Reflections on Chinese teaching 1 The high consumption and low efficiency of Chinese classroom teaching, on the one hand, shows that many links in classroom teaching activities are meaningless, on the other hand, it also shows that the intention of teaching materials has not been well implemented. The former makes the classroom mediocre in simple repetition day after day; The latter makes the text lose its value in inexplicable random interpretation.
In order to solve this problem, we must read the text carefully. It is necessary to understand the author's creative intention and the editor's arrangement intention through close reading, so that text interpretation becomes an indispensable link in the Chinese knowledge chain; At the same time, we should make full use of the example function of the text to make it the best bridge for choosing words and making sentences, expressing feelings and inheriting ideas.
It is based on this thinking that when I happened to see the short essay "Late Autumn and Early Winter" by Japanese writer Dove Lu Hua, I automatically jumped out of the normal mode of prose appreciation and went to an efficient classroom teaching inquiry activity with the goal of arranging teaching materials and maximizing the use of text value.
I divide this lesson into five parts:
First, what to learn?
At the beginning of the new class, around "what to learn", with the help of the projector, the theme words of this unit-"pictures drawn by words" and the focus of unit teaching-"scenery description" are presented first, and then the learning goal of this class-the expansion and release of learning prose language is clarified.
This goal orientation makes the starting point reading have a clear sense of problems. This makes reading a targeted activity. This activity is not based on the teacher's personal preference, nor on the in-depth excavation of the meaning of the text, but on the connection of the whole knowledge section of the textbook, in order to build a reasonable and orderly knowledge system.
Second, what did you write?
After defining the classroom objectives, I first arranged for students to read the text twice. The first reading is mainly to sort out the text and understand the main idea of the article; The second reading focuses on feeling the artistic atmosphere and tasting the language of the article. After reading it twice, I asked a relatively simple question: What time, what scenes and what landscape features are written in the four sections of the article? Please discuss and summarize with your seat and write your answers in the notebook.
This question obviously lacks the challenge of thinking, and its value lies in training students' information screening ability and further strengthening their understanding of the content and structure of the text.
After the students' discussion and induction, I began to ask questions, and combined with the contents of the students' answers, I constantly introduced the questions into the exploration of the details of the text. For example:
Health 1: The time of the third board is moonlit, and the location is the inner room. The main scenery is trees and fallen leaves, and the scenery is very quiet.
Teacher: Can you tell me why the landscape features are "quiet"?
Health 1: the first sentence of this paragraph always says "the interior room is also very quiet"
Teacher: Oh, the conclusion is drawn from the general clause at the beginning. Then can you tell us the difference between the "static" of this plate and the "static" of the second plate?
Health 1: Last section wrote scenes that should be very lively during the day, such as old cats, birds and flies. As a result, the old cat fell asleep and the birds stopped singing, only the rustling of flies crawling on the lattice door could be heard. It belongs to writing static by moving. This paragraph only directly describes silence.
Teacher: I see. You mean, the second plate is a combination of static and dynamic; The third part is still a scene sketch. Please sit down. However, there is still a problem that we need to think about: how does the third section write silence from several different angles?
Health 2: I think there are two angles. One is to write about the quiet next month on a sunny day, and the other is about the quiet on a rainy night.
Health 3: I think there is another angle-"I". The last sentence of this paragraph reads "I" sitting silently, feeling sorry for myself. It is also an angle.
Teacher: Yes, three corners. The first angle, write the silence of the night. The second angle, write the silence in the evening rain. The third angle is the silence of writing people. Note that from the second point of view, the article emphasizes "rain at dusk", not rain at night. There is a slight difference in time. Think deeply again: which scenery do you grasp from three angles to write? Why write these scenes instead of other scenes?
Health 4: The author's foothold in writing landscapes is mainly in his own yard. Whether it is the vestibule or the inner room, the scenery is limited after all. Write about trees and fallen leaves. As for pedestrians in the rain at dusk, it is an imaginary scene, not a real scene in front of them.
Teacher: Be more specific.
