Essays on Chinese Teaching in Middle Schools

Essays on Chinese Teaching in Middle Schools (6 articles)

In ordinary daily life, do you have no less contact with or see classic prose? Essay is a kind of prose, which is not limited by genre and can be flexible and eclectic. Do you know what kind of prose is praised by everyone? The following are my carefully arranged essays on Chinese teaching in middle schools. Welcome to share.

A good Chinese class should not only include tolerance for students' feelings, but also respect for authors and editors. The difference is that in the past, teachers gave lectures and students attended; Now the students are giving lectures (mainly top students), and the teacher interrupts. It seems that the focus of teaching has shifted from teachers to students, as if this is an extension of extracurricular activities. However, reading time is running out, students have less time to think, and time to understand, taste and use the language in the text is squeezed out. ...

With the development of the times, the characters are also developing. But what I want to emphasize is that this transcendence should be based on the text, and ultimately it is the transcendence of returning to the text, rather than the rootless and passive transcendence that deviates from the value orientation of the text and leaves the spiritual core of the text.

Students are the main body of learning, and their unique experiences are valuable educational resources. Compared with traditional education, modern education makes us more and more deeply realize that the discovery and utilization of student resources is the hope of our educational life today. In this sense, education should first respect students' unique experience.

Whether a class is good or not depends not only on whether the teacher has a wonderful performance, but also on whether the students have made progress.

The classroom should let students enter their own learning rhythm, to think, to organize, to integrate, to grow, to leave you slowly and stay away from you.

The winding path leads to a secluded place. A good reader should brush aside the branches and leaves to see the roots. He wants to tell students how to read, how to pause, how to read tone, and how to read feelings.

The description of Confucius and his disciples in The Analects of Confucius is "Mo Chun, who takes spring clothes, is the champion of five or six, the boy of six or seven, bathes in interpretation, dances in the wind and sings back". This kind of atmosphere and situation is the soil and air that gave birth to the seventy-two sages of Confucius. This kind of soil and air is full of respect for the value of human life.

Essay 2 on Chinese Teaching in Middle School In the long-term Chinese teaching, I have been confused, pondered and made progress. Now I will take out my usual experience and "bask in the sun". I hope you can give me guidance and help.

Personally, I think the traditional Chinese classroom teaching is rather boring. I still remember when I was in primary school, I often "slipped" or fell asleep in Chinese class. However, if music, art and performance can be brought into Chinese classroom teaching, there will be unexpected results. After all, children are lively and active by nature, and their interest in music and performance is far stronger than learning Chinese.

First, skillfully use music to render the classroom atmosphere.

Music can develop people's thinking, give students the greatest association space, give people unlimited aesthetic feeling, and let people imagine and think freely. Adding some musical elements, reading aloud with music or letting students sing some songs related to the text can not only mobilize the classroom atmosphere, but also mobilize the enthusiasm of students. For example, in the teaching of weeding, I taught students to change reading into singing and achieved good results.

Second, arrange painting to deepen intuitive understanding.

Language is an abstract symbol form, while art is an intuitive art form. Art plays a unique role in inspiring students' thinking ability in images and abstract generalization ability. Reasonable arrangement of students' painting in Chinese classroom teaching can not only arouse students' enthusiasm and enthusiasm for learning, but also help them understand the content of the text more deeply. For example, in the teaching of cloud house, I asked students to draw their own "cloud house" according to their own impressions, which deepened students' intuitive understanding of "cloud" and understanding of this lesson.

Third, improvisation stimulates interest in learning.

Teaching is the communication between teachers and students, but students are the main body of teaching. The key to teaching effect depends on how much knowledge students have mastered. Children are born with a desire to perform. If we can make use of this in teaching, sometimes we will get unexpected results. For example, in the teaching of Letter from Autumn Girl, I asked the children to perform in different roles, which achieved twice the result with half the effort. It can be seen that if the classroom content is changed into a vivid and visible form, it will stay in students' minds more deeply.

