Reflections on Chinese teaching in grade three.

As a people's teacher, we should always reflect on teaching and be responsible for ourselves. We should find more problems and methods in practice. The following is my "Reflection on Chinese Teaching in Grade Three" for your reference only. Welcome to reading.

Reflection on Chinese teaching in Grade Three —— Chinese teaching in Grade Three has always been regarded as a difficult subject in junior middle school Chinese teaching, especially in the review stage, the teaching task is heavier, and students' interest and intention in reviewing old lessons should also be grasped. In this paper, I will talk about my own views on my own practice in Chinese teaching in grade three, and hope that you can criticize and correct the shortcomings.

First, emotional * * * sound, stimulate students' interest in learning

1。 Emotional enlightenment

It is an important artistic means to trigger emotion by carefully designing the lead and creating a strong emotional atmosphere for the classroom. Good introduction can guide and control students' positive psychological set and harmonious classroom atmosphere in classroom learning activities, form a good state of teaching preparation, and enable students to quickly enter the predetermined teaching track, which can be said to be the cornerstone of teaching success. In Chinese teaching, there are many excellent works with mixed scenes, either passionate, deep, happy or sad. At the beginning of the lecture, students' emotions are properly guided and controlled first, which can often get twice the result with half the effort. For example, in "Spring and Snow in Qinyuan", I asked students to read the poet's thoughts repeatedly first, and then the whole class competed to read aloud, which stimulated students' reading intention and promoted their understanding of poetry. Finally, the teacher made a model essay recitation, which made the students passionate and realized the poet's broad mind and great heroism. The students were deeply impressed, and even some students were interested in my class and fell in love with Chinese.

2。 Interest stimulation

Let students deeply understand and appreciate the thoughts and feelings of the article in essence, and link the feelings and reasons of the article. For example, studying Kong Yiji, students think Kong Yiji is ridiculous, pitiful and worthy of sympathy. This kind of understanding is obviously still at the surface of the text. Therefore, I guide students to make in-depth analysis, so that students can deeply understand the root of Kong Yiji's tragedy and the evil of feudal scientific system and indifference to the old society.

Second, teach students in accordance with their aptitude and choose teaching forms and methods flexibly.

1。 The teaching form should be surprisingly successful.

Curiosity is one of the characteristics of junior high school students, and the stimulation of novelty can arouse their directional inquiry activities, so junior high school students' interest in learning Chinese often comes from novelty. For example, in the design of reading class, I often change the pattern and take the forms of discussion, competition, taking notes, outlining, comparison and asking questions. The reading methods include elimination reading, students' mutual designation reading, protagonist reading, competition reading, music reading and so on. The summary of classroom teaching includes generalization, evaluation ceremony, induction, logical order, lyricism, connecting the preceding with the following, and detection. Due to the frequent changes in various methods, students often listen to new things in class, thus effectively continuing and consolidating students' interest in Chinese classes.

2。 Teaching methods should be varied.

The change of teaching methods is mainly reflected in the overall design of unit teaching at the moment. When arranging unit teaching, I usually deal with it like this: lectures and reading classes are mainly taught by teachers, supplemented by students' reading analysis, and knowledge is accurately imparted; The self-study class focuses on students' reading training, supplemented by teachers' guidance, so as to consolidate new knowledge and improve reading and oral potential; After-school self-study class focuses on students' reading and application, supplemented by teachers' examination, so that students can correctly transfer new knowledge and potential. Third, the composition is in the water, and the ideas are synchronized with the students. Many teachers teach students to write their own compositions. In fact, they may not write their own compositions. Teachers who don't go into the water are scratching their boots, and the evaluation of students can't suit the remedy to the case.

1。 Resolutely do not use rhetoric and empty words, but clearly point out the advantages and disadvantages of this article.

For example, when students write articles like My Teacher, they use typical examples to show the excellent qualities of a teacher, such as being conscientious, responsible, caring and knowledgeable. If we evaluate his good writing style, we don't have to say such things as "outstanding center and proper selection of materials" We should indicate what qualities the teacher reflects next to each example in the article, and write a general comment at the end of the article: "The teacher in the article touched me very much, and I hope so." If there are a few examples in the text that are redundant or even hinder the expression of the center, we should circle them, mark "should be deleted (changed) here" next to them, and write down the specific reasons.