Health 4: Specifically, to write about the silence of the night is to write by grasping fallen leaves, tree shadows and kitchen smoke. Writing silence in the evening rain is to capture the sound of fallen leaves and umbrellas, which should belong to silence by sound; Writing about people's quietness means writing about people's sitting alone and meditating.
Teacher: Good. Through the analysis of student 4, we can know that the third board is developed by imitating sound objects and people when writing quietly.
It took ten minutes to explore this link. During these ten minutes, I kept asking questions, so that students had a relatively clear understanding of quite a few details in the text, and finally naturally completed the questions raised at the beginning.
The second part of thinking about Chinese teaching as early as 1978, Mr. Lv Shuxiang pointed out: "It's strange, 10, more than 2,700 class hours, most of which are used to learn Chinese!" Now that more than ten years have passed, has this problem been solved? In my opinion, the situation hasn't changed much.
But strangely, Chinese teaching reform has been very active in recent ten years, and some new theories, new ideas and new teaching methods have emerged one after another. Why hasn't the situation changed much? Under reflection, I think the problem lies in the fact that in the past ten years, we have used "additive thinking" in the reform of Chinese teaching, that is, we have constantly added many new loads to Chinese teaching and complicated the original simple problems.
It has been suggested that Chinese teaching should develop intelligence and cultivate ability. Do you want to develop your intelligence and ability? Nature is necessary. If students don't develop their intelligence and ability, how can they build the four modernizations in the future? It has been suggested that Chinese teaching should cultivate students' divergent thinking ability. Do you want to spread your thinking ability? Nature is necessary. How can students do creative work in the future without divergent thinking? It has been suggested that Chinese teaching should cultivate students' ability to understand things and let them know the relationship between things and the development and changes of things. Do you need the ability to know things? Nature is necessary. How can students establish dialectical materialism in the future without cultivating their ability to understand things? It also puts forward that Chinese teaching should cultivate students' ability to know, love and create beauty. Do you want aesthetic ability? Nature is necessary. Without cultivating students' aesthetic ability, how can we make students have noble sentiments and inspire them to strive to realize socialist ideals and create all beautiful things?
There is no doubt that these formulations are correct and should be well implemented in Chinese teaching. When these items are added up, the clues of Chinese teaching will become more and more complicated and the tasks will become heavier and heavier. No wonder some teachers said with emotion, "Chinese teaching is a basket, and everything can be put into it." But the more complicated the clue, the heavier the task, and the less clear the goal of Chinese teaching. As Mr. Zhang Zhigong said, "The more statements, the more tricks, the more complicated the clues and the less clear the purpose. As a result, the teacher worked hard and the scholars were in a daze until graduation. " That's what happened. 199 1 We made a survey on the Chinese learning situation of some graduating students, and the results were not satisfactory. Most students' writing posture is incorrect. According to the sampling survey, the neat writing rate of Chinese graduation papers is only 17%. Among the 25 compositions, there are 104 sentences in sick sentences alone, with an average of 4. 16 sentences per person. The repetition rate of 2500 common words is as high as 29. 1%, which is far from the requirements, but it still fails the test.
The time of Chinese teaching is constant, and the energy of Chinese teachers is limited. The more complicated the clue, the more dispersed the teacher's energy distribution. Chinese teaching should conform to the trend, so whenever new ideas are put forward, teachers should seriously study these new concepts to reflect these new spirits. As a result, there are more teaching activities with half the effort and more flashy and formalistic things in the classroom, which crowd out students' reading, understanding, thinking and language training and application. How to improve the efficiency of Chinese teaching?
Recently, I read a news in the newspaper about a recent decision made by Huazhong University of Science and Technology: junior college students, undergraduates, master students and doctoral students of grade 95 should take the China Language Proficiency Test after entering the school. Those who fail the exam will study in the form of elective and self-examination, and then take the Chinese exam once a year. Only those who pass the exam before graduation will be awarded degrees. Yang Shuzi, the president of the school, said meaningfully: "As a college student in China, why can't you get a degree if you don't pass CET-4, but you can get a degree if you don't pass the Chinese exam, fail the composition and have piles of typos? How to explain this? " From the decision made by the school, we can see the fact that although many people have become undergraduates, junior college students, master students and doctoral students in science and engineering, their Chinese is still not up to standard. Why should universities make up for the problems that primary and secondary schools should solve? Isn't this worthy of our comrades engaged in Chinese teaching in primary schools to ponder?
