Reflections on classical Chinese translation teaching

1. How to write an after-class reflection for junior high school Chinese classes

As the saying goes: "The state has national laws, and every family has its own rules." "Without rules, there is no way to make a circle."

In the past few days, maybe it’s been hot and we’ve all been very impetuous. Those who love to play in class, those who love to talk, those who love to do little tricks... all have their fox tails exposed.

The teachers have said more than once that the discipline in our class is poor. There is nothing we can do about it. It is the nature of children to be active! In a Chinese class, it was noisy and boiling. Teacher, you were worried several times. This sorrow cannot be eliminated in your heart. Because of our ignorance, we specially review it to you. The most direct reason for poor discipline is that our self-discipline is too poor. Mr. Lu Xun said...Goethe also said...Only when we reflect seriously, find the deep roots behind our mistakes, and recognize the nature of the problem can we give strength to the collective and ourselves. An explanation to make progress.

Failure to observe discipline in Chinese class is by no means a trivial matter that can be ignored! As long as we all have good restraint and independent learning abilities, there will be no excuses or reasons to excuse our speech in Chinese class! As long as we seriously think about how there are so many things to do in life and so many burdens to bear, there will be no reason not to observe discipline in normal Chinese classes. Teacher, you are right, we may not respect you a little bit, and you have no reason not to be angry with us.

But the teacher said, "Impulse is the devil!" It would be better for you to be less angry. I know you are angry because of us.

Your good temper finally broke out today when you could no longer bear it. In fact, we feel uncomfortable when you are angry.

In our eyes you are the best teacher, no, the best teacher. Every word and sentence you said today has been engraved in my heart.

There is also the 19th lesson we have learned, "Talk about Politeness". Now is a civilized world, we should be civilized and polite. Maybe teacher, we are not polite to you.

Hey! Teacher, please forgive our ignorance! We will make the discipline in the class better than before, and the discipline will get better and better in the future. Please ask the teacher to look at our future performance. 2. Post-class reflection on bilingual Chinese classes

Post-class reflection on primary school Chinese lesson plans

The influence of Chinese language quality on students is lifelong and huge. However, for a long time, Chinese subjects have not received the attention they deserve from students, and their status has sometimes even been listed outside the main courses. After analysis, one of the reasons is the lack of attractiveness of Chinese classes. It is difficult to widen the gap in Chinese test scores, and the scores are often inconsistent with the actual level. The main reason is that students are unwilling to put in effort. Reforming the examination plan is the work of the relevant departments at higher levels. As a front-line Chinese teacher, I have been committed to finding a way to better combine quality education and vocational education, so as to help students improve their test scores and maximize their motivation. His interest in learning Chinese laid the foundation of his literary literacy.

1. Lay a solid foundation and lay the foundation of literary literacy

(1) Start early and grasp repetitions. Chinese is an accumulated knowledge. Short-term reinforcement is often ineffective. The difficulty of science is gradually increasing, and the pressure of study is also increasing. The higher the grade, the harder it is to invest a lot of energy in Chinese learning. Therefore, students should pay close attention to the study of Chinese when they first enter high school.

The first year of high school has just started. After soliciting students' opinions, I equipped each student with a book "High School Chinese Basic Knowledge Handbook" so that students can have a systematic understanding of basic Chinese knowledge and asked students to In morning reading class, memorize and recite them in spare time. In order to overcome forgetfulness, I dispersed the contents of this book in classroom tests, unit tests, peer examination papers, and knowledge competitions, so that students can strengthen their memory and improve efficiency through repeated review.

Regarding classical Chinese grammar knowledge, I adopt a one-step teaching strategy. That is to say, when teaching classical Chinese, students are asked to thoroughly understand the grammatical rules of classical Chinese. In the first classical Chinese text, students are asked to summarize various grammatical phenomena in the text. Although this takes up more class time at the beginning, after a few texts, , the teacher can talk to the students about their experience in classical Chinese grammar, and the students will have a faster initial speed in learning classical Chinese, which will lay a good foundation for subsequent extensive reading.

