Speech at the seminar on Chinese teaching in senior three.

Today, with the rapid development of society, more and more people come into contact with and use speeches, which can help clarify the speaker's ideas, prompt the content of speeches and limit the speed of speeches. How to write a speech to avoid stepping on thunder? The following are my carefully arranged model essays (3 selected essays) for the senior three Chinese teaching seminar, hoping to help you.

Speech at the seminar on Chinese teaching in senior three: 1 leading teachers of brother schools,

Good morning!

The annual senior three college entrance examination seminar arrives as scheduled. On behalf of Xiangtan No.1 Middle School, I would like to introduce some practices and thoughts of the Chinese language group in our school in preparing for the senior three. I hope leaders and colleagues will correct me.

First, last year's achievements of the Senior Three Language Group.

The 20th Chinese class of 20XX has made remarkable achievements under the leadership of Mr. Zhao, the leader of lesson preparation. However, this kind of achievement belongs to the brother preparation group of our school, and we are also learning from them. Next, I mainly introduce what our preparation group has done and intends to do in the review of senior three.

Second, this year's senior three Chinese group exercises

1, about what was done

That is, the first round of review will begin in September, and we plan to finish it around March. Now let's review the poetry appreciation test center.

Regarding the first round of review, I summed it up with the word 16, that is, macro planning, solid foundation, knowing ourselves and being confident.

There is a famous saying: "concept is productivity." Macro planning is the most important. Macro-planning refers to the detailed review plan formulated by the members of the preparation group at the beginning of senior three; It also refers to arranging and deploying research courses in different classes for each stage of the grade department; It also refers to the supplementary exercises compiled by the college entrance examination centers and the preparation groups.

Laying a solid foundation means sorting out the test sites of the college entrance examination and carrying out carpet review with the "innovation plan" as the main body; At the same time, more contact with teaching materials, review the old and learn new. 、

Knowing ourselves and knowing ourselves not only refers to the exchanges, mutual visits and joint exams we had with other brother schools outside the city, such as Shuangfeng No.1 Middle School, Liling No.1 Middle School, Shimen No.1 Middle School and Yizhang No.1 Middle School, but also refers to the joint exam in June. 1 1. Through interaction and joint examination, we can learn from each other's strong points, find the gap and understand our own shortcomings.

With the former 12, we have a little bottom in our hearts.

2. About our future plans

What should we do in the next 200 days of 100 review? I want to sum it up in two sentences: analyze the information and changes of the college entrance examination, and check and fill in the gaps for students' problems.

The first sentence-"Analyze the information and changes of the college entrance examination". It can be said that capturing the information of the college entrance examination and analyzing the changes of the college entrance examination will get twice the result with half the effort; Otherwise, it will be thankless. Therefore, as soon as the exam instructions come out next year, we will firmly grasp the requirements, especially the new changes, find some new questions and design some exercises to consolidate them. This may be the point that all our Chinese teachers need to grasp most in the second round of review.

The second sentence-"Check and fill in the gaps for students' problems. "For example, in the first round of review, it is found that students have problems with multiple-choice questions, which will strengthen the training of multiple-choice questions; Find the lack of students' composition materials, and strengthen the sorting and distribution of composition materials; It is found that students' composition is not well conceived, so it is necessary to strengthen the structural training of composition; If it is found that students' writing is not good, we should strengthen the supervision of writing; Find that students' reading ability is not strong, analyze the reasons and practice the disease.

Speech at the seminar on Chinese teaching in senior three dear teachers,

I benefited a lot from listening to the wonderful speeches of the previous teachers in the afternoon. Now I will only talk about some of my personal practices in Chinese teaching in senior three. If there is anything wrong, please criticize and correct me.

First, clear language thinking and strengthen training methods.

The general principle of Chinese studies is to follow the principle of nature and conform to the logic of life. Chinese ability is the ability of mutual transformation between subjectivity and objectivity, material and spirit, nature and society, individual and collective (country, society, people), abstraction and concreteness. The main material of sinology is literary works, and the two elements of literary works are ideological and artistic. All literary works are based on people, events, scenery or things, or through the reflection of feelings (emotions, sadness, sadness and anxiety) and aspirations (philosophical laws) of nature, society or human nature, with the aim of praising truth, goodness and beauty and exposing falsehood, ugliness and ugliness.