How can we solve this long-standing problem? I have an immature view, that is, to change the past "addition thinking" into "subtraction thinking", we must reduce the burden of Chinese teaching, simplify clues, focus on the goal and move forward lightly. Looking at the problem with "subtraction thinking", Chinese teaching is not so complicated. In the past, Mr. Ye Shengtao summarized language ability into four words: listening, speaking, reading and writing. In fact, these four words should not be equated. I think primary school students learn Chinese, mainly in written language, but also in spoken language. This is because primary school students have basically mastered spoken English before entering school. The purpose of entering the school to learn Chinese is to make oral English more standardized, and the standardization of oral English also depends on the study of written language. As for listening, it is everywhere. Teachers should listen to lectures, others should listen to reading and retelling texts, others should listen to answering questions and discussing speeches, and students should also listen to oral compositions ... In short, listening training is included in these trainings, and it seems that no special arrangements are needed.
It should be noted that putting forward these items as the main indicators of "passing Chinese" only emphasizes that the focus of Chinese teaching should be on these most important trainings, which does not mean denying other functions of Chinese subject. Chinese does have the functions of ideological education, developing intelligence, understanding things and aesthetic education. But these functions should be embodied in the process of learning a language, not added, not far-fetched. The surname of Chinese should be "Yu", and the training points of literacy, writing, reading, reciting and composition should be highlighted in Chinese class. When the goal is clear, the operation method to achieve it is naturally clear-Chinese teaching should not be instilled by teachers unilaterally, but should be guided by teachers to let students learn to read, write, listen and speak in practical activities.
The third part of thinking about Chinese teaching, after several weeks of teaching experience, I think it is more important to let appreciation enter Chinese teaching, which can improve the teaching quality and make students love learning Chinese. Specifically from the following aspects:
First, 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 humble people. 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.
Secondly, I believe that every student can succeed in the Rosenthal effect experiment, saying that teachers give students confidence and 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 teachers, 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 reflect. 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.
Reflections on Chinese Teaching The average score at the end of the fourth period was 84.37, which was 4 points higher than that of Class 4 and 4 points lower than that of the first place. The teacher who corrected the test paper and the teachers in the same grade praised: our class has made great progress. Before I took over, someone told me that this class was the last on average, ten points lower than other classes. It would be nice to have this result now.
I reflect on what I have done to Chinese teaching this semester: nothing! Not only did I not do anything special, but I also missed several classes in Chinese class. I either arranged programs or participated in activities and gave them to the math teacher. The underachievers in our class can't catch both hands. How can I make up for them one by one? I didn't spend as much time criticizing each other in class as my math teacher did, nor did I take underachievers to the office as often as my English teacher did. Only occasionally symbolically punish people who don't do their homework. It should be said that I am a "lazy" teacher at heart. From the beginning of teaching, I hated taking my children to the office to reprimand and make up my homework. .......
It seems that I have done nothing. But I am really busy every day, and I spend all my time at school with my children. It should be said that they are all infiltrated in the interaction with students. Through our academic achievements this semester, as well as our thinking in recent years, I am convinced that it is not by teachers spending all day on students, by constantly pulling students around to make up for their shortcomings, by criticizing them one by one, or by a lot of sea tactics that students can grow up healthily (including psychologically) and improve their grades. These can only play a little auxiliary role. If you don't grasp them well, it will inhibit students' development and make them tired of learning. Only by stimulating intrinsic motivation can these teaching methods play a good role.
Reflection on Chinese Teaching Part V As a Chinese teacher in two classes of Grade Eight, I often feel that I am too inexperienced and lack of theoretical knowledge to solve problems satisfactorily this semester. Let's talk about a superficial understanding of a teaching problem I met.
The overall level of students in Class 805 is medium. Most students are smart, sensitive, self-respecting and self-motivated. Only a few students unconsciously violate classroom discipline, can't finish their homework on time and with good quality, and try to muddle through by lying. However, the above problems will never focus on one student. So, I found that every child in this group has his own bright spot, at least you won't find that a student is hopeless and full of holes.
