Junior middle school Chinese teaching case analysis sample essay

Since the new round of curriculum reform, teachers have been guided by advanced educational concepts, actively engaged in teaching research and reform, and practiced the "Chinese Curriculum Standards" with a high degree of innovation, and a large number of new courses have emerged. The lesson examples and some good practices are gratifying and exciting. However, there are also many teachers whose "innovations" are "miraculous in appearance" and the concepts advocated by the "Chinese Curriculum Standards", which are just formality and have no actual effect. Through a large number of teaching practices, lecture listening and evaluation, I believe that we must be forge ahead and boldly innovate in teaching. We must not only integrate the teaching concepts of the new curriculum into education and teaching, but also beware of becoming mere formalities. The case analysis of my junior high school Chinese teaching will be superficially analyzed from the following three aspects, and I would like to encourage my colleagues.

1. Avoid superficial autonomy

This is a clip from a teacher's introduction to "The Oil Seller":

Teacher: Students, finish reading the text , what questions do you not understand?

Student: Why does the oil seller look at him with a look of disbelief and nod slightly? Is it consistent with its status and identity?

Student: In the text: What is the meaning of "laughing"?

Student: What does the oil seller want to tell us about drinking oil?

Teacher: The students all used their brains while reading. Let's study the text together and solve these problems, okay?

Student: OK!

Teacher: Please read the text carefully...

The teaching design under the new curriculum focuses on generation and construction, and downplays presets and teaching. Classroom teaching should start with students’ questions, embodying learning-based teaching and teaching based on needs. In the above teaching clip, the teacher guides students to ask questions and allows students to question freely. This is an improvement over traditional classrooms. But the problem is that the teacher does not guide students to classify and screen the questions asked, nor does he provide students with strategies for thinking and solving problems. He just introduces students step by step into his pre-designed teaching links, leaving students with space for thinking and independent inquiry. Positivity is clearly limited. This kind of questioning is just a label to show "autonomous learning". If teachers always ask students to solve pre-prepared problems, even if the problem is difficult for students to learn, students will be bored when solving problems. In fact, students' problems are often universal to a certain extent and are inevitably related to the key points and difficulties of the text. If the teacher makes appropriate adjustments and sorting out, so that his design intentions can be integrated into the students' thinking, the students' autonomy will be enhanced by the teachers and students. Be more effective in conversations.

Many times, in order to complete teaching tasks within a limited time, teachers preset many questions for students, making the classroom atmosphere active and students actively participating in teaching activities. But for students with good grades, there are mostly invalid participants. For example, use the blackboard to write Chinese characters, phonetic notation, word interpretation, or display the results of group discussions, etc.

The essence of the principle of student autonomy is to allow students to have sufficient time to read, enough space to think, and more opportunities to practice. Only for this reason is it valuable for students to independently choose learning content, learning methods, and learning partners. In the current Chinese language classroom, two phenomena are more prominent: First, students spend the entire class in activities organized by teachers. "Busy", communicating, reporting, performing, operating, and inspecting, it is difficult to see students quietly thinking individually, and there are obvious signs of "other masters"; secondly, some classroom teachers downplay their appearance and let students have the final say in everything. Without sufficient guidance in the fictitious situation, students are asked to "read whichever paragraph they want to read", "communicate with whomever they want to communicate", and "communicate their reading experience in the way they like", and the teacher cannot take the lead in a timely manner. The result is that many students are at a loss and have no idea what to do. On the surface, they have gained freedom, but in fact they are letting them go as they please. Therefore, to make the classroom efficient, students' "autonomy" must be organically combined with the teacher's "dominance".

2. Taboo for ineffective cooperation

As a new learning method, cooperative learning is widely adopted by teachers. The kind of classroom where everyone participates, interacts in groups, competes and cooperates, and where sparks of thinking spark from time to time can indeed bring enjoyment and enlightenment.

There are certain conditions for implementing cooperative learning, which must be based on individual students' independent learning and independent thinking. Nowadays, many teachers have a one-sided understanding of cooperative learning and pursue the so-called group learning form, resulting in a lot of useless results.

The following is a teaching link when the teacher teaches "Spring":

Teacher: What scenes of spring are depicted in this text?

Born: spring sketch, spring flower, spring breeze, spring rain, people welcoming spring.

Teacher: Please ask students who like spring grass to sit together, students who like spring flowers to sit together, and students who like spring breeze... (Students found their own groups according to their preferences, and most of them sat in the group with spring grass, spring flowers, In the Spring Rain and Spring Breeze groups, there are only 4 students in the Ren Yingchun group. Then the students begin to work together in groups to report their learning results. Most groups select one student who can speak the most, and the speech often only represents his personal point of view. .

Collaborative learning occurs when students do not fully read and think. Since students do not have a deep understanding of the text and their knowledge is not very deep, the results and gains from group cooperation are also superficial. , one-sided, such cooperation only provides opportunities for individual outstanding students to show off.

