The teaching work plan for Chinese teachers in the first semester of senior one 20 19 (1) The first semester of senior one is the beginning of an important learning stage and the golden time for Chinese learning in senior three. In order to let students master the thinking characteristics of Chinese learning in senior high school, learning this course with passion and devotion can not only lay a good foundation, but also cultivate students' lifelong literacy. To this end, the preparatory group has formulated the following plans.
First, the guiding ideology of education and teaching
Carry out the Chinese Curriculum Standard for Ordinary Senior High Schools, establish a scientific, democratic, open and people-oriented Chinese education concept, and constantly explore new teaching methods to meet the development of students and actual needs. Combined with the study of "Chinese Curriculum Standard for Ordinary Senior High Schools", the humanistic Chinese education concept of Chinese groups is gradually implemented in Chinese teaching. Cultivate students' good humanities literacy, innovative spirit, cooperative consciousness, basic abilities including reading comprehension, expression and communication, and the ability to collect and process information by using modern technology, so as to lay a solid Chinese foundation for promoting students to enter the society. Cultivate students' good Chinese learning habits in senior high schools, help them master the learning methods of knowledge points, and prepare the necessary abilities for lifelong learning. Discover new problems, explore new teaching methods, push the research-based reading in the classroom deeper, and improve the "self-study-inquiry-reflection" mode that matches the new curriculum standard.
Second, teaching ideas
Facing students' weak Chinese foundation, it is the key to strengthen training, lay a solid foundation and implement daily teaching. In daily teaching, we should pay attention to the following links:
1, reading, make full use of "classics" and "classics", expand students' reading scope and cultivate students' ability to learn Chinese by themselves. Choose thoughtful essays and classical Chinese for students to read, cultivate the habit of reading and translating classical Chinese every week, and strive to improve students' reading ability from reading habits and language sense through students' own accumulation and teachers' guidance, and cultivate students' ability to read simple classical Chinese.
2. In writing, practice writing several times after class every week and once every two weeks.
Small composition, from the aspects of writing scenery, remembering people, narrating, etc., trains students' observation, conception and sentence-making ability in stages and in a targeted manner. The big composition enables students to grasp the inherent law of writing movement from observing feelings, imagining associations, reproducing objective things and expressing subjective feelings, so as to fundamentally improve their writing ability.
3. In oral training, combined with poetry teaching, poetry recitation training is carried out to eliminate students' psychological obstacles in practicing oral English and train students to speak boldly. In concrete operation, combined with unit teaching, oral training with different purposes such as "persuading others", "rejecting others" and "encouraging others" is interspersed, so that students can express their opinions freely and smoothly and develop civilized and decent speaking habits.
4. Daily Chinese teaching also runs through basic training such as writing and reciting. On the one hand, calligraphy training is for orthography, on the other hand, it is for training students' "sitting skills", which should be beneficial to senior students who are about 16 and 17 years old and are undergoing a physiological and psychological turning point. Reciting a certain number of famous poems and sentences will help students broaden their horizons, accumulate writing materials, improve their oral expression ability and improve their literary literacy.
Third, teaching strategies
1, change ideas, strengthen learning, enhance awareness of new curriculum standards, and attach importance to knowledge updating.
(1) Seriously study the new curriculum standards and attach importance to the humanistic value of Chinese education and the characteristics of thinking training.
(2) It is necessary to strengthen study and research, attach importance to knowledge updating, subscribe to books, newspapers and magazines, read theoretical monographs, update ideas in time, refine information and enrich knowledge reserves. At the same time, we should combine teaching theory with teaching practice as closely as possible, comprehend truth, sum up experience and improve quality in teaching practice.
(3) Pay attention to the construction of lesson preparation team, give full play to the collective knowledge and strength, and constantly improve the teaching content, teaching process and teaching methods.
2, pay attention to thinking training, pay attention to ability training, enhance the awareness of quality education, and learn textbooks in a down-to-earth manner.
(1) Give students the initiative in learning. Whether it is the design of teaching objectives or the operation of teaching process, we should attach importance to the process of teacher-student interaction, so that students can have enough thinking space and performance space and spend their energy on improving the basic quality of all students in an all-round way.
(2) Pay attention to the effectiveness of each class, pay attention to the teaching of each knowledge point, strive to highlight the key points, train in place, and spend kung fu on the cultivation of basic skills.
(3) Pay attention to the connection between junior high school and senior high school, pay attention to the cultivation of Chinese learning habits and the development of non-intellectual factors, improve students' good psychological quality of Chinese learning and cultivate students' dialectical and thorough thinking.
(4) Make unremitting efforts to improve quality and make up the difference to prevent premature polarization.
3. Pay attention to composition teaching and strive to improve the overall level of students' Chinese learning.
Assumption: fully tap the teaching material resources, try to explore the relationship between reading and writing, closely connect with social life, pay attention to developing the composition teaching resources in real life, and take a two-pronged approach from classroom composition training and oral communication ability training, so that composition teaching can really embark on a healthy road of series and optimization. There are five aspects of thinking and practice: (1) decomposition ability, focusing on the theme. Every time you write, "what to write" and "how to write" must be clear and unambiguous.