Education calls for innovation, and it is the general trend to break the traditional Chinese classroom teaching mode. It is an important trend to strengthen the connection between Chinese and music, art and other disciplines, organically combine reading with singing, painting and performance, and make the Chinese classroom "move". It can not only improve students' Chinese literacy, but also cultivate students' broad interests and hobbies, which is helpful to improve students' comprehensive quality.

When preparing lessons, the teacher has prepared the correct answers to his own questions. How should teachers treat students' unique feelings, experiences and understanding when their answers are different from those in the textbook?

The new curriculum standard points out that students are the main body of learning and development and the master of Chinese learning. Chinese teaching should be an equal and personalized behavior between teachers and students, and teachers' analysis should not replace students' reading exercises.

Let's look at a case first: when I was teaching Three Lycium Beans, I asked the students about their enlightenment education. One of them replied: Uncle did the right thing and should find a job that suits him, even though there was no result in the end. I really didn't expect students to have such an idea, but my lesson plan says: seize the time, seize the life, make your life more valuable, and never change your mind and shrink back, otherwise you will accomplish nothing.

Seeing that another classmate raised his hand and asked to speak, it's almost time to finish class. I quickly said my answer and asked the students to take notes. I thought it over and over again after class, and it seems that this is not appropriate.

This case caused me to think deeply about curriculum reform and have a further understanding of curriculum standards.

First of all, from the perspective of respecting students' subjective status and personality development, teachers should update their educational concepts, don't treat students as containers for indoctrination, and don't set traps (problems) for students to get in, but should give students the subjective status of learning and development. In reading teaching, we can't replace students' feelings with the so-called correct standard answers, unify students' understanding, bind students' thinking and restrain students' personality, thus hindering and suffocating students' creation.

In class, even if students' answers are naive, superficial or even one-sided and wrong, teachers should not kill them with a stick. Instead, we should enthusiastically encourage and guide them, care for the shining flame of thought, and give positive and effective help to the defects and deficiencies in their thinking process. In this way, teachers not only teach students to learn, but also show them an open-minded, sincere, democratic and tolerant personality.

Secondly, from the perspective of learning from each other's strengths and improving teachers' professional quality, it is undoubtedly a challenge to teachers' educational ideas, teaching methods and cultural accumulation to tell students a unique understanding different from the teaching plan. According to the teaching reference, reading according to the teaching plan naturally saves worry and effort. Once "open", how can one mind cope with 50 minds? This is also a test of teachers' professional skills education concept and teaching wit. It has aroused teachers' sense of crisis and urgency, and the teaching methods and habits that teachers have used for several years or even longer have been impacted. Therefore, we should continue to study, lifelong study, develop, enrich and improve ourselves.

Cherish students' unique feelings, experience and understanding, which is a challenge brought by the new curriculum reform to traditional teaching concepts and methods. How to successfully cope with this challenge and effectively promote the development of students' personality should start from the following aspects:

1. In view of the diversity, complexity, rationality and practicality of teaching design, teachers should abandon habitual formulas and lazy consciousness, dogmatism and empiricism in class preparation design. Dogmatism and empiricism in teaching seriously restrict teachers' innovative thinking. How can we make it clear that a teacher who lacks innovative thinking and spirit can cultivate students with innovative spirit? Lazy utilitarianism in teaching design makes teachers lose the courage and confidence to keep forging ahead, actively expand and innovate. Cherish students' unique feelings, experiences and understanding, not only in the classroom, but also in the teachers' innovative design.

2. From the psychological point of view, if a teacher can really enter the students' hearts, he should lower his status, make friends with students and be equal partners. Only in this way can they dare to speak and do and explore boldly.

3. From the perspective of teaching methods, flexible and diverse teaching methods should be adopted for teaching similar to thinking and inspiring wisdom. For example, research-based learning can be used to let more students participate in research and thinking, so that students can collide with innovative wisdom sparks in thinking, discussion and communication.

The same feeling gives us the same desire, and the same desire gives us unlimited innovation. It may not be too difficult to cherish students' unique feelings, experiences and understanding. What is rare is whether teachers have cherished experience, reflection, desire and even impulse. If they have these, I want to cherish the students' unique feelings, experiences and understanding, which will become a source of living water. With a foundation, cherishing will no longer be empty and boring.

