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Reflections on the Teaching of Chinese Teachers in Primary Schools

As an excellent people's teacher, we should have strong classroom teaching ability, and teaching reflection can record our classroom experience well, so how to write teaching reflection is appropriate? The following is my reflection on the teaching of Chinese teachers in primary schools for reference only. Let's have a look.

Reflections on the teaching of Chinese teachers in primary schools 1 The new round of curriculum reform has made Chinese teaching in primary schools full of new vitality. This is certainly a good thing. At the same time, we should also see that because everyone is still in the exploration stage of the new curriculum, there are different opinions on how to teach Chinese in primary schools, which makes people feel at a loss. Although many ideas are original and novel, it seems difficult to grasp them in operation. Especially through listening to some classes, I vaguely feel that our current Chinese teaching is beginning to move towards a new extreme: speaking blindly in class and emphasizing reading and feeling blindly. Is this the correct way to teach Chinese in the new curriculum? Can such teaching meet the requirements of Chinese teaching curriculum standards?

1, I think it is impossible to have a good effect if we look at it dialectically. In my opinion, we must not ignore the law of students learning Chinese, the law of education and teaching, and the three dimensions of curriculum objectives. If we leave seeking truth from facts, look at the problem in an all-round way, and look at the problem from the perspective of change and development, it will definitely not work across the board. Pedagogy and educational psychology need to keep pace with the times, but they must not be abandoned! In particular, we should fully follow the laws of education and teaching they reveal. Therefore, in the new curriculum of Chinese teaching, it is very important for students to have the following basic qualities:

Just get used to it. That is, they have all kinds of good Chinese learning habits. Habit is man's second life. In Chinese teaching, we must pay attention to the cultivation of good Chinese learning habits. No matter in personality, study and methods, we should attach great importance to it, strive to actively guide it in many aspects, strictly demand and train it bit by bit, and cultivate students' good habits. It is particularly important to cultivate habits and actively guide them, but educational psychology tells us that habit-forming education must sometimes be mandatory. This statement seems to violate the concept of "people-oriented", but it is not. In my opinion, the real "people-oriented" is not all the excitement in the classroom, blindly obeying and accommodating students, but also the will of teachers when necessary. Because, we have to think about the future of our children. That is the most essential meaning of "people-oriented".

For primary school students, the following eight aspects of habits bear the brunt:

First, the habit of active study and hard study;

Second, the habit of being careful and meticulous.

Third, the habit of diligent hands-on, diligent writing and diligent thinking;

Fourth, be bold and generous, speak loudly and speak Mandarin;

Fifth, cherish the habit of books and stationery;

Sixth, the habit of asking questions;

Seven, the habit of actively participating in cooperative learning;

Eight, standardized and neat writing habits.

To cultivate habits, we should carefully guide and strictly demand them, bit by bit. For example, to cultivate students' writing habits and make them write well, they must have a certain speed and write neatly. You must always take the initiative to learn Chinese characters. Habits can be transferred. Taking the cultivation of writing habits as an example, the author found that good writing habits are highly migratory in the "educational experiment of cultivating Chinese learning habits for rural primary school students in ethnic minority areas" that lasted for several years. Students have developed a good habit of writing neatly and at a certain speed, and other habits such as cherishing books and stationery, studying carefully, stressing efficiency, quality and speed have also been developed.

2. enthusiasm is high. That is, they have the feelings of loving the language and writing of the motherland and the passion of learning the language and writing. The author believes that in a sense, Chinese is a living phenomenon. I agree with a view that Chinese classroom should be a classroom for life growth. So, I left the feelings of students-the feelings of loving the language and writing of the motherland; Love life, love life feelings, Chinese class is impossible, at least not good. Especially in the process of learning Chinese, students' true feelings and passion are needed, which is conducive to the implementation of the three dimensions of Chinese curriculum objectives. That is to say. Students must enter the "role" in Chinese class, as we often say: don't study without emotion; Rejecting false reading and the like is actually the truth. This aspect needs guidance and edification, and needs to be cultivated in combination with habit-building education.