(2) Pay attention to writing materials and refine writing ability. For example, observing life, how to observe? How can we cultivate the ability to feel? How to use imagination and association properly in writing? How can we write personality and form innovation? These contents are systematically expounded in the teaching materials, which is of great help to the refinement of writing ability. Therefore, we must never abandon textbooks.
(3) sequence optimization, pay attention to actual effect. After each training, I pay attention to the timeliness of awards, provide model essays for students, or divide the works into different parts, or extract them from students' exercises, or collect the best for my use, and strive to write a composition and gain something at a time.
(4) Writing and oral communication should be carried out simultaneously. There are two key points in oral training this semester: one is to speak boldly and think quickly; Second, civilized response and appropriate response.
(5) Writing in class and writing outside class go hand in hand. There are three main ways to practice writing after class: first, special segment ability training, such as association and imagination; The second is the second composition, which focuses on tempering students' ability to improve their composition; Third, extend the composition, mainly after completing the composition unit.
4. Strengthen the organization of the second language classroom and give full play to its auxiliary role. Four Chinese practice activities have been arranged this semester. The first "Poetry Reading Competition" aims to cultivate students' literary literacy and improve their reading and appreciation of poetry. The second "Newspaper Editing, Commentary and Exhibition" aims to stimulate readers' interest in reading newspapers and exploring new knowledge, cultivate learning skills and habits of thinking and hands-on, and create a learning atmosphere of mutual assistance, unity and cooperation. The third "Campus Heartfelt Composition Competition" aims to stimulate students' interest in writing, improve their writing ability and enrich the campus cultural atmosphere. The fourth impromptu speech contest "Love my campus, love my China" aims to cultivate students' abilities and qualities of collecting and processing information, comprehensively analyzing, expressing and communicating, and exploring and innovating, so as to promote students' all-round development and form a good atmosphere of positive thinking, cultivation and contention.
Chinese teacher's teaching work plan for the last semester of senior one 20 19 (2) In order to better grasp the students' learning progress and make them keep up with the teaching progress, it is necessary to arrange the teaching work plan.
First, the analysis of students' situation
This semester, I am a Chinese teacher in Class One Two, Senior High School. Science classes and liberal arts classes. Judging from the class status, there are more boys in science class X, and the classroom atmosphere is good, but most students have not really kept up with the teacher's learning rhythm. The classroom atmosphere of liberal arts class X is poor, students' thinking is not active, and some students' learning attitudes are not correct. Generally speaking, the students in the two classes do not pay enough attention to Chinese, and their study habits have not been fully developed. Some students have a weak Chinese foundation and still can't or won't preview. Listening and taking notes in class can't be coordinated, and they won't take notes actively. Although most students can roughly grasp the content of the textbook, they lack the ability to integrate and arrange, and their migration ability is not enough. In addition, a few students lack the initiative and enthusiasm to learn Chinese; In the process of classroom learning, students still stay in the concept of completely accepting the teacher's instillation, and only pay attention to rote learning in understanding and methods, and rarely understand and analyze in depth.
Second, teaching material analysis
Compulsory three and compulsory four give consideration to both style and artificial connotation. Each volume consists of four units, with different learning focuses. The three compulsory courses are: novels, Tang poems, ancient argumentative essays and expository essays, giving consideration to visualization, speculation and application. Compulsory four are opera, Song Ci, prose and biography of the ancients. Fiction and drama units should not only let students feel the subtleties of Chinese and foreign famous artists, but also let students grasp the three elements of this style-characters, plots and harsh environment, and grasp the personality characteristics of characters. Tang poetry and Song poetry require students not only to strengthen reciting, but also to learn how to appreciate ancient poetry. Combining Ancient Literary Theory with Prose This semester's composition training-argumentative writing. Practical writing mainly cultivates students' methods of reading expository writing and stimulates students' interest in natural science exploration. Biography unit is the focus of classical Chinese learning in senior high school, which requires students to master the basic content words, function words and sentence patterns of classical Chinese.
In addition, Chinese teaching should cultivate students' self-study ability, and extracurricular reading under the guidance of teachers is an excellent way to cultivate self-study ability. Therefore, teachers should also pay attention to the guidance of students' extracurricular self-reading and their usual accumulation. Through the combination of in-class and out-of-class teaching, students can learn by analogy, master learning methods and form the habit of self-study.
Third, teaching measures
1. Attach importance to the teaching of argumentative writing, and let students accumulate argumentative writing materials from the "seven-line book" homework on weekends.
2. Teaching takes intensive reading as a model essay to guide students to master correct reading methods and skills. At the same time, strengthen the combination of reading teaching and writing teaching, and combine reading and writing to apply what you have learned. The effect of language learning mainly comes from whether you can express your inner feelings and opinions accurately and fluently in your mother tongue.