(2) Make full use of teaching materials and implement them for students based on the "basic". While making full use of the teaching materials, I also play the role of readers. I follow the examples in the teaching materials to improve in a step-by-step and planned way. Students' ability, while grasping the classical Chinese texts in practical reading books, generally adopting the principle of first slowly and then quickly, key chapters slowly and very key chapters quickly, and even allowing students to read by themselves outside class, and the teaching is implemented with changes and emphasis.

In this way, on the one hand, we have a solid understanding of the text content, and on the other hand, we require students to understand the thinking process of mastering the text, and transfer the methods used in this thinking process to extracurricular articles. While reading, expand the amount of reading and improve their Chinese literacy.

(3) Progress step by step and learn to write compositions. In terms of composition teaching, I did not achieve it overnight. Instead, I started with topic compositions according to the teaching material writing style, and gradually trained students' various theoretical abilities and vertical aspects. Students are required to learn to distinguish between argumentative essays based on arguments, argumentative essays based on topics, material compositions, and imperial edict compositions. Students are required to write parallel and hierarchical structure outlines first, and then connect them into essays. Each essay is carefully reviewed and revised, and the review methods are flexible. The first is student self-evaluation, the second is student peer evaluation, the third is group evaluation, and the fourth is teacher evaluation. After each correction, there is a full communication process, allowing students to discuss, figure out, comprehend, find out the gains and losses, and improve their level. In this way, students' writing skills are also improved step by step.

2. Extensively expand and improve Chinese ability. Chinese textbooks are the basis for Chinese learning, and readers are useful supplements. Extracurricular Chinese learning is an indispensable category for improving Chinese ability.

(1) Print and distribute text-related materials. Before studying a text, I collect and distribute different works by the same author, different works of the same genre or theme, and regard this as an important part of the tutorial to guide students. Extracurricular reading to expand reading.

(2) Give full play to the role of reading classes. The important content of Chinese language is reading and writing. Reading is the foundation. In order to improve reading level, the school offers a reading class every week. Before the reading class, I explain to students the importance of reading classes and the requirements for reading, and often check students' reading excerpts to encourage students to continue reading.

(3) Extended reading of extracurricular classical Chinese passages. Classical Chinese is an important part of the college entrance examination and requires long-term accumulation. Therefore, I attach great importance to this aspect. I supplement extracurricular classical Chinese passages in different ways. In order to mobilize students' enthusiasm, I try to choose some articles that are interesting and philosophical, and encourage students to translate them and write them into essays as arguments, so that students can improve their reading and writing at the same time.

(4) Insist on writing essays. Chinese language learning cannot only rely on the classroom, but must make use of extracurricular activities and life, allowing students to observe scenery, narrate things, express psychology, express their voices, and let students remember "everything in life" That is language." At the same time, students' essay writing is checked, and excellent essays are selected for the whole class to communicate with to improve students' writing enthusiasm.

Teaching and educating people is a teacher’s bounden duty, with a heavy responsibility and unshirkable responsibility. Chinese teaching is the foundation of the entire teaching system. Doing a good job in Chinese teaching cannot be achieved overnight, nor can it be achieved by communication alone. , it requires us to explore, go in depth, and expand. 3. Translation of ancient texts and feelings after reading them

Zigong asked the teacher: Is there anything you can say that you can stick to throughout your life?

Confucius said: That should be "forgiveness"! Don't impose on others what you don't want. "

Don't do to others what you don't want others to do to you.

I have been serving him for more than ten years. There is another sentence: "Being rich and noble through unjustness is like a floating cloud to me. ”

People have told me: Know kindness and be grateful, and dreams come true; know blessings and cherish blessings, and you will always be happy.

Have a heart that knows gratitude, and a heart that knows how to "forgive" ” heart, such a broad mind, will naturally bring happiness to itself.

Don’t do to others what you don’t want others to do to you. Put yourself in the other person’s shoes and deal with them in a different place. Think about it, if you look at how others treat you, and you don't treat others very well, you can always find your own shortcomings.

If you look at many things, you will naturally not blame others.