In particular, don't let children hurt their feelings with words. This is not an alarmist, it can happen at any time, such as: students' dislike of teachers' teaching methods; Mechanical duplication; Teachers' discrimination against students with learning difficulties and so on may lead to this result. Very easy to understand. Imagine, if students look at the schedule, one class is Chinese, and their eyebrows are wrinkled, how can they take Chinese classes? In the long-term Chinese teaching practice in primary schools, the author realized that students' love for Chinese comes from their interest, so students should be interested in language and writing, and be full of love and yearning for a better life. Once students have a strong interest in Chinese learning, their feelings naturally arise. Releasing enormous energy. Have curiosity and initiative, can fully understand the strict requirements of teachers and do what teachers ask. The teaching effect is naturally good. The most crucial point is that students' love for language and writing and passion for Chinese learning all come from teachers' love for students. There is a saying that I quite agree with: Warm the classroom with great love!

3. Being able to read means having all kinds of basic reading skills.

First, students should be able to read aloud and read with emotion;

Second, students should be able to read silently, and they should be able to concentrate in silent reading, without touching their fingers, lips and eyes, and grasp the main content;

Third, students should learn to read quickly, skim and browse.

4. Students should learn to think, question and answer questions, circle and mark pictures in reading. If you can read, the most important thing is to master a certain number of words. There is also the result of extracurricular reading. (Extracurricular reading, the curriculum standard has the definition of "not less than". It should be said that this is only a guarantee requirement. ) These, it should be said, are dead tasks. Of course, different years have different requirements.

From a broader visual point of view, I can read, in the final analysis, I can learn. That is to master some basic learning methods and training methods. Students must experience a lot of Chinese practice activities in order to learn Chinese well. Chinese and writing training is no longer mentioned in the new curriculum, but training is definitely necessary. Is necessary. Chinese practice can always be based on last year's training. In a sense, isn't practice a kind of training? So, from listening, speaking, reading and writing; From the learning of words and phrases, from cooperative learning, from collecting data and processing information, through guidance, let students master some good learning methods and actively use them to form habits, which will benefit students endlessly, and some will benefit for life.

Especially in reading, students should gradually form a keen sense of language. That is, the basic ability to perceive language. Only when students have a certain sense of language can they learn Chinese well, and it is also conducive to cultivating students' feelings of loving the language and writing of the motherland. Of course, the cultivation of language sense depends on reading first, but it also needs some interesting training under the guidance of teachers. At ordinary times, the author often cultivates students' sense of language by telling humor, jokes and witticisms, and observes students' ability to perceive language. I think this is a good way of language sense training. Admittedly, it is not enough to train by this method alone. We should also adopt other methods, such as reading key paragraphs of ancient poems and texts, guiding students to grasp key words, expanding association and imagination, etc. In short, it should be multi-faceted and multi-level.

Reflections on the teaching of Chinese teachers in primary schools II. I remember once writing a paper entitled "Take the Road of Life and Write a Life Composition". I think the whole teaching idea and teaching preset effect of this course are consistent with the ideas put forward in my paper. I won't talk about all kinds of gains and losses in the teaching process of this class, but only the achievements made by students in after-class writing, which were published in two student observation diaries, ningbo evening news and Future Writers. (One is entitled "Chinese chives and onions" and the other is entitled "I accompany my grandmother to see a doctor") I think I have achieved the goal put forward when preparing lessons. (Make students form the habit of self-study, careful observation, and humbly seeking advice, cultivate interest in loving nature and observing animals, and have the sentiment of loving life. ) The teaching of this course should be successful.

In Chinese classroom teaching in primary schools, we should practice the concept of "life is school and life is education", and guide students to pay attention to reality, love life and express their true feelings. It is necessary to stimulate students' love for life, guide them to feel life, shake hands with life, and stimulate their enthusiasm for observation, exploration and writing. Today's children live in a completely different era from us and even our predecessors. They have everything to eat, wear, live and travel, and some live a life of "clothes to reach out and food to mouth". The environment they live in, the things they care about, the toys and games they play are also very different. It's not like when we were young, we could play outside every day, and we had to help adults work in the fields when we were busy with farming. Ben said that children in the city can't tell rice, wheat, leeks and onions apart. Nowadays, few children can recognize them in the towns and villages where we live. So before the end of the first class, the homework I assigned reflected this intention. Our classroom should not only learn the knowledge of the text, but also pay attention to the society, life and everything around us in combination with the reality of life. Tell students that they must love life and have a keen perception of life, because "our usual study is always for practical needs".