3. Pay attention to the accumulation of classical Chinese knowledge, and master the relevant knowledge and usage of content words, function words, sentence patterns and usage of classical Chinese on the basis of familiarity with reading and reciting.
4, change the focus of homework inspection and counseling, mainly to accumulate homework on weekends and check and evaluate every Monday. Usually, I mainly practice calligraphy and recite from memory. At ordinary times, the homework in the workbook is mainly simple preview and in-class reinforcement, while the expansion problems of extracurricular reading and language expression are mainly completed in the evening self-study and explained in class to improve the quality of homework.
5. Encourage students to think in class, and use multimedia and storytelling to stimulate students' interest and enthusiasm in learning. Cultivate students' good reading self-study and accumulation habits.
6. Insist on giving students some extracurricular activities every week, which is closely related to this week's teaching.
Teaching plan for Chinese teachers in senior one last semester 20 19 (3) In order to better carry out the teaching work this semester, I have made a teaching plan for this semester from the following three aspects.
First, student analysis
I am a Chinese teacher in Class xx, Grade One, and my classmates have just stepped into the threshold of high school. Most students are not active enough in Chinese learning. Quite a few students have many loopholes in their basic knowledge, and their reading, composition and appreciation abilities need to be improved. Their writing ideas are narrow and their language is plain.
Second, accurate positioning.
In view of the weak foundation of students, don't force every student to have a good performance in a short time, as long as it can narrow the gap with other students, it is progress. According to the requirements of the syllabus and the reality of each student, teaching does not require uniformity.
Third, specific measures.
(1) lay a solid foundation.
Chinese is a kind of accumulated knowledge, and short-term reinforcement is often ineffective. Students' difficulties in various scientific fields are gradually deepening, and the pressure of learning is increasing. The earlier the grade, the harder it is to devote a lot of energy to Chinese. Therefore, students should pay close attention to their Chinese learning when they first enter high school.
At the beginning of the first year of senior high school, we distributed a set of materials about literature, cultural knowledge and excerpts of famous poems and sentences for students to recite in their spare time. In order to overcome forgetfulness, we will take this part as the compulsory content at the beginning of each semester, so that students can strengthen their memory in repeated review.
In the knowledge of classical Chinese grammar, we adopt a one-step teaching strategy. That is, at the beginning of senior one, let students thoroughly understand the grammatical rules of classical Chinese. In the first classical Chinese, let the students summarize all kinds of grammatical phenomena in the text by themselves. In this way, although it takes up more class hours at first, teachers don't have to teach classical Chinese grammar after several texts, so students have a faster initial speed of learning classical Chinese, which lays a good foundation for later reading.
(B) textbook-based.
According to the actual situation of students in our school, we attach great importance to the use of teaching materials, and improve students' ability step by step and in a planned way according to the style of teaching materials.
We have read almost all the classical Chinese in The Reader. Generally speaking, we adopt the principle of slow first and then fast, slow for key articles and fast for non-key articles, and implement the teaching that focuses on change.
We should also read the required articles of modern literature in class, but the focus of teaching is not to let students remember the conclusion of understanding the text itself, but to let them understand the thinking process of drawing a conclusion, and transfer the methods used in this thinking process to the reading of extracurricular articles. Extensive reading means choosing a certain side, focusing on students' discussion, and interpreting the text independently by using the learned methods.
(3) extension.
1, expand the reading of extracurricular speech fragments. This is an aspect that we attach great importance to. Only in the first grade, 100 extracurricular essays were added. In order to arouse students' enthusiasm, we try to choose some interesting and philosophical articles, encourage students to write some stories as arguments in their compositions, and make self-made test questions to test students' mastery.
2. Print out the relevant materials of the text and distribute them, just like other works of the same writer and different works of the same theme or genre, and guide students to read by themselves after class.
3. Insist on expanding students' reading in the form of newspaper clippings and grasp the pulse of the times.
4. Insist on writing a composition, take time to make comments and send excellent compositions to the whole class.
(4) Step by step, learn to write a composition.
Composition teaching is not achieved overnight, but starts with topic composition and gradually trains argumentative writing, argumentative writing, material composition and topic composition. Students are required to write an outline of parallel structure and hierarchical structure first, and then write it in writing. Every composition is carefully corrected and commented in detail, and the students' writing ability is improved step by step.
(5) Teaching students in accordance with their aptitude.
For students with poor foundation, when they change their homework, they should correct it on the spot. Do targeted counseling according to personality characteristics. In addition, for students with good foundation, arrange some homework to improve their ability appropriately. For students with large emotional fluctuations, appropriate psychological counseling should also be given. Some students have a solid foundation and a positive review attitude. I hope these students can develop a good habit of answering questions in this stage of review. For students with poor foundation, we should strengthen training in this round of review, so that they can develop a good habit of examining questions and answering questions.