4. 2000 words of reflection on reading ancient poetry and prose

Reflection on the teaching of ancient poetry in junior high school Chinese. Some of the classical poems selected as junior high school Chinese textbooks are formed in an environment and the images they form are far away from the students’ living era, and are closely related to the students’ lives, experiences, and knowledge. There is a big difference, and students are relatively unfamiliar with it. In addition, traditional teaching adheres to the "words and paragraphs" method of peeling bamboo shoots and adopts the "explanation of each word and translation of each sentence" teaching method of the eight-character scripture, which greatly destroys the beauty of poetry and inhibits it. It has reduced the learning interest and exploration of middle school students, making the spiritual classical poems boring and lifeless. Therefore, some students can't help but stay away from classical poetry.

Therefore, in order to mobilize students' enthusiasm for learning classical poetry, teachers should adopt some effective methods on the basis of "reading carefully and thinking deeply" so that teachers can teach vividly and students can learn effectively. taste. The author conducts a general analysis on the teaching methods and teaching effectiveness of ancient poetry based on teaching practice, and seeks a reasonable approach to teaching ancient poetry in junior middle schools.

1. Strengthen recitation and accumulate ancient poems. As the saying goes: "If you read three hundred Tang poems by heart, you can recite them even if you don't know how to compose them." The rich emotions and profound connotations of ancient poems are contained in the concise language. , how can we understand it without reciting it repeatedly? Only by reciting it repeatedly can we grasp the emotional pulse of the poem and understand the center of the poem's expression.

But "one mouthful cannot make you fat". The teaching of ancient poetry is not a matter of a night of spring rain and apricot blossoms on the trees. It requires accumulation and precipitation bit by bit. Only small streams can become rivers and reach a certain level. level, make a "qualitative" leap. Of course, ancient poetry is the most precious and exciting part of Chinese cultural wealth, and as Chinese teachers, there are still many Chinese teaching tasks waiting for us to complete. Therefore, we do not have so much time or the conditions to accumulate a large amount of them. .

How to solve this problem? This requires Chinese teachers to pay attention to cultivating students to develop a good habit of accumulating ancient poems. For example: before each Chinese class, the Chinese class representative will copy a poem on the side of the blackboard. When the Chinese class preparation bell rings, the class representative will lead everyone to read aloud repeatedly. In each Chinese class, the time for teachers and students to greet each other will be changed to let All the students memorized this ancient poem together. It was first appreciated by the teacher, and then gradually turned into student appreciation, providing students with space to boldly show themselves, so that their oral expression skills and understanding of ancient poems can be improved.

Using these short few minutes before class, you can memorize and understand two or three poems every week. Over time, you will become a big fortune in ancient poetry. 2. Understand ancient poetry based on the background. All vital ancient poetry is the work of the poet's feelings. The ideological themes conveyed by the poem are all related to the author's life, experience, encounters and the social life of the era in which he lived.

Therefore, in order for students to correctly understand the meaning of ancient poetry, they must have some understanding of this knowledge. Only in this way can it be easier to have an emotional connection with the author. 5. How to evaluate the teaching of classical Chinese?

Regarding the classroom teaching of classical Chinese, my country’s front-line Chinese teachers have gotten rid of the misunderstanding of only teaching classical Chinese knowledge, strengthened the interpretation of classical Chinese texts, and encouraged students to actively participate Come to class discussions.

However, many Chinese teachers do not have the awareness to reflect and evaluate the actual teaching results in a timely manner. Even if there is evaluation, they mostly examine knowledge points according to the requirements of the test points, which results in poor teaching and research results. The disconnection from teaching practice, as well as the separation of teaching objectives and teaching evaluation. This article intends to explore a more suitable evaluation method for classical Chinese reading quality from three aspects: classroom evaluation, homework evaluation and examination evaluation based on the three-dimensional goals required by the new curriculum standards.

1. Classroom evaluation Classroom evaluation is closely related to the development of classroom activities. Classroom teaching of classical Chinese generally includes the following teaching activities: (1) Reading Reading is not only a reading method, but also a teaching method. The academic circle has The understanding of the meaning of recitation differs from person to person and is still controversial to this day. According to the generally accepted understanding in the academic circles, the so-called recitation refers to a method of reading the pronunciation of characters accurately, reading sentences clearly, and on this basis, understanding the meaning of the text.

