High school Chinese teaching papers reference model essay 1
On the Effective Teaching Strategies of Chinese Classroom in Senior High School
By summarizing the background of Chinese classroom teaching in senior high schools, this paper analyzes the disadvantages and current situation of the current teaching mode, and from the current situation, puts forward the research on teaching reform strategies, appeals to students' interest in Chinese, constructs students' motivation for autonomous learning with interest as the main starting point, and emphasizes that the teaching goal is to cultivate students' awareness of autonomous reading and learning, so as to realize effective classroom teaching.
First, the status quo of high school Chinese classroom teaching
(A) the teaching objectives are too rigid and do not pay attention to innovation.
Teaching objectives are usually superficial, meaning: knowledge and ability; Process and method; Emotions, attitudes and values. The teaching objectives of the course are designed from three aspects, but some teachers lack these objectives? Quality? Our understanding is superficial, paying too much attention to the result of the goal and being too rigid, which leads to vague teaching tasks, and teachers can't carry out targeted teaching, which leads to the curriculum designed by teachers can't be carried out according to students' ideas. Some teachers deliberately imitate famous teachers in order to achieve teaching effect, but the effect of affectation is not great. Therefore, teachers need to suit the remedy to the case for students in our school and design a teaching model that conforms to students' own characteristics in order to create high classroom efficiency.
(2) The teaching rhythm is loose and messy, lacking in organization.
In Chinese class, the focus is on understanding, understanding the author's thoughts and feelings, and expressing his own ideas. Some students are free and unrestrained, and teachers are free to attend classes, which easily leads to loose teaching atmosphere and random confusion in practice. Chinese is no better than other subjects, such as mathematics, and has correct answers and analytical ideas. The quality of Chinese teaching directly affects the depth of students' thinking.
(C) lack of initiative in the classroom atmosphere, classroom? Dead? .
In class, the teacher is responsible for teaching in front of the podium. The curriculum requires changing the past rote learning phenomenon, but it does not mean that teachers need to give up the original simulation training. Some teachers lack training in students' basic skills and can't give effective guidance. Questions in class are often asked and answered by teachers themselves. Students' interest in learning is not high, and the classroom is lifeless, so students will lose their reading vitality and thinking efficiency [1].
(d) Homework after class is superficial, and students' potential cannot be effectively tapped.
Teachers mainly rely on rote memorization and mechanical training to train students. There is a lack of simulation training in teaching form, and copying homework on the surface can not stimulate students' interest. For potential students, lack of basic skills and effective thinking habits, can not play their own strengths. Some assignments are superficial group discussions. In fact, only a few people are talking and joining in the fun, which becomes formalism and inefficient.
Second, effective language teaching strategies and suggestions
(A) diversification of teaching methods.
Chinese teaching revolves around classics and ancient prose, especially classical poetry. Only by making a breakthrough in the appreciation of classical poetry can we stimulate students' interest in reading, let them be influenced and infected by traditional culture, humanistic spirit, moral cultivation and cultural taste, and experience the fun of Chinese [2]. In the process of teaching implementation, students should be taught more historical stories outside the textbook, quoting classics and explaining them in simple terms. In reading, leading students to read more classical Chinese and understand the meaning in the context can better let students understand the meaning of the ancients. After class, students should be encouraged to read some classic works, including essays, plays and novels. Only by stimulating students' interest can we formulate more effective teaching strategies.
(2) Stimulate students' interest in writing and tap potential students.
Chinese is inseparable from reading comprehension and writing. Writing, as the highlight of high school Chinese, is often a headache for teachers and students. How to write a good composition is inseparable from daily accumulation. Teachers should link composition with students' personality construction, real life, reading and oral communication under the guidance of teaching objectives, so that students can fully experience the practicality and comprehensiveness of composition teaching. Instruct students to write? Willing to express in words? ,? Build confidence? ,? Better for self-expression and communication with others? . Develop good writing habits, make students in a dominant position in writing, write their own thoughts instead of homework tasks, fully mobilize students' own writing potential, guide students to appreciate life, understand life, observe life, and expand ways to accumulate materials.
(C) the combination of reading and writing to improve students' comprehensive skills.
Chinese teaching is inseparable from reading and writing, which are important links that complement each other. It is one of the main tasks of teachers' teaching purpose to inspire and guide students to write down their own ideas during reading. By guiding students to read the article, imitating the language system of the article, enriching personal emotional experience, learning the essence of the article, combining with students' real life to create and draw lessons from it, conceiving writing ideas, exercising expression ability, and comprehensively cultivating students' writing and reading ability from the aspects of personality cultivation spirit [3]. In the selection of articles, the author's ideas and viewpoints are emphasized, and the relevant writing skills are applied to the actual article practice. After repeated comparative thinking, the interest of life is written with the pen in hand, and the beauty of life is experienced, so as to guide students to observe and experience daily life from a personalized perspective and improve their comprehensive skills.