However, the students in Class 805 are notoriously poor in the quantity and quality of homework, and the situation of Chinese subject is very serious. The level of homework every day can be described as uneven, not writing, writing less, not handing in, and so on. And I can always find from time to time that even the homework I hand in is always scribbling, copying other people's, copying answers online, and more seriously, handing in other people's homework. At the beginning of the semester, I always "question" and criticize these students directly in Chinese class. I always think that educating them in front of the class group can arouse their self-esteem and serve as a warning to other students. Later, it was found that this not only reduced the efficiency of classroom learning, but also seriously dampened children's self-esteem. Sometimes, I will punish students for doing their homework, which is even more wrong. If, on the one hand, children are required to love learning, and on the other hand, "learning" is used as a violent means to punish children, so as to vent their anger and make them yield, it will only make students hate learning more and learn to lie in order to avoid being punished again, not to mention learning, which has distorted their personality.
Rome was not built in a day. Bad habits are not always formed in one day, so it takes a lot of time and patience to correct them. I wonder if you can try the following methods next semester:
First, please ask the class teacher to coordinate the amount of homework assigned by teachers in all subjects, so that the daily writing and reading are balanced and the number is within the acceptable range of students. Half a year's experience tells me that it is always more effective to be reasonable to the students in Class 805 than to "suppress by violence", so at the same time, students should also understand the teacher's intention and be emotional.
Second, carefully find out the reasons why students can't finish their homework on time and with good quality, mainly because they can't write, because they are lazy and playful, because they can't arrange their study time reasonably. It is more important to reflect on their own teaching, pay more attention to the efficiency of classroom teaching, let students absorb and digest new knowledge in class, strengthen the guidance of students' learning methods, and appropriately reduce the amount of such homework each time. It is found that laziness and playfulness without writing, conversation and encouragement are already dawdling, and chasing blocks often leads to more weariness of learning. I think we should work hard to cultivate excellent students, influence other students with the exemplary role of learning excellent students, praise hard-working scholars, and temporarily ignore and blur these "bad students". For students who find that their study arrangements are unreasonable, they should first take good care of them. Parents should cooperate with students to calculate their own ability and the time to finish their homework, and gradually cultivate students to learn to manage their own time.
Third, relax your mind and learn to tolerate students' mistakes. I think, sometimes teachers know that an unfinished homework has little influence on students' study, but they are very angry at students' disobedience. Criticizing and reprimanding students, even personality abuse, this kind of language preaching is sometimes a kind of "language violence", thinking that students are forced to accept your views in the name of being a good person, and then obediently obey. Penalty writing is a violent means, and children have to write in order to temporarily succumb to the authority of teachers. When homework becomes a punishment, can you still say "I do it for your own good" and "Doing homework can improve your grades"? Moreover, in order to escape punishment, students will inevitably lie, find various excuses, have extreme behavior, and distort their thoughts and personality over time. For junior high school children, this is really not worth the candle. I want to learn to tolerate students' mistakes. If they honestly tell me why I haven't finished my homework, even if they say "I don't want to write", I will try to forgive them once or twice, but let them stay after school to make up their homework and tell them "Because you have made a mistake in the order, you have to study now".
Fourth, link homework with study. Students often distinguish homework from study and grades clearly. They always intend to finish their homework before they have time to study. Homework and study are not the same thing, and it is ok to finish homework carelessly. But I asked the students in Class 805 to tell the answers to the exercises they finished yesterday in class, and then give points, make targeted comments, affirm his efforts and correct his mistakes. I found that they attach importance to the teacher's evaluation, they will laugh when they get praise, and they will nod their heads when they get low marks to understand why. In this way, they will pay attention to the quantity and quality of homework and hope to show their learning results in class. The results show that the efficiency and grades of class 805 have been improved after the mid-term examination, which shows that this method is really effective.
The above is the problem that students can't finish their homework on time and with good quality. My point of view has yet to be tested by theory and practice, but I always hope to do something for students to study easily and grow up healthily from the perspective of students. Next semester, I will work harder, ask other teachers for methods, study with an open mind and improve my teaching level.