Reflections on Chinese teaching under the new curriculum standard of junior high school

Reflections on the new curriculum standard Chinese teaching in junior high school 1 The new curriculum Chinese teaching standard requires teachers to play a leading role in teaching, while students are in the main position of teaching. Therefore, it is particularly important for teachers to use instructions properly in the classroom and optimize the teaching effect.

Through years of teaching practice in curriculum reform, I have summarized three teaching methods.

First of all, the right amount of inspiration.

In the classroom, according to the teaching objectives, we should closely screen valuable and easily overlooked words and key phrases. Because these words "not only have the function of revealing the theme, but also have the ability of focusing and concentration, which can restrict all parts of the full text." It is important for students to understand these words and phrases. If I teach the novel Kong Yiji, I will find something that can guide students to the depths from the text, and choose the sentence "Kong Yiji is the only one who drinks and wears a long gown" to make students deeply realize that Kong Yiji is a sad, ridiculous, pedantic, shabby, honest and kind little intellectual in the old society.

In addition, I will choose a key section in each class to teach, guide students to read repeatedly, and make comprehensive analysis in various ways. This is of great significance. Grasping the key paragraphs, grasping the theme, highlighting the key points and breaking through the difficulties can also bring about the effect of getting twice the result with half the effort.

Second, moderately promote.

Classroom teaching attempts to enlighten the taste of Chinese, that is, to really let students chew a little taste, or to lead students to the track of aesthetic reading of Chinese, so that students can enjoy beauty.

Teaching Zhu Ziqing's "Spring", the teacher scrutinized the sentence "The mountain is moist, the water is rising, and the sun is blushing". Chewing words, after in-depth research, I chewed out some flavors: spring is coming, spring is harmonious, springs are wandering, and mountains have become clear and moist. Some teachers closely follow the phrase "the sun blushes" to analyze the doubtful point: Spring is coming, how does the sun feel? What does it mean to change the word "red" into a verb? What is the meaning of this sentence? Starting with the life experience, students can start their aesthetic imagination, associate with the colors of spring more freely, appreciate the beauty of peaches and apricots, and have a warm and pleasant feeling of bright spring.

Third, timely inspiration.

The key to classroom teaching is that teachers can clearly observe the sparks of students' thinking and add a fire in time. On the one hand, timely guidance is to use artistic guidance to solve students' problems when they encounter difficulties. On the other hand, when students encounter difficulties and can't grasp them in time, teachers point out the methods of thinking and analysis in time, set aside the level of knowledge understanding, simplify the complex and make the difficult easy, so that students can continue their research activities. Timely teaching also includes teachers' quick catching when students' thinking goes astray. As a new teaching content, students' thinking is guided to the right track through witty teaching.

In a word, the experience of implementing the teaching of nudge tells me that nudge is a fire that sparks students' thinking. Teachers' artistic guidance in Chinese classroom teaching can purposefully guide students to discover and create, thus achieving the optimization of teaching effect.

For a long time, Chinese classroom is full of shallowness, inferiority, dullness and disorder. People feel that the Chinese class is an ideological and moral class, and the basic knowledge is words and phrases; Chinese teachers are like tofu girls, like blisters, and composition teaching is a model drama; Chinese curriculum reform is like a "brain teaser"; If Chinese is to be aesthetic, then read it out loud, preferably with tears, because everything is in a mess. ...

To tell the truth, I have been teaching Chinese for decades. I've seen too many cliches, too many affectations, too many blasphemies. I'm always out of touch with reality and can't keep up with the situation. A colleague asked me, how do you have a Chinese class? In fact, Chinese class is nonsense.

For decades, my Chinese class has always given students a different feeling. In fact, my class can't be called a class, because I like to talk nonsense in class, talk about this and that, talk about the sea and the sky, and it's very cold to evaluate classes. I was taught that I can't walk around on watermelon skin. Actually, it doesn't matter if I can't get it back. In fact, students are the most serious when I talk nonsense, that is, when the teaching effect is the best. They listened and talked, and when they were not careful, the class was over. Let yourself be full of intelligent language, smart language, personalized language, humorous language, even brave language, and even those staggering languages, nail into the hearts of students one by one like nails. When I turn over the students' compositions, all I write is my impassioned momentum. If I change this composition, why can't I give high marks? Therefore, students are always full of expectations for my classes, hoping that I can take them everywhere and be happy. I am full and nutritious, and then I go to class with a big belly. After a chat, students will get the general idea, new knowledge and solve the doubts in their hearts, so that all difficulties and doubts will become bright spots. Really get twice the result with half the effort, and the house is full of joy.

Often do not take textbooks seriously. A Chinese textbook may only include a few articles that I think are beautiful in one semester, but I may spend a few weeks on an article that I like. I went to Guilin for a week, two ten-day farewell poems and moonlight music for a week. I am determined not to read articles that I am not interested in, articles full of sermons, and articles that I think are not beautiful. In the current curriculum reform textbooks, each unit is an article with the same theme and the teaching objectives are basically the same. I only have one class, and the key is to make students draw inferences. Every Chinese class doesn't have to have teaching objectives. Why can't our teaching goal be a unit teaching goal? For example, the whole unit 6 of Book 8 is about the theme of love education, but the theme is the same. After the first class, I really can't think of the reasons for the last three texts. Some people say that they should be allowed to study, and they should be allowed to study. In fact, in Chinese class, students who are not rich in knowledge and emotion are not interested in simple reading and extensive reading. Then, what else can we play without talking or talking nonsense?