2。 Establish a composition "consultation" relationship with students.

Try to use the tone of discussion and dialogue in your comments. Writing an article carefully is the result of students' labor. We respect the fruits of students' labor, and students will be infected by it. Conversely, we will not be indifferent to our "comments and criticisms". In the teaching process, students are the main body, and our "evaluation and criticism" adopts the tone of negotiation. Students' subjective status is greatly respected, and they will inevitably understand the teacher's guidance psychologically and consciously. Only in this way can our "evaluation and criticism" really play its due role.

3。 The form of comments refuses to be stylized.

It is necessary to combine individual counseling with overall improvement. "Comments and criticisms" don't have to be written in the composition book, but can also be spoken in class; Not only the teacher comments, but also group discussions under the guidance of the teacher; Not only teachers evaluate students' homework, but also students can evaluate articles written by teachers on the same topic. In short, any form can be tried as long as it is conducive to improving students' writing intention and writing level.

4。 The guidance of comments focuses on guidance and encouragement, and refuses critical preaching.

In teaching, cultivating students' interest in learning is the most effective method. Every time I do a Chinese questionnaire, I have to investigate students' interest in Chinese lessons, but every survey is not optimistic-there are always a few students who like the text, and the fear of writing is the voice of the vast majority of students. The reasons are complicated, but it is a common phenomenon that students are not interested in Chinese. Therefore, I think junior high school Chinese teachers should make great efforts to cultivate and mobilize students' interest in learning Chinese to ensure the teaching quality. Interest is cultivated, and everything is easy; If you can't cultivate your interest, you will often be in vain.

The above is my reflection on the Chinese review class in grade three, hoping to correct the shortcomings.

Reflection on Chinese Teaching in Grade Three: The teaching of the second semester has entered the stage of special review. In order to further improve the quality of review and students' potential, personality at this stage pays attention to guiding students' learning methods. In view of the present situation of students, practical measures are taken to make them easy to remember and understand, especially to apply what they have learned.

According to the explanation of the senior high school entrance examination and related interpretations, the special review this school month has the following aspects.

First, the special reading of masterpieces, because our students come from rural areas, there are almost no people who really read masterpieces completely, that is to say, they are all "fake reading", but in recent years, the investigation of masterpieces in the senior high school entrance examination has risen to the level of knowing people and discussing the world. In view of this situation, first, let students know the test center and body shape; Secondly, according to the "explanation", let the students sort out the articles in the "Introduction to Famous Books" after class, give the students time, summarize the design questions according to the test sites and the questions in the notebook, and then communicate with each other in class, and the teacher will comment appropriately; Third, teachers supplement works that are not in textbooks, organize students to take notes and appreciate words and languages. Achieve the purpose of "false" and "true" and ensure that students do not lose points in the senior high school entrance examination.

Second, continue the dictation and understanding of ancient poems. Organize students to delimit ancient poems in the "explanation", so that they can master three things: reading, memorizing and writing, so as to be aware of them. Among them, mechanical dictation is the main method of ancient poetry, supplemented by comprehension and transfer dictation, repeated examination by teachers and mutual examination by students. At the same time, teachers and students appreciate famous sentences in key articles, and adopt the methods of mass discussion and teacher guidance to let students appreciate, appreciate and appreciate famous sentences and articles.

The classical Chinese part focuses on words, phrases and sentences, especially the substantive words and key sentences in class. Organize students to tidy up. First of all, give students time to translate, mark questions and discuss with each other. Then, the students check each other, find out the omissions, and make up and correct them in time. Finally, teachers organize group inspection and implementation.

Third, the reading part of modern literature. First of all, through the understanding of the data, master some methods and terms of doing the problem, and through targeted training, clarify the thinking, starting point, especially the usage and function of the terms. Of course, it is mainly the teacher's explanation and explanation. Then, based on Xueyou and materials, the knowledge points examined in each question are analyzed in detail, and discussions are organized, so that students can consolidate methods and terms and apply what they have learned. To lay a good foundation for reading modern Chinese in senior high school entrance examination and effectively enhance students' reading potential.