Let students understand these truths from a high level, and have a clear idea of solving problems such as poetry, modern text reading, language expression and composition in Chinese examination. With the train of thought, we only need to further master the steps to answer various questions. The ideas and steps of answering questions need to be explained and trained. For example, reading modern literature and poetry appreciation, the answering steps and language expression requirements of characters' images, themes, functions and benefits, the examination ideas of new material composition and the writing methods of various stylistic questions, the careful and discriminating ability of multiple-choice questions in scientific literature and ancient prose, and the expansion, compression and imitation of language expression questions all need intensive reading, explanation and more practice. In addition, let students understand that there is no free lunch, there is no redundant information in the test paper, and the test questions are an extension of the teaching materials. Pronunciation, typos and ill sentences don't need to be spoken and practiced more, because most of the questions are wrong. There are many options for setting typos and sick sentences, but few for setting words and sentences. The more students train, the more wrong things they will come into contact with, which often leads to confusion and loss. Imagine that students before the new college entrance examination did not receive such teaching and training, and there were not many wrong words and sentences. Now teachers explain more and students train more. On the contrary, the more problems appear. Perhaps one of the main culprits is that Mr. China talks too much and trains too much.

2. Change what can be changed and give up what cannot be changed.

Near the college entrance examination, the score is the last word. Students with poor Chinese comprehension ability can only do what they should do and change what they can do, that is, what they can do with their current ability. For example, the way of answering questions, the format and standardization of writing, the number of words and papers in the composition, the number of questions that can be completed to the maximum within the prescribed examination time and the best score rate. Give up what can't be changed, that is, they can't do it at present. For example, pinyin, typos, sick sentences and other problems that they find difficult, don't take up too much time and waste your brain.

3. consider god and serve him well.

Students are gods, and tutors are special gods. All our classes should take students into consideration and stand in the current perspective of students. What students need most at present is what they don't know and don't have a good grasp of, so this lesson is about what students put forward without systematic explanation; Teachers make up for what they find, that is, make up for students' shortcomings in various mock exams; Students can meet any needs they have. During this period, students, especially science students, are exhausted physically and mentally, and their language abilities such as thinking in images are greatly reduced. Therefore, humorous jokes, American stories, movies and videos can be used to enrich active classes, so that they can adjust their body and mind, strengthen their thinking in images and restore their language ability. Another advantage is that students may compare the teachers of various subjects in the class with each other, and they may prefer Mr. China. If they like Chinese teachers, they will like Chinese classes, and they will naturally get good grades in Chinese.

4. Liberate students and liberate yourself.

It is generally believed that Chinese needs to read more, recite more, remember more, write more, speak more and practice more, and acquire knowledge by enhancing perceptual knowledge. Needless to say, this method is certainly good in language, but I personally think it is time-consuming and laborious, and neither teachers nor students are relaxed. Personally, I prefer to think more, use more, remember less, learn more, talk more and move more, pay attention to why, and gain knowledge by enhancing rational understanding. I don't think it's that the teacher speaks less knowledge in each class, but that the students don't absorb and digest much in class; Every student is not exposed to less Chinese knowledge every day, but thinks less and uses less; Every student's existing Chinese knowledge is not less, but his internalized Chinese ability is not much. In recent years, I have tried not to attend morning reading, recited a text, assigned an extra-curricular assignment, missed a full class, corrected an assignment, and finished all the Chinese learning classes. Even though the college entrance examination is coming, students are still listening to music, watching lectures and watching movies in the multimedia classroom, and their grades are still good. The students are relaxed, and so are the teachers. The disadvantage of this is that students' Chinese performance is definitely not very top-notch, but they never use their spare time, which is very cost-effective for students who need a lot of time to do science training. Speaking of which, it's a little tricky. Since today is an exchange, I think it is necessary for me to tell you some of my practices.

Please criticize and correct me again.

Speech at the seminar on Chinese teaching in senior three, leaders and colleagues:

Hello everyone! I feel both honored and scared to sit here and speak today. It's a great honor to speak in front of colleagues all over the country on such a big platform. Teacher Zhang is flattering me. I'm afraid all of you here are not only colleagues of xx, the leader of our township Chinese teaching and research group, but also experts from all directions with rich practical experience and profound theoretical level. I dare not say more, for fear of falling behind in my studies will make me laugh generously. Below I will report on our efforts in Chinese teaching and research in Caisang Town Central Primary School as follows:

After the spring promotion meeting of curriculum reform was held in our town in the first half of the year, our school actively responded to the call of the Education and Sports Bureau and the central school, and organized teachers to study the advanced experience of Chinese teaching reform in No.2 Primary School, No.8 Primary School and Hengshui Middle School, and combined with the reality of our school, promoted the practice in the whole school. All Chinese teachers actively participated in it and achieved certain results. Now we report our views and practices on the curriculum reform in the first half of the year as follows:

First, concentrate on your studies and change your ideas.

1 Reading is the core. Teacher Zhang Guishuan summed up the "four types and three readings" course type of Chinese teaching and research, which returned to the essence of Chinese reading and writing, increased the amount of reading in class, and made the course type simple, practical and operable. As Mr. Hou Huali summed up, the discussion of Chinese teaching is reading, reading and reading again, reading a lot in class and internalizing reading after class. Reading is a reasonable guessing process, which shows students' individual reading and understanding. So reading is the core of Chinese theme.

