elements of argumentative writing respectively, so that students can make clear the relationship between them. With the overall understanding, I sorted out the knowledge points of these three elements. In this way, students can use these methods to judge arguments when they encounter specific argumentative papers. Generally speaking, the classroom effect is good, and students have a clear understanding of the argument.
It is better to teach students how to fish than to teach them how to fish. It is better to teach students how to fish than to teach them knowledge. In terms of method guidance, I will first give students the methods of comparing and judging multiple-choice questions, and then give examples for guidance. Students in the classroom can basically do problems according to the method, and a small number of students can't find the method. I corrected the students' problems on the spot. In classroom practice, students have improved again. Only one thing is comforting.
After the whole process, the thinking is still relatively clear, and most students can master this content. But when I think about it, I find that the teaching method is relatively simple, and basically it is based on teaching method. Although some other methods have been added in the middle. But class is still a bit boring. So I have been thinking about a problem after class, how to improve students' interest in learning and achieve the purpose of imparting knowledge at the same time. I think it may be necessary to improve teaching methods and arouse students' interest with varied teaching methods, so that the classroom effect may be better. Learning to think about some problems in class after a class is my biggest gain in this class.
Reflections on the teaching of argumentative reading 2 I. Harvest and growth
It is a great challenge for me to come into contact with Chinese review class for the first time. This lesson can be presented by listening to the review class of the third grade teacher, understanding the types of argumentative papers in the senior high school entrance examination and learning the relevant knowledge of argumentative papers. In the process of preparing lessons, grinding lessons and listening to lectures in this class, I really saw my growth.
Reading and analysis has always been a difficult point in Chinese teaching and a hot spot in senior high school entrance examination. In the fourth reading goal, the Chinese curriculum standard emphasizes: on the basis of reading the full text, clear your mind, understand the main content, appreciate and scrutinize the meaning and function of important words in the language environment, read simple argumentative papers, distinguish between viewpoints and materials, find the connection between viewpoints and materials, and make judgments through your own thinking. Our reading teaching pays more and more attention to cultivating students' reading ability, feeling ability, understanding ability and appreciation ability. Looking at the test questions of senior high school entrance examination in recent years, the selection of materials is getting closer to students' own lives, and the test questions also pay attention to cultivating students' innovative ability and creativity. According to the requirements of Chinese syllabus and argumentative reading for senior high school entrance examination, I set the teaching goal as "cultivating students to understand the relationship between materials and opinions according to stylistic characteristics".
Dialogue theory is introduced into Chinese Curriculum Standards, which holds that reading teaching is a dialogue process among students, teachers and texts. How to introduce dialogue theory into the review class of senior high school entrance examination is my thinking direction. Candidates in grade three have been asking questions about sea tactics. Many times, they don't understand why their answers get points, and they don't understand why their answers lose points. Students who get high marks sometimes even feel lucky, so they get high marks. When preparing lessons, I have been thinking about how to achieve my preset teaching goals based on "dialogue". Through the dialogue between teachers and students, between students and students, let students understand why this answer is "right" and why this answer is "good" in the process of continuous dialogue, thus building a knowledge system and improving students' ability to answer questions. In fact, the candidates in grade three have learned all the knowledge points, thinking that they have "understood", but they are actually in a state of semi-understanding. How to make them understand their half-understanding, how to make them discover, feel and then improve themselves is my job as a teacher. It is also the biggest gain in the process of preparing lessons for this class.
Second, the shortcomings of originality.
(1) The analysis of academic situation is inaccurate. At first, my idea was not to supplement arguments, but to analyze the argumentation ideas of argumentative essays. Because this is the most difficult topic for candidates to divide and start with. This topic is called comprehensive application problem, which requires candidates to have a comprehensive understanding of the relevant knowledge points of argumentative writing in order to do well. But in the first class, I found it not feasible. My pre-set student-oriented classroom has become a teaching class with only teachers' "full house irrigation" instead of a review class.
(2) The classroom effectiveness is not strong. Later, based on the analysis of the learning situation, I adjusted the content of this lesson to "supplementary arguments" to give students something to say and write. In the second class, the classroom atmosphere is better than the first class. Students have a strong sense of participation and are very active in discussions and speeches. However, when learning "supplementary factual argument", most students can answer "who experienced what", but the answers written are quite unified. It seems that every character has experienced hardships and eventually became a great man. One of them is not specific and the other is not prominent. Although through the comparison of answers, students can understand that they should closely follow the specific answers of people's events, due to time constraints, there are not many classroom productions, that is, the third teaching goal has not been achieved.
Third, the existing improvements.
After constant lectures and polishing, I gradually found a way to improve the effectiveness of the classroom, which is also the biggest gain I mentioned in the preparation process before-paying attention to "dialogue", really taking students as the main body, emphasizing the dialogue between students and texts, and emphasizing the dialogue between students. The former emphasizes students' understanding and mastery of argumentative style knowledge, while the latter emphasizes students' cooperative exploration and mutual evaluation, thus summarizing the ideas and methods of answering questions. Really return the classroom to students, let them have a strong sense of participation, let them feel the summary method through their own feelings, and apply it to the examination questions.