I started the text "The Little Tadpole who doesn't fit in" according to the main clue of "finding the problem-exploring the problem-finding out the reason-answering the question". Grasp the key words and sentence patterns in the article, and solve the problems of why tadpoles are unsociable, where they are mainly reflected, why they are unsociable and so on through a series of trainings such as asking questions, answering questions, speaking and reading experiences. This text is easy to understand. It happens around us, and we are familiar with it, but it is easy to be ignored by us. It also contains knowledge that we don't know, which can easily arouse students' interest and concern. The success or failure of specific links has been written in the marginal notes, so I won't repeat them here. Put forward a goal at the end of teaching, that is, "observe carefully in life and be good at being a conscientious person." In fact, this is also the intention I want to express in the whole teaching process, so I specially designed such a topic when assigning classroom homework. The purpose is to tell students that as long as we love life, expand our study space, be good at observing, thinking and discovering, we will find our life really wonderful.

Reflections on the teaching of Chinese teachers in primary schools III. Chinese is a subject full of thoughts, humanistic spirit and wisdom. Under the background of the new curriculum reform, students learn independently and cultivate their innovative ability to become teachers, and learning methods such as discussion, communication and inquiry become the mainstream in the classroom. In Chinese classroom teaching, I strive to make students become lively, interested and willing to learn in Chinese learning, thus developing students' Chinese literacy.

First, "Interest is the best teacher".

In teaching, I attach great importance to cultivating and stimulating students' interest in learning. For example, with the introduction of new courses, students can be in a relaxed and harmonious environment as soon as they attend classes, and they learn Chinese unconsciously. We should design different lead-in methods according to different class types. You can use multimedia to show pictures of the text and let students enter the scene; It can also be introduced by telling stories, which can stimulate students' spirituality and open the door to learning by stimulating interest and designing suspense.

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 thinking debate, teachers try their best to promote students' language sublimation and spiritual development in the fierce debate and the collision of thinking. Teachers should take advantage of the situation, let students think about the problem fully, and then express different opinions according to their own experience and knowledge accumulation, and debate the different issues. Through the debate, students have a better understanding of nature and know that knowledge is endless. Even knowledgeable people will know something and realize that learning is endless. In this class, the classroom atmosphere is very active. At the same time, the open classroom teaching gives students more independent learning space, and teachers do not hesitate to let students think and argue, so that students can truly experience their self-worth in learning. The design of this link fully allows students to express their understanding and sentiment of the text, so that students can understand and express, and input and output complement each other, which really provides a broad stage for students' learning.

Second, pay attention to reading aloud and make classroom teaching "live".

Every text in the primary school Chinese textbook is a masterpiece with both literariness and aesthetic feeling. Its wonderful context description, exquisite language use, profound ideological expression and unique opinions are all important contents to guide students' perception. However, due to the limited classroom teaching time, it is impossible to guide students to experience the wonderful text one by one. In order to make these wonderful things leave an overall impression on students, we can focus on reading and guide students to read the language repeatedly, so as to understand the rich image connotation, meaning connotation and emotional connotation of the language. At the same time, on the basis of feelings, let students guide them to evaluate the text condescendingly, deepen their understanding, sublimate their understanding and fill the gaps in the evaluation. For example, in the reading teaching of Introduction, I guide students to comment like this: "What do you think impressed you after learning this text?" Please choose one of them and say it. "

At this time, the students fully expressed their true feelings, and the students were deeply proud of having such a general. "In this way, guide students to choose the essence of their reading comprehension and make specific statements, so that they can further sublimate their understanding in their respective evaluations.