2. Integrate by theme. Take the textbook as an example, determine the theme, and find one or more series of articles around the theme to study the theme comprehensively, so that students can master and use the expression methods of articles in many cases.

3. Prepare lessons more carefully. If teachers want to practice Chinese teaching seminar well, they must prepare lessons carefully, carefully find and grasp the words, difficulties, themes and expression methods of the article, which require teachers to calm down and discover and refine.

4. Return to the essence of Chinese. Chinese teaching and research takes reading as the core, solves 90% problems of students' sense of Chinese language, language understanding, correct expression and vocabulary accumulation, returns to the essence of Chinese, and effectively improves students' Chinese literacy.

5. Practice the theme. Chinese teaching seminar liberates students, but it increases the pressure on teachers to prepare lessons. In order to make students have a personalized interpretation of textbooks and series, teachers must have foresight, make efforts to thoroughly understand textbooks and series in preparing lessons, and have their own profound understanding in terms of word accumulation, content grasp and emotional expression, so as to confuse students first, then think in class, truly start early and flexibly respond to classroom rhythm and changes.

Second, practice produces true knowledge and reflects on the law.

Teachers in our school have integrated "four types and three readings" into classroom teaching since they went to famous schools to listen to expert lectures and observe famous teachers' classes. For example, Li's reading teaching, Shen Xiaonan's group study, Qin's preview and encouragement all closely revolve around the discussion of Chinese teaching. These teachers have carried out the practice of classroom teaching reform, focusing on the whole unit preview class, and our school has also formulated the weekly class reform plan. On Friday, there is a discussion about classroom evaluation and experience exchange. At the seminar on curriculum reform organized by the school on Friday, all the young and middle-aged teachers had a heated group discussion, summed up their own gains and losses, and agreed that the preview class is divided into three steps: reading, writing and using, reading words and phrases in the first class, understanding and using in the second class, and reading pictures and sentences in the third class, giving full play to the role of group cooperation, communication and display, and strictly observing that "what can be solved before class is not put into the classroom." The classroom teaching requirements of "what the group can solve is not put into the classroom, what the group can solve is not put into the group, and teachers who are not generated by students are not assigned" are coherent in all aspects, with problems, summaries and gains, so that students can fully understand in reading, generate in understanding, dispel doubts and doubts in generating, truly let Chinese teaching land, and let classroom reform shine.

Thirdly, characteristic teaching contributes to curriculum reform.

Based on the discussion of Chinese teaching in our school, it is proposed that each grade should combine the cognitive characteristics of students, read classics and recite beautiful texts, so as to achieve "each class has its own characteristics and everyone has its own highlights". Grade one is the main course of San Zi Jing, grade two is Tang Poetry, grade three is idiom recitation, grade four is Song Ci, grade five is couplets, and grade six is classic recitation. Combining morning reading, Wednesday characteristic classroom and scholar-based classroom evaluation, class characteristic teaching helps Chinese teaching and research, increases students' Chinese knowledge accumulation, enriches students' Chinese knowledge and improves students' English level.

Fourth, clear thinking leads to true knowledge.

On the basis of the preliminary study of curriculum reform in our school, we will make arrangements in strict accordance with the work plan of curriculum reform in the central school and do the following work well:

1, increase teachers' learning efforts. Seriously study the new Chinese curriculum standard, study the teaching materials and theme series, explore the new concept of Chinese theme teaching, and fundamentally change the understanding of Chinese teaching.

2. Adhere to the concept of going out and inviting in to guide classroom reform. Our school plans to invite experts and famous teachers to give lectures and lectures in our school, communicate with teachers face to face, help each other in pairs, and train several advanced teachers in curriculum reform.

3, from point to area, comprehensively promote. Our school set up a team to tackle key problems in curriculum reform and set up experimental classes to set an example and drive teachers to practice curriculum reform.

4. Carry out the activities of listening to lectures and evaluating classes, and gradually sum up the overall plan of "four types and three readings" for Chinese theme teaching in low, middle and high schools according to the steps of learning, practicing, summarizing, practicing and ending classes, and popularize it in the whole school.

5. Everyone should listen to the class well, reach the standard class, pass the class, and lead the teacher to move forward in the curriculum reform with three classes.

6. Through continuous practice, preparing lessons, attending lectures and grinding lessons, we will strive to introduce 3 to 5 famous teachers of curriculum reform, which will add icing on the cake to the curriculum reform work in our town.

In a word, the above is a summary of our school's work in the first half of the year and our future work plan. Although we have made some attempts and understandings in preparing lessons in the whole unit, there is still a big gap between the requirements of the central school and the famous schools. This semester, all our Chinese teachers will make up their minds to forge ahead with one heart and one mind. Under the correct leadership of the central school, they will continue to practice and discuss the operation processes of other classes, so that Chinese teaching can discuss the "four types"