How to cultivate students' autonomy, cooperation, inquiry spirit and learning ability in Chinese teaching, I focus on changing classroom teaching. Let me talk about my own practice in Chinese classroom teaching:

First of all, stimulating interest is the motivation of students' autonomous learning.

Practice shows that students' interest in learning is the driving force of autonomous learning. In teaching, teachers should actively create interesting learning atmosphere for students, so that students can be edified, infected and motivated, so as to learn actively. In the classroom, teachers should boldly let students discuss and communicate freely, praise some unique opinions of students, and let students really feel that learning is happy. In this way, self-study will be more energetic.

Second, take students as the main body and let students learn actively.

Students' Chinese ability is mainly "acquired" through their own Chinese practice activities, not taught by teachers. Therefore, in Chinese teaching, we should pay special attention to arouse students' initiative and enthusiasm in learning, so that students are willing to learn, and the actual effect of learning can be really improved.

Third, cultivate the habit of active inquiry and develop the thinking ability of seeking differences.

In Chinese teaching, readers' perception of language meaning, language emotion and language skills is largely related to students' life experience, knowledge accumulation, cognitive ability and understanding level. Therefore, in Chinese teaching, in order to construct semantic understanding and experience, it is necessary to guide students to have different opinions and wise people to express their opinions boldly. "

In addition, I pay attention to the integration of disciplines. Let students acquire knowledge and cultivate their abilities from different angles and in different ways.

In the future, I will continue to work hard to improve students' Chinese performance in an all-round way!

I am a Chinese teacher. I used to feel confused, distressed and depressed in order to attend classes. Many times, in order to complete the teaching task, I always seem to be in a hurry for a forty-minute class. However, after a difficult class, students may not like it, and it seems that it has no effect. Even as a Chinese teacher, I used to feel confused, distressed and depressed in order to attend classes. Many times, in order to complete the teaching task, I always seem to be in a hurry for a forty-minute class. However, after a difficult class, students may not like it, and it seems that it has no effect. Even most students can't concentrate, whisper, stir up trouble, read extra-curricular books … everything.

What's the problem? "I keep self-reflection, find reasons and find countermeasures. Where should I focus on the class questions I designed? Did I really start from the actual needs of students, their acceptance and their interests? Do my lesson plans and courseware really have to be presented intact in class? Did I leave flexible time and space for my own design and classroom teaching? Do I always follow the students' thoughts and feelings? My class, does my content stick to the students' hearts? A series of questions made me have to think, maybe it is really reflection that can touch and improve. Slowly, I no longer prepare lessons blindly; No longer take it for granted that students need it and students like it; Instead, contact them more before and after class, try to understand them, listen to their voices, listen to their ideas, read a lot of teaching materials, consult teachers with rich teaching experience, and then combine these real information to collect information and prepare for a class. During this period, the biggest change for me, especially I gave myself more time and opportunities to be flexible, instead of completing the teaching plan and presenting the designed courseware. So my attention is no longer only concerned with the whereabouts of teaching plans and the display position of courseware, but more concerned with what students have heard, accepted and needed. Sometimes, even in order to solve students' doubts in class or give the most effective guidance, I prefer to cut or give up the originally arranged content. Especially sometimes, in order to cope with unexpected situations in students' class (for example, sometimes students are distracted, irritable, depressed, etc. ), I will adjust the teaching content in time and temporarily add a lot of unprepared digressions. For example, I will choose different content to talk to them according to the needs of the situation at that time. Sometimes I talk to them about my life, my own experience, my childhood, my school life and so on. Sometimes I choose one or two stories to tell. Students like listening to my stories best. Stories are often short, including animal stories, human stories, ancient stories and stories that happen around us. But they like to think in short stories, relive them repeatedly and learn to grow. And I found that at this time, students' eyes are also the most focused and their expressions are the quietest.

Maybe Chinese teaching is like this. When you stop putting on airs for yourself, you will be closer to the truth and essence of Chinese, and you will find that you can also deal with it easily, and the result is often more surprises for yourself. Because I found that every time I walked into the classroom again, there was more expectation and joy in the eyes of the students.