To achieve effective results, cooperative learning must meet the following four conditions: First, the goals of cooperative learning must be clear and appropriate, so that students can learn in a relatively short period of time. It can be solved within the time limit, that is to say, the goal must be within the student's "proximal development zone". Second, the group has formed a cooperation mechanism. Students in the group are familiar with the rules of cooperation, clarify their own division of labor, and learn in a democratic manner. , conducted in an orderly manner. The third is to provide sufficient learning time to allow children to fully discuss, communicate, and integrate. The fourth is that the purpose of cooperation is "win-win", allowing students to experience the power of collective wisdom and feel the benefits of cooperative learning. Benefits and happiness, all problems that can be solved by individual learning do not need to be solved by group cooperation. In short, when organizing cooperative learning, the purpose, timing, mechanism, guidance method and other factors of learning must be comprehensively considered, and the form cannot be pursued.

3. Random inquiry is prohibited

Inquiry-based learning means that students actively discover and solve problems, sublimate their understanding, and learn Chinese through independent attempts, experiences, and practices under the guidance of teachers. Inquiry-based learning is mainly reflected in inquiry reading - students conduct open-ended and diversified inquiry reading activities on the deep meaning of texts under the guidance of teachers. Inquiry-based learning in Chinese is different from scientific inquiry, but it also requires operations. Pay attention to science, and random exploration will only waste time. The following is a fragment of a teacher's teaching of "The Straw Boat Borrowing Arrows":

Teacher: Students have watched the TV series "The Romance of the Three Kingdoms", and they were free just now. After reading the text, please tell me what the text mainly talks about.

Student: The text mainly talks about Zhuge Liang’s use of straw boats to borrow arrows from Cao Cao.

Student: Zhou Yu wanted to frame Zhuge Liang by making 100,000 arrows in three days. Zhuge Liang borrowed arrows from a straw boat and defeated Zhou Yu's plot.

Teacher: After reading the text, everyone finally realized. What’s the question you’re interested in?

Student: Why did Zhou Yu frame Zhuge Liang? Is this beneficial to their joint fight against Cao?

Student: Zhuge Liang knew Zhou Yu wanted to frame him, why? Still want to borrow arrows?

Student: Why did Lu Su listen to Zhuge Liang’s arrangement?

Student: Why did Zhuge Liang ask Cao Cao for arrows? Still so sure?

Teacher: The students’ questions are all worth thinking about. The teacher feels that these problems can be summarized as how to understand the characters in the article. Once the characteristics of the characters are grasped, the problem will be solved naturally. Are you interested in studying these characters?

Student: Yes!

Teacher: Four characters appear in the article. Please choose the character you are most interested in to read and study, and pay attention to capture his characteristics. (Students enter the exploratory reading activity. After seven minutes, the reading exchange begins. During the exchange, the students still have certain insights into the analysis of the characters, but their understanding of the events is relatively scattered.

)

In this clip, the teacher clarified the importance of students’ doubts about reading and was able to sort out students’ doubts about reading, but did not properly summarize and improve students’ questions based on the connotative value of the text. , but guide students to the characteristics of the inquiry characters set by the teacher in advance. The text is a historical story, and the characteristics of the characters are also reflected in the specific plot. If the teacher consciously guides and adjusts the students' questions, the question "What are the reasons for Zhuge Liang's straw boat to borrow arrows successfully?" will dominate the text and run through the entire reading. Through inquiry activities, the learning goals will be clearer and the value of the text will be effectively reflected. In addition, the problems that students explore are too scattered. When organizing students to communicate and report their research results, it will inevitably lead to a situation where they are doing their own work. For example, students who study Cao Cao focus on Cao Cao's characteristics, but they can only listen to their understanding of other characters, because Without a foundation for inquiry, I cannot dialectically analyze the research results of other students, let alone express personalized opinions. Seizing students' reading discoveries in a timely manner, actively creating an atmosphere suitable for discussion, and guiding students to explore valuable issues are the prerequisites and key links of exploratory reading.

In teaching practice, we must also prevent the following tendencies: First, only inquiry-based learning and exclusion of receptive learning. It is neither efficient nor necessary to explore everything in a timely manner throughout the class. The second is to only focus on the process and ignore the results. Some teachers ask students to conduct exploratory reading, but they step on the watermelon rind and "explore" wherever they go. In the end, not only the problem is not solved, but the direction is also blurred. What benefits does such inquiry have on the cultivation of reading comprehension ability? The third is not to focus on the inside of the classroom but on the outside of the classroom. Since inquiry-based learning requires more teaching time, in order to catch up with teaching progress, some teachers have changed inquiry activities from "mainly in class" to "mainly outside of class", implementing a "dual-track operation." This approach has good intentions, but the result is that it often increases the burden on students and parents and has poor results.

In short, in teaching practice activities, classroom teaching must be viewed dialectically. Everything is for the development of students, whether it is independent learning, cooperative communication and inquiry learning, as long as it is conducive to expanding students’ thinking and conducive to Teaching methods that develop students' learning abilities are beneficial.