How many teaching goals can a Chinese class achieve? Especially in the third year of high school, after a class, you have the urge to fall in love? The feeling of love? This is sheer nonsense. In fact, the teaching goal of Chinese is by no means a class. What can be achieved in several classes, even the goal of words, can not be achieved in one class. Students can gradually understand and master it through continuous use. Sometimes, although you talked about it in class, can students achieve their ideological goals initially? No way! ! ! ! Some goals cannot be achieved in one semester, several semesters or even years, and some goals are simply empty. A kind of values, an emotion, an ability, can not be achieved by a certain link of a certain class, but by constantly infiltrating into the subconscious, in order to achieve a natural effect.

There is only forty minutes in a class, so there is no time to tell a few jokes, tell a wonderful story, have a wonderful debate, have a reading contest or have a speaking contest. Therefore, it is unscientific to prepare lessons for every class. I really don't know what a big Chinese is.

Reflections on junior high school Chinese teaching under the new curriculum standard II. Reflections on Chinese teaching under the new curriculum standard: the times are changing, the teaching materials are changing, and people's ideas are changing. The promulgation and implementation of Chinese new curriculum standards are both opportunities and challenges for Chinese teachers and researchers. Chinese classroom teaching reform is a hot and difficult point in curriculum reform. A new round of Chinese teaching reform is quietly emerging. Our teacher studied the new curriculum standards hard and made a strong exploration at the same time.

Facing the new curriculum standards, new textbooks, new teaching objectives and evaluation system, it is necessary for us to study again and be a primary school student. We should seriously understand the new concept of curriculum reform, distinguish the difference between the new curriculum standard and the previous syllabus, deeply understand the characteristics of the new teaching materials and reconstruct the new teaching system. You can't be self-righteous, otherwise you will only "change the old wine in new bottles" or "change the soup without changing the medicine" in teaching practice. As a Chinese teacher, he should not only become the main carrier of classroom teaching, but also become the pioneer of teaching and research in the new round of teaching reform. Teaching and scientific research, become an expert and scholar teacher. At the same time, we should also pay attention to playing different roles in specific Chinese teaching. You should be a student's coach, a student's sparring partner and sometimes a student's study partner. It should be said that under the new curriculum standards, the requirements for Chinese teachers are getting higher and higher. If you can't grasp the position in the curriculum reform and play your role well, you will only lose your way and be at a loss.

We should also treat the new curriculum standards and new ideas rationally. It is inevitable that Chinese teaching needs reform, and we can't stick to tradition and stand still. However, we can't rush for success. Combining old textbooks with traditional teaching methods, a new teaching mode of "trying in practice and learning in reflection" is constructed. In the specific teaching practice every day, we should constantly sum up and reflect and make continuous progress. The integration of teaching materials resources is mainly manifested in the crisscross of the internal knowledge structure of Chinese teaching materials and the connection with other disciplines and social life. Over the years, our Chinese teachers have been accustomed to "cramming" in teaching, dismembering literary works with strong humanity with rationality and imprisoning students' aesthetic imagination with rationality; Divide a beautiful article into interrelated knowledge points, and after learning the new curriculum standard, you must have an open concept when using the teaching materials. Breaking the original scripted teaching and advocating "teaching with textbooks" instead of "teaching textbooks" are the basic tasks in teaching. Moreover, Chinese classes are not necessarily limited to Chinese textbooks, but should also be combined with other learning contents to broaden learning resources. Moreover, we should combine life and apply it to life, so as to truly apply what we have learned. The integration of learning resources is an extremely broad concept, which includes learning methods and contents. As far as learning methods are concerned, there are three kinds of learning: holistic learning, cooperative learning and individual learning. The traditional Chinese classroom is a monologue of the teacher, one-to-many communication, ignoring several other learning methods. The new curriculum standard of Chinese advocates research, inquiry and independent learning, and advocates a variety of interactive learning methods such as teachers and students, students and man-machine, so that students can get the greatest teaching benefit from the only learning resources. The integration of teaching resources is a big article. Space is limited here, so I won't say much.

For the new curriculum standards and new textbooks, it should be said that most teachers are still in the learning stage and have little practical experience. Perhaps this is why it is more attractive. Naturally, our research space is also extremely broad. Of course, the curriculum reform is long and arduous. "The road is full of Xiu Yuan, I want to search up and down." Learning the new curriculum standard can't be metaphysical, out of context and distorted. We should doubt and innovate the traditional way, but we can't completely abandon it. After all, there are rules to teach, but there are no fixed rules. Otherwise, it will fall into the quagmire of a certain teaching model and be modeled again. I think this is not the original intention of the new curriculum reform.