Classroom teaching is the enlightenment of students' education, and the effectiveness of classroom teaching directly affects students' learning interest and consciousness. This paper focuses on the reform of Chinese teaching in senior high schools, and emphasizes the importance of the effectiveness of teaching strategies by describing the current situation of Chinese teaching in China. Let students really walk into the classroom, really walk into books, learn with interest, regard the teaching process as a dialogue and exchange, provide new space and opportunities for students to actively explore and discover, and realize the effectiveness of classroom teaching.
Reference model essay 2 for Chinese teaching papers in senior high schools.
On the Teaching of Chinese Writing in Senior High Schools in Remote Minority Areas
The Chinese curriculum standard of senior high school points out:? Writing is an important way to use language to express and communicate, and it is a process of understanding the world, self-awareness and creative expression. Writing ability is a comprehensive embodiment of Chinese literacy. ? However, the present situation of writing teaching in many ordinary high schools is not optimistic, and the problem of writing teaching in high schools in remote areas of ethnic minorities is even greater. The ancients said:? I am familiar with 300 Tang poems, and I can recite them even if I can't write them. ? Similarly, as long as you read more and write more, students with poor foundation can also improve their writing level. Then, how to build a bridge between students' reading and writing, organically combine students' reading training and writing training, and let students practice writing while reading? This paper attempts to discuss this issue.
Firstly, it analyzes the present situation of Chinese writing teaching in senior high schools in remote minority areas.
(1) Justice? Teaching? On the other hand,
1. The goal of composition teaching is unrealistic and seriously divorced from the basic situation of students' composition in minority areas. Moreover, composition teaching lacks scientific and systematic training system and good composition teaching materials.
2. The position of composition teaching is still under the traditional reading teaching. Reading teaching and composition teaching are separated, and reading is more important than writing. The few writing classes are usually supplemented by reading teaching classes. Sometimes there is random compression? Comprehensive study? And then what? Writing and oral communication? Training time, Jean? Oral English helps writing? And other links into a form.
3. Separated the close relationship between reading and writing. At present, most of the reading teaching only focuses on reading skills and simply trains students' reading ability. Few teachers guide students to explore the writing materials and typesetting skills in reading materials, which is difficult to translate into students' own writing ability. This teaching method, not only can't understand the materials? Make the best use of everything? It also affects the overall efficiency of Chinese teaching.
4. The present situation of emphasizing quantity over quality in composition training restricts the improvement of composition teaching quality. Although teachers often give students some writing assignments, few people seriously correct and comment on them.
5. Teaching students in accordance with their aptitude is not in place. According to the author's observation, few teachers take differentiated training methods into account the gap between the composition training requirements in textbooks and the actual composition level of students in this class.
2 just? Study? On the other hand,
1. In remote areas of ethnic minorities, the writing level of senior high school students is generally poor, and most students are embarrassed by the difficulty in writing.
The main difficulties in writing are: the article can't write new ideas; Don't know what to write; Know what to write, but don't know how to express it; The composition language is not vivid enough, and so on. In addition, some students find it difficult to formulate topics and start writing, and some opportunists copy them to cope with their homework. They are not interested in composition training.
2. The reasons for the difficulty in writing are complicated, which are closely related to students' learning attitude, knowledge accumulation, writing times and writing ability.
First of all, most of these students come from rural areas, some from poor families, and some parents don't pay attention to reading, and even think reading is useless. Therefore, these students do not have a good family learning environment, and it is easy to form a negative or even wrong learning attitude. Secondly, these students have less social information intake, so they don't have enough writing materials; Read less, and a small amount of reading is often blind reading, can not be released? Reading? And then what? Write? Combination. Third, they lack effective writing training and fail to master enough writing skills, which will often dampen their interest in insisting on writing training. Finally, their life content is monotonous, their thoughts and horizons are limited, and it is difficult to write thoughtful and in-depth articles.
Second, the combination of reading and writing: an effective way to improve the writing level of senior high school students in remote areas of ethnic minorities
Psychological research shows that the development of middle school students' thinking is in a process from concrete to abstract, from low to high, and their thinking is gradually developing from empirical abstract logical thinking to theoretical abstract logical thinking. This period is a critical period for the development of senior high school students' thinking, and it is also the best period for training writing. So, how to improve the composition level of senior high school students in minority border areas? Some people emphasize reading unilaterally, as if reading ability is improved and writing ability is naturally improved. Others emphasize writing unilaterally, thinking that writing can exercise the organizational ability of language, and writing ability can be improved as long as writing more. The author thinks that these two methods are not in line with the actual situation of middle school students, and only the combination of reading and writing is the ideal choice to improve the writing level of middle school students.