In ancient my country, both official schools and private schools generally used the teaching method of reciting Hanyong. However, due to some teachers' understanding of the reciting method was biased, they tended to be formal in their application, resulting in reciting once. Fade out of Chinese classroom teaching. In recent years, the academic community has gradually realized the important position and role of recitation in Chinese classroom teaching, and recitation has returned to the Chinese classroom.

The evaluation of students’ classical Chinese reading should mainly adopt the method of performance evaluation. This is because although the primary obstacle to reciting classical Chinese is to clear up the words and sentences, the purpose of reciting is to understand the meaning of the text. Therefore, teachers' guidance and evaluation of students' recitation should still be combined with understanding the meaning of the text.

In terms of specific evaluation language, some teachers like to use "you read well" or "you read not well enough" to evaluate students' reading, but what is "good" and "bad"? "There is no clear explanation. Over time, students will not take the teacher's evaluation to heart." The purpose of reading is to promote students' understanding of the work. When evaluating, teachers can connect the students' reading with the author's thoughts and feelings. For example, "The tone of your reading is a bit bland. The author felt guilty when he said this sentence." What tone should I use when reading "Nicks" when I feel guilty? "What looks like an evaluation is actually a language that guides students so that they can clearly understand the strengths and weaknesses of their own reading and make timely improvements.

(2) Translation: The current evaluation of students’ translation by Chinese language teachers still revolves around the requirements of the test points, and the corresponding knowledge points are evaluated mechanically and in isolation, and usually use quantitative evaluation methods, that is, students When translating, if an important knowledge point is answered correctly, corresponding points will be obtained. Even if the students express their meaning, but the knowledge points do not correspond completely one-to-one, the corresponding points will be deducted. This mechanized evaluation method prevents students from understanding and translating the meaning of the text individually and can only memorize it mechanically according to the teacher's standard answers.

The author believes that this evaluation method is still aimed at the investigation of the meaning of classical Chinese words. Since it is translation, the inspection content should be the meaning of the words in the text context, and the evaluation should also be the meaning of the words in the language. The meaning in the context, if you continue to score points at this time, it will separate the connection between the inspection content and effective evaluation. In fact, for translation, especially classical Chinese texts with typical aesthetics, we can relax the requirements for accurate word correspondence and adopt the "poetic strategy" advocated by modern translation studies for translation and evaluation, because "loyalty to the original text" does not mean literal It means a one-to-one correspondence, but strives to be consistent with the original text in terms of literary meaning, style, aesthetics, etc.

Of course, it is still difficult for middle school students to reach this level, but teachers can provide guidance in teaching, especially in evaluation. Over time, you will definitely get twice the result with half the effort.

2. Homework Evaluation Currently, classical Chinese reading homework for middle school students is generally divided into three categories: recitation, dictation, translation and extracurricular reading. Assignments such as memorizing and dictating will undoubtedly require absolute evaluation.

As mentioned above, translation can also adopt a performance evaluation method or a grading method, which will not be elaborated here. In terms of extracurricular reading assignments, current extracurricular reading of classical Chinese mostly selects works that are related to or similar in stylistic form to the texts being studied, as well as works that are similar to the knowledge points of the texts being studied. The question types are basically the same as The test question types remain consistent, mainly including the meaning of important words, sentence translation and understanding of text content.

The author believes that this kind of homework is still evaluated for the sake of examination and evaluation. The teaching goal of classical Chinese is to achieve great progress and development in students' knowledge, abilities, thinking, emotions, etc. Therefore, extracurricular reading, which is originally very flexible, should be flexibly designed and adjusted according to the needs of students, the characteristics of classical Chinese texts, and the conditions and goals of teaching. For example, more open questions can be set in question types to allow students to have a personalized understanding of the text.

3. Examination evaluation There are two main types of questions in the examination of classical Chinese in general examinations. One type of question is the dictation of famous sentences in the text, which also includes the dictation of ancient poems. The evaluation method is absolute evaluation; the other type of question is the dictation of famous sentences in the text. One type of questions is similar to the extracurricular reading mentioned above, and is also designed according to the examination syllabus and standards of the high school entrance examination or college entrance examination.