After this review, students' potential has been greatly improved, but there are still some unsatisfactory places: First, teachers put more emphasis on basic knowledge, but for various reasons, the implementation of inspection needs to be further strengthened.

Secondly, the teacher talks a lot, but ignores the students' digestion of knowledge, so the promotion of students' learning potential is also greatly reduced.

Finally, in the process of classified review, teachers pay attention to the refinement of knowledge, but ignore the links and associations of knowledge, making students' knowledge appear chaotic.

In short, through this month's review, especially the guidance of learning methods, students' learning goals are clear and their learning is targeted. Summarizing and reflecting on personality at this stage will certainly be of great guidance and reference to the review in the later sprint stage.

Reflection on Chinese Teaching in Grade Three During my years of teaching, I found that most students can't correctly understand the characteristics of Chinese subject. The teaching goal of Chinese class is to cultivate students' listening, speaking, reading and writing potential. Therefore, this article "Reflection on Chinese Teaching in Grade Three" is written on this day to review the shortcomings in self-study, and I also hope to communicate with you and make progress together to better spread knowledge to students.

First, control the classroom.

First of all, we should prepare lessons carefully and walk into the classroom with the attitude that "stones from other mountains can attack jade". . A teacher must be familiar with teaching materials if he wants to have the ability to control the classroom. Every time I take a new lesson, I will read the textbook carefully, study the text independently, record the whole process of self-exploration, and then go up to see the teacher and read the materials on this basis, compare my own views with others', decide rationally on my choice, and internalize them into my own unique views. In this way, in the classroom, I can talk to students from the author's standpoint, improve my potential to control the teaching materials, and make the classroom handy and comfortable. Only by preparing lessons carefully can we be confident in the teaching process and urge students to have a good Chinese class, thus improving the quality of classroom teaching.

Secondly, we should grasp the logical order of classroom teaching and be a good "guide". Teaching logic is very important for teachers to complete teaching tasks in just 45 minutes. Every time I attend class, I will write the arrangement of teaching procedures in the draft book several times, ponder and think over it again and again, and then change it until I feel that the process conforms to the teaching logic and the students' cognitive law.

Third, create a relaxed and free classroom teaching environment, so that the Chinese classroom shines with students' spirituality. Education is to push another cloud with one cloud and shake another tree with one tree. Please keep this link for reprinting! . Indeed, in essence, education is not transmission or giving, but equal communication and spiritual dialogue between teachers and students. However, this kind of dialogue has an extremely complicated way of existence, either visible or silent, or explicit or implicit, which is hidden in the communication activities between teachers and students anytime and anywhere. I always try my best to smile at students in class, stand on the podium with a cordial and equal attitude, constantly praise students' progress, and encourage them to speak with their hearts and express their independent opinions.

Second, ignite passion and open the door of wisdom with love.

Full of enthusiasm for Chinese class. "Students are not containers full of knowledge, but torches that need to be lit", and teachers are the people who light every torch. Teachers' mental state is an important factor affecting the teaching atmosphere, because students will be infected as soon as teachers enter the classroom. If the teacher is energetic and the words are full of emotion, the students will be refreshed; If the teacher looks ill, listless and speaks weakly, the students will be depressed. Every time I walk into the classroom, I try to be cheerful and energetic, use my own language to infect and inspire students and create a good learning atmosphere for them. Only when the teacher is full of passion will the students be willing to follow you and love to listen to your lectures.