Because this is based on the writing situation of middle school students in remote areas of ethnic minorities, middle school students in remote areas of ethnic minorities have low Chinese reading and writing ability. If they only emphasize reading or writing, they will feel very difficult and lose confidence and interest. However, if you work hard in the process of reading, insist on imitating writing or express your feelings in the process of reading, you will gradually cultivate their interest in writing and improve their writing level invisibly. Reading frequently in the process of writing can not only help them finish their writing better, but also help them deepen their understanding of the article and improve their reading ability in repeated practice, thus helping them write.
Mr. Ye Shengtao, an educator, also believes that reading and writing should be organically combined. Just saying how well you write has no roots. If you want to have roots, you have to ask the elusive reading level. ? Mr. Ye Shengtao also mentioned that some people regard reading and writing as two unrelated things and attach special importance to writing. They always say that students' writing ability is not good, as if the language level only depends on the writing level? Strongly oppose the practice of artificially separating reading from writing. At present, the school attaches great importance to Chinese reading teaching and spends a lot of time, but why hasn't the students' writing ability improved significantly? In actual teaching, the author finds that some teachers often separate reading teaching from composition teaching, which is the whole of Chinese teaching. This subconscious division directly leads to? Reading? And then what? Write? Separation of teaching. Mr. Ye Shengtao said:? Chinese textbooks are nothing more than an example. With this example, students should draw inferences from others and develop their reading and writing skills. ? Therefore, the author believes that Chinese teaching should adhere to the combination of reading and writing, improve writing ability through reading and practicing, return to reading in writing and improve reading interest.
Composition level is the concentrated expression of Chinese level, and writing teaching is the comprehensive practice of Chinese teaching. Traditional Chinese teaching separates composition teaching from reading teaching, resulting in half the effort. In order to improve students' writing level as a whole, we must pay equal attention to reading and writing and make overall plans. Should we change in reading teaching? Reading for the sake of reading? At present, in reading teaching, we should pay attention to digging out the writing materials and skills in reading materials, give students the opportunity to imitate and practice boldly, and strengthen composition training. ? The experience of writing lies in doing more. ? After reading, students should be urged to write more. So how to write and practice more frequently? Mr. Ye Shengtao once said: Keep a diary, take reading notes, write articles about life experiences, and express your inner feelings. As long as there is an opportunity to write, don't let it go. ? Only in this way can we constantly internalize other people's things into our own things, so that students can gradually become interested in writing, form a good habit of being diligent in writing, and gradually improve their writing ability.
Thirdly, the specific strategies of combining reading and writing in senior high school Chinese writing teaching in remote areas of ethnic minorities.
Professor Huang said: Strong language skills, especially writing skills, will give students a strong personal development potential. ? Writing teaching is an important part of the whole Chinese teaching, and writing is also highly valued by students, teachers and parents. Mr. Ye Shengtao said:? Reading is absorption, and writing is pouring out. Whether pouring out can conform to the law is obviously closely related to absorption. ? Reading and writing complement each other and promote each other. Therefore, whether in class or after class, reading and writing should be effectively combined to stimulate students to read more, write more and practice more, and gradually improve their writing level.
(1) Explore the combination of reading and writing resources, promote the migration of reading and writing, and realize the mutual benefit of reading and writing.
1. When designing the teaching objectives of reading, we should intentionally point to the transfer of reading and writing, and embody the idea that reading is the reserve of writing.
We can decompose the overall goal of composition teaching into parts, and then train separately. With powerful stories, students can be trained to repeat and summarize; A text with clever writing methods can make students focus on understanding and appreciating writing methods; If the characters are vivid, they will grasp the key sentences and experience vivid descriptions; For beautifully written texts, focus on training reading aloud and accumulate beautiful words; For poems and songs, students can rewrite them into essays; If there are blank parts in the text, students can use their imagination to make up or continue writing, and so on. The goal designed in this way can effectively stimulate students' interest in learning by changing the rigid reading teaching mode. Because of the simple task and clear direction, students' writing ability can be improved obviously over time.
2. Carefully create situations to promote reading and writing transfer.
Advocating new curriculum reform? Instead of teaching textbooks, use textbooks to teach? Therefore, when guiding students to read, we should explore the elements that can stimulate students' writing desire and be good at transforming reading materials into writing situations. In this way, a lot of reading training is actually writing training at the same time, which constantly provides a good reference for composition teaching, and reading teaching has really been implemented.