The author believes that the teaching objectives required by the new curriculum standards are not completely consistent with the examination syllabus. In this case, we should try to move closer to the requirements of the new curriculum standards, because the new curriculum standards are uniformly formulated by experts in the education and teaching field, while the examination syllabus is different from each other. Each region is formulated based on actual conditions.

The new curriculum standards are more inclined to cultivate students' various qualities and abilities. Therefore, the goal setting and evaluation standards of classical Chinese teaching should also be based on the new curriculum standards as the main reference. The author believes that the examination of classical Chinese reading ability can take various forms, such as conducting collaborative research in groups, exploring difficult-to-understand sentences in classical Chinese works, completing the writing of short essays or writing a short composition in the form of classical Chinese, etc. wait.

In summary, the current evaluation form of classical Chinese reading quality in middle schools is relatively single, the evaluation standards are too utilitarian, and there are certain differences between evaluation and goals. To solve these problems, we must also base the teaching of classical Chinese on the new curriculum standards. goals and requirements, and effectively combine the students' goals and requirements. 6. Reflection essay after the Chinese language exam

A month has passed by in a hurry. There was constant busyness, constant attempts, constant reflection, and also a lot of confusion.

Through the monthly exams, I discovered many shortcomings in my teaching. I hope that through reflection on the test papers and my own teaching, I can continue to move forward on the road of Chinese teaching. 1. Analysis of the test paper This test paper mainly consists of three parts: accumulation and application, classical Chinese reading, and news knowledge.

Students make the most mistakes in classical Chinese, mainly due to typos, inaccurate translation of individual words and sentences, and incorrect filling in the blanks of ancient poems. Multiple-choice questions have a higher error rate, and students cannot correctly understand the requirements of the questions.

The errors in the basic knowledge and application of messages are even greater. 2. Score Analysis There is not much difference between the scores of Class 15 and Class 16. Whether it is basic knowledge, classical Chinese, or news knowledge, the answers are unsatisfactory. Compared with the scores of other classes, the gap is even bigger.

The scores of Class 16 dropped sharply from the final exam and hit rock bottom. 3. Cause Analysis (1) The monthly exam for myself is over and the results are out.

I feel like I'm going crazy, mentally blocked, cold, and dry. I have always been very confident in my teaching, and my passion for teaching is my greatest pride.

Through this monthly exam, I also discovered many shortcomings in my work. In future work, I should guard against arrogance and impetuosity, and do a solid job in my classroom teaching so that I can You can make greater progress yourself. The first is my own teaching methods and methods. I always think that Chinese language is a process of edification and gradual development, and more or less ignore the learning of basic knowledge. Especially for students with poor learning foundation, it is still necessary to strengthen teaching in this area, or Students should develop good study habits. Only with good discipline can we have good teaching results. The superficial bustle is mixed with many students who are fishing in troubled waters and are unwilling to think and read. Maybe I, like the students, should step in. Take every step in a down-to-earth manner, first teach and learn the most basic things, and then you can deepen and expand the content of the teaching materials. Maybe your class is a bit pragmatic, but you still have to start from the words and sentences, bit by bit. The foundation must be laid step by step. As for the edification of emotions, the enlightenment of philosophy, and the enjoyment of beautiful writing, it should be done step by step.

Secondly, I am not able to change roles well, my understanding of Chinese teaching is not deep enough, and I cannot position myself well. I am still unfamiliar with the teaching materials and test points, and cannot grasp the key and difficult points well; I do not know enough about the students' situation, and I cannot find problems in the students' learning in time; I do not provide enough guidance to the students.

(2) Facing the test papers with red crosses all over them, I felt a little powerless. One test paper had 70 points for memorization and dictation, but very few got more than 60 points. I was silent, I was speechless. I really can’t understand today’s children: What are they thinking? What do they want to do? Why do they come to school... I have too many reasons to ask them. How can they learn Chinese well without a certain amount of cultural accumulation! ! Faced with the test paper where they could make three mistakes in four words, they were really helpless. How many times had they been told and reminded, but why could they forget it so easily in the blink of an eye? Feeling ashamed and without any intention of introspection.

Still at a loss, still as happy as ever, do they know that behind their confused expressions is the helpless bitterness of their parents and teachers! .