Full of enthusiasm for students. As the saying goes, the inch has its strengths and the feet are short; There's still a full moon, so I'm late for school. There must be differences among students. Han Fengzhen, a famous educator, said: "Children who are difficult to educate are all children who have lost their self-esteem; All well-educated children are children with high self-esteem. Educators should do everything possible to protect children's most precious thing-self-esteem. " Every time I criticize students, I always say, you are so good, you understand? The teacher likes you very much and is full of expectations for you except one thing. If you get rid of it, you will be a perfect student and even worthy of teachers' worship. How inspired the students will be. This kind of encouragement to students, if nothing else, is the most magical catalyst for our Chinese classroom teaching. Of course, for underachievers, we often have the idea of hating iron and not producing steel. But if we look at the problem from a higher angle, maybe our thinking will be broadened. There is an obedient girl in my class who has failed the exam many times. In order not to dampen her enthusiasm, I wrote a few words of encouragement on her test paper: How beautiful the flowers are in spring. But why do some flowers bloom first and some flowers bloom later? Just because they are different in nature. Late-blooming flowers are not only beautiful and delicate, but also tend to have a longer flowering period and are more easily favored by bees and butterflies. To tell you sincerely, you are not more stupid than others, just a flower that blooms late! "In future Chinese classes, I can always see her trusting eyes. Yes, a drop of water can moisten a flower and make a beautiful world. Teacher's love is the water that moistens the heart.

Third, do a good job in composition teaching and organically combine quality education with exam-oriented education.

The relationship between composition teaching and quality education is very close, and composition teaching is an important part of quality education textbooks. Carrying out the concept of quality education in composition teaching is also an important measure to improve the performance of Chinese teaching in a large area. How to do a good job in composition teaching? Under the guidance of the class preparation team leader, our seventh-grade Chinese team developed the advantages of group wisdom and adopted a series of simple and effective measures, which achieved good results.

(a) to carry out the "three ones" activities. Solve the problem that there is nothing to write in the composition

1, extract a beautiful essay every day. (Make use of Chinese class to strengthen recitation accumulation, and open a column of "Today's Language Accumulation" on the blackboard wall at the back of the classroom to show the wonderful paragraphs of classroom exercises or the beautiful paragraphs extracted by students. )

2, weekly diary, (the topic comes from the training point in the textbook or reading material)

3. Extract and comment on an American essay every week.

(two) to stimulate interest and solve the problem of unwilling to write.

Students' learning intention is often transferred from their own learning interest. When they are interested in learning, they always study actively. Therefore, I mainly take three measures to stimulate students' interest in writing, improve students' writing intention and make students willing to write.

1, both ends stimulate interest. In the process of composition teaching, I pay attention to two aspects: excellent students and underachievers, so as to grasp both ends and promote the middle. Give more efforts and guidance to top students, encourage top students and lead them with top students. For underachievers, pay attention to their little progress, praise and guide more, and encourage progress, thus arousing all students' interest in composition.

2. Publish to stimulate interest. In composition teaching, according to students' strong desire to publish, we should conscientiously run blackboard newspapers and wall newspapers, publish columns after commenting on excellent compositions, and compile students' compositions into pamphlets on a regular basis for everyone to learn from. And carefully organize students to participate in various composition competitions, and also recommend some excellent compositions to relevant newspapers and media. Students are very happy and excited whenever they see their own compositions or classmates' compositions winning prizes or being published, thus arousing their interest in writing good compositions.

(c) Read and write synchronously to solve the problem of not being able to write.

The concrete measures are to use a beautiful essay as both reading material training and composition model essay in classroom teaching. I let the students read, feel, ask questions and then communicate with each other. By classifying students' questions, I sorted out a standardized system of setting questions and answering questions.

(4) Pay attention to the comments on the composition and solve the problem of unsightly writing.

In addition, I pay attention to understanding students' personality, life and hobbies through composition, and comments are not limited to the form of articles. When students write a composition, they sometimes tell their feelings, their troubles, confusion or dissatisfaction. I encourage and enlighten each student according to his situation. A girl with strong self-esteem in the class showed negative emotions in her composition because she failed in the exam. I wrote a few words to her: "firmness is not an idea, but a series of footprints." Night is a prelude to light. My heart is full of faith and my dream is at my feet. " In the later days, I saw her bright smiling face again. If the teacher regards writing as a purely technical exercise and doesn't care about the information of the composition, then he loses an excellent opportunity to understand the inner world of the students. As a teacher, we should always remember that teaching is to educate people, not as a teacher but as an educator. As a Chinese teacher, we should establish the guiding ideology of "big Chinese".