3. Learn to write in reading teaching and strengthen the transfer of reading and writing.
In addition to improving students' reading literacy, reading teaching aims at accumulating vocabulary and writing skills. Therefore, infiltrating composition teaching into reading teaching is the most favorable and effective way and method to achieve the goal of composition teaching. Writing skills come from reading texts, which is a mode of writing teaching and will eventually become students' writing language and ability. After students' writing ability is constantly improved and internalized into their own ability, it is transformed into students' reading ability. Therefore, reading and writing have their own places and complement each other, and finally achieve the ideal state of mutual benefit and win-win.
(2) Promote writing by reading, guide the combination of reading and writing, and achieve mutual benefit and win-win.
Du Fu said:? Reading is like breaking thousands of volumes, and writing is like a god? . Teacher Yu Yi said? Reading is absorption. The richer the absorption, the more fascinating the writing. ? Lu Xun said:? I can't say how to do the article, because my composition is composed of reading more and practicing more, and I have no experience and methods. ? The above views convey the same message: extensive reading can greatly promote writing. Because only when the language has accumulated to a certain extent can the author write brilliantly, otherwise he will have a thousand thoughts in his heart and write little. Literary works are beautiful, have strong appeal and can impress students' emotions, so they can stimulate students' desire to write. However, only a few students can read widely, and factors such as time, energy, conditions and environment restrict students' reading, so methods are particularly important. Whether in class or after class, special reading or free reading, the author intends to guide the combination of reading and writing
1. Reading the text in class is the main content of reading teaching, and how to deal with the text is the premise.
In addition to the above-mentioned treatment objectives, we should also grasp the self-preparation link before class. The accumulated vocabulary can be connected into words, and the classic sentences in the text can be moderately accumulated and copied. Make a preliminary comment and appreciation on the paragraph writing of classic sentences and the conception skills of the text, and write out what you have learned, felt and confused during reading. In classroom teaching, in addition to highlighting reading objectives, we should also consciously guide the training of composition teaching skills. Reading and writing are inseparable from beginning to end, whether through creating situations, classroom training, or through rewriting, continuation, imitation, different topics, essays after learning, etc.
2. As a supplement to in-class reading teaching, extracurricular reading is very important.
Because the class time is limited, the text selected in the textbook is limited, and the extracurricular time is opposite to the extracurricular reading works? Infinite? . Of course, teachers should carefully organize and guide students' extracurricular reading, recommend excellent reading materials to students, properly guide students to read, and organize students to interact when conditions permit. Extracurricular reading is divided into free reading and special reading. At ordinary times, our reading is limited to the preliminary understanding of characters, plots and other shallow contents, which is not conducive to the cultivation of reading habits and reading ability, and is not conducive to the improvement of students' writing ability. Although it is unnecessary for some articles? Chew slowly? ; But what about biographies, literary masterpieces and other works full of writing skills? Talk about words? We should not only read and think, but also make reading cards and write essays on reading notes.
(3) Encourage and strengthen interest, cultivate awareness and habits, and achieve mutual benefit and win-win.
Any activity that requires hard work, if it wants to become a habit for a long time, must first stimulate interest and gradually form consciousness, and then it can be presented in the form of behavior. Therefore, if we want to persist in the combination of reading and writing for a long time, we can only make a fuss about interest and conscious habits. Specific practices are as follows:
1. Competition, appraisal, exhibition and exchange. Create various opportunities and platforms for communication and exhibition, guide students to actively participate in these activities and exercise their usual accumulation. Through point to area, help the poor and improve the overall level.
2. Choose reading, picking and boarding. Selecting students' excellent works and reading comments in class can not only inspire excellent works, but also set an example for those with writing difficulties; Abstraction is to encourage students to prepare an extract book, and often extract the content worthy of repeated learning from various articles to form Chinese accumulation; Selection is to select students' excellent works and publish them in the school magazine, window or other publications, so as to provide a stage for students to display their achievements, help students gradually establish their confidence in writing and feel the fun brought by reading and writing.
Run a newspaper, a literary society and a blog. With reading and writing as the theme, the school newspaper, handwritten newspaper, blackboard newspaper, literary society and personal blog were founded. Encourage students to create independently through media display, publication and interactive comments. Use activities to strengthen students' interest and cognitive habits, and promote students to combine reading and writing organically while experiencing success.
In a word, Chinese teachers have a long way to go to improve the teaching effect of Chinese writing in senior high schools in remote minority areas. ? Promoting writing by reading? And then what? Writing helps you read? It is not achieved overnight, but it must be adhered to for a long time to have an effect. It is a complex systematic project, which requires Chinese teachers to organically combine composition teaching with reading teaching, and rely on reading texts to realize reading and writing while practicing, so as to stimulate students' interest in learning writing and improve the effect of writing teaching.
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