Facts have proved that it is not difficult to get all this. As long as you observe and experience with your heart, and let your heart stick to the students' heart, then classroom teaching will grow well in the communication with your heart.

I have been engaged in Chinese teaching for more than ten years, and I deeply feel that Chinese teaching is not only a science, but also an art. How to teach Chinese well? At this time, every Chinese teacher needs to think seriously. I have the following views.

First, design a good teaching guide. Introduction is the introduction of new lessons and the prelude of new text teaching. Wonderful guidance is the key to the success of a class. Therefore, lead design is an essential link in Chinese teaching. So how can we design a good introduction to classroom teaching?

1, design different forms according to different text types, and design around the teaching content and learning objectives, highlight the teaching focus, avoid flashy, deviate from the classroom teaching theme, and make students feel at a loss.

2. Pay attention to conciseness and generalization. The introduction should be concise, and grasping the main points of the text and the core content of the learning materials with concise introduction is conducive to summarizing the main contents of teaching and making it easy for students to master relevant knowledge.

3. Be vivid and infectious. Colorful and vivid leads can stimulate students' interest in learning, infect students, mobilize students to appreciate the style of the text, and arouse emotional excitement.

Second, create a good classroom atmosphere, which directly affects the teaching effect. Teachers are the organizers and leaders of classroom teaching, and their knowledge, personality and prestige are a great spiritual force, which has a great deterrent effect and is the key factor affecting students' mood and restricting classroom atmosphere. Therefore, in the process of classroom teaching, teachers should be "strict" with students and cannot let themselves go. Of course, "strictness" should not be too strict, so as not to bring psychological pressure to students.

Teachers should also have "passion" in classroom teaching. Teachers should impart knowledge and skills to students with enthusiasm and enthusiasm before each class, so that students' hearts will surge with teachers' emotions. As long as we sincerely love students, care for students, and actively create conditions for students to be influenced and infected in a subtle way, a good classroom atmosphere will form on its own, thus achieving the expected teaching effect.

Third, cultivate students' ability of observation and thinking.

1. Cultivate students' awareness of discovering beauty.

Michelangelo found "David" in the marble regarded as ordinary, Newton found the law of gravity after the apple fell to the ground, and Bian He found "He Bi" in his persistent belief. If students want to discover beauty, they must cultivate their keen eyes.

"A world in a flower, a bird in a heaven", use your own eyes to perceive the truth, goodness and beauty in life. There is mother's care, friends' greetings and teachers' care, and there is deep affection in every trace.

Zhu Ziqing found a deep father's love behind him, and Bing Xin felt the warmth of love in the stars and springs.

2. Cultivate students' deep thinking consciousness.

Feel the colorful world, experience the colorful life and learn to think. It is nature that creates people, but it is society that inspires and educates people. We must be moved by things, things and people in society, and we must also arouse our inner thoughts and feelings of promoting goodness and flattering beauty.

Learn to understand truth according to events, from emotion to reason, to understand the meaning of life, to think about life philosophy, to enhance the profound thinking of humanistic spirit and to explore the true meaning of life.

Fourth, teachers should have good psychological quality.

With the progress of the times and the development of society, the environment in which we live is getting worse and worse, the contradictions are getting sharper and sharper, the competition is getting fiercer and fiercer, the rhythm is getting tighter and tighter, and the interpersonal relationship is getting more and more complicated. All this has caused great psychological burden to people and students. In this case, good psychological quality is extremely important.

1, be tolerant, our education object is a group of children, don't haggle over their mistakes, let alone quarrel with your own students. If teachers can tolerate them, they can call back the inner goodness of students, and students will correct their mistakes faster.

We should control our emotions and set an example for students. We can't be kind to students when we are in a good mood and work smoothly; When something goes wrong, or when you are in a bad mood or depressed, vent your unpleasant emotions on students and let them become their punching bag. This kind of cold and hot attitude towards students hurts their self-esteem and will lose their respect and trust over time. Teachers should learn to control their emotions and not bring them into the classroom. No matter what happens, they should try to smile at their students and always be warm and patient with them.