The above is a repetition of what every teacher does every day. In the future teaching, I will base myself on the experimental field of the classroom and do four little things every day: do a little more than the regulations and do a little better than the regulations; Do it earlier than the specified time; Do it a little more skillfully than specified; Throw away the external impetuousness, "don't be surprised, look at the flowers in front of the court; I have no intention of staying long. I hope the sky is full of clouds. " Stand on the platform as a scholar, talk to students and be a happy sower. There are also articles like "Reflection on Chinese Teaching in Grade Three", which I will keep writing and improve myself in reflection.

Reflection on Chinese Teaching in Grade Three In appreciation education, the relationship between teachers and students is equal, teachers are not inviolable authorities in front of students, and students are not humble people who obey orders. Only by establishing a democratic and equal relationship between teachers and students can students feel safe, full of confidence, activate their thinking and dare to ask questions and questions. This creates a relaxed, happy, democratic and harmonious environment for students' active participation, and urges students to have a strong desire for knowledge, that is, to kiss their teachers and learn their ways. Successful teaching depends on a harmonious and safe classroom atmosphere. The establishment of this kind of atmosphere needs the help of some means, such as gentle eyes, kind touch and ardent hope, to strengthen the emotional communication between teachers and students, to make students rely more on teachers, and thus to stimulate students' greater enthusiasm for learning, which is the key for students to learn Chinese well.

I believe that every student can succeed.

The Rosenthal effect experiment says that if teachers give students confidence, students will have high achievements. Teachers' trust in students is a great encouragement. Mr. Tao Xingzhi also advised us: "There is Watt under your pointer, Newton in your cold eyes and Edison in your hungry smile." As teachers, we should believe that every student has the hope and potential for success, and the role of teachers is to awaken students' self-confidence.

Second, reading teaching, so that students can feel more about themselves

In reading teaching, teachers should renew their ideas, give students the position of learning and development, and cherish students' unique feelings, experiences and understanding. Teachers should fully affirm students' various answers. Even if the students' answers are naive, superficial or even one-sided and wrong, teachers should avoid "killing with one stick" and enthusiastically encourage, guide and care for the shining ideological flame, which has a great influence on students. Let students develop their own thinking and gain aesthetic experience, thus improving the quality of Chinese reading.

Third, in composition teaching, let students learn to reflect.

Under the restriction of exam-oriented education, students' individuality and creativity in composition disappeared. There are always a few empty words, cliches and lies in the composition, which is divorced from the true inner feelings and makes the composition lose its fresh life and color. In this case, the teacher encourages students to write compositions, observe diaries, and have review consciousness, review consciousness and weekly diary consciousness. This kind of composition often has the expression of students' true feelings, distinctive leap of personality and unique words, and often many excellent works emerge. Only after a long time can students find their own writing personality.

Teachers can allow students to develop in different degrees, and grasp the advantages of students' compositions to encourage them, such as good sentences, accurate words, good beginning or ending, etc. Stimulate students' enthusiasm and confidence in writing. Composition evaluation focuses on encouragement. Of course, the main problems in the composition need to be pointed out in a euphemistic and acceptable way for students. Then, in the future, students will be more active and enthusiastic, and they will be able to show or express themselves better. It is obvious to change some shortcomings in students' composition by appreciation, which can quickly improve students' writing level.

This is my recent thinking in the teaching process, and now I will make the above summary for your reference and guidance.

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 14 and 15 years. 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 more than ten years, my Chinese class has always given students different feelings. In fact, my class can't be called a class, because I like to talk nonsense in class, say this and that, the sea and the sky are the same color, and the confidence is boundless, and the evaluation of classes is very cold. 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. As a matter of fact, in primary school Chinese classes, students who are not rich in knowledge and emotional reserves are not very 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, I 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 in class. I really don't know what a big Chinese is.

After a few articles in the textbook that you think are beautiful, the rest of the time is spent telling students something after class, such as recommending some beautiful articles to students and studying together. Students' interest is high and everyone is intoxicated. Or talk to students about major events at home and abroad and so on. , to broaden your horizons. China people are everywhere inside and outside the classroom. When you are talking, you will often find that you are in a good mood and the students are willing to listen, but it's time for class to end ... I think this is a Chinese class.