Reflections on chinese teaching in junior two.

As a new teacher, we should grow rapidly in teaching, and with the help of teaching reflection, our teaching ability can also be improved rapidly. So what problems should we pay attention to when writing teaching reflection? The following is my reflection on Chinese teaching in the last semester of Senior Two for everyone (generally 5 articles). Welcome to read the collection.

Reflection on Chinese Teaching in Senior Two: 1 This semester, I undertook Chinese teaching in Class Three and Class Three in Senior Two 13. The second grade of junior high school is a transitional grade, and sometimes there are some "embarrassing" places. For example, textbooks for the second and third grades are obviously more difficult to compile. Both units are written in classical Chinese, which improves students' reciting ability. Secondly, students' classical Chinese is the focus of learning. However, due to the limitation of students' cognitive level, the understanding of the problem is not deep and comprehensive enough, and it is difficult to grasp the "degree" of reading classical Chinese. The new textbook is too big, which makes students feel very headache about classical Chinese at once, and the teacher's guidance sometimes seems pale and powerless. ...

Chinese class should pay attention to the analysis of words and sentences and taste Chinese. The Chinese course itself contains rich and colorful knowledge, from astronomy to geography. Chinese class emphasizes students' taste in language. Sometimes because of time, I have to describe some beautiful fragments of some sentences, ignoring the key words, and let the students read them several times in general. But most of the time in the text, students are required to analyze key sentences in order to understand the author's thoughts and realize the text. Therefore, for Chinese teaching, I reflect on the following methods:

First, repeated reading can make students feel and understand the text.

Chinese class focuses on analyzing words and sentences, which is the source of Chinese flavor in Chinese class. Chinese teaching needs to analyze sentences and even chew words. Especially for some idioms, we need to start analytical thinking and convergent thinking, and understand them in the process of contacting the context. It should be emphasized that this kind of understanding is by no means an axe-chopping dismemberment, nor is it overwhelming indoctrination, but a dialogue between students and authors, a blend of mind and text. Analyzing sentences and speaking like a book should be the basic skills of reading.

Second, combine sentence analysis with reading aloud.

Reading aloud outside of word analysis is like a soulless body. Only by combining the two organically can it be perfect. Let the students taste in repeated reading, and then express it by reading after analysis. Students can directly interpret and express their understanding of the text by reading aloud for some meanings that can only be understood but cannot be expressed. With what to read, language can be chewed, digested and accumulated, and students can learn to read and read widely. Only in this way can the literary garden in their hearts be full of vitality and fruitful results, and they can taste the taste of Chinese classes!

In the future, I will be more strict with myself in Chinese teaching. I will ask myself to improve my professional quality, continue to study in class, and be diligent in consulting my master, so that I can grow up quickly. "Give it to the fish, just for a meal; If you teach it to fish, it will be useful for life. " The purpose of education is not the accumulation of knowledge, but the development of mental ability. Students' time at school is limited and their knowledge is limited by the times. If they want to do something in the future and keep up with the times in the future, they must keep learning, learn for life, absorb new things and update their knowledge structure. It can be seen that methods are indeed more important than knowledge, and teaching methods are the basis of teaching. Then, for students, whether students can use teaching methods flexibly requires a long and repeated training process.

As a young teacher, we should first study teaching materials, understand students and proceed from reality. Textbooks are the basis of students' learning and teachers' teaching. How to make good use of textbooks and make students like textbooks and study is the first problem worth considering. After in-depth study of teaching materials and teaching staff, I found that the new teaching materials pay more attention to the cultivation of students' learning habits and learning ability, and the requirements for some Chinese knowledge points are not clear enough. In this textbook, we should pay attention to cultivating students' habit of previewing, thinking while reading, understanding words in various ways, and paying attention to students' unique feelings about the text. Therefore, in the process of teaching, I can foster strengths and avoid weaknesses, make the teaching materials more perfect and strengthen students' cognition.

Secondly, we should constantly practice, constantly improve and optimize classroom teaching. Classroom is the main position of teaching reform. In the classroom, teachers should not only teach students knowledge, but also pay attention to the formation of students' learning habits and learning ability, truly learn to learn and become the masters of learning. Students' autonomous learning in the classroom still needs the organization and guidance of teachers. Therefore, in the teaching process, I constantly sum up and reflect on my teaching behavior, improve my theoretical level, constantly update my educational ideas, adjust my teaching behavior in practice, and optimize my classroom teaching. In view of some problems in teaching, I reflect and summarize them in time after class to effectively avoid the recurrence of these problems.

In the teaching process of this semester, I really feel that I grew up with students, with gains and losses. However, I feel that the existing knowledge and two years' experience can no longer meet the emerging new problems and situations. In the process of teaching, we should constantly challenge ourselves and enrich ourselves. Keep innovating in the classroom, otherwise students will feel boring immediately, and sometimes they will even know your teaching ideas very well. So I think it's time to recharge my batteries and replenish my knowledge and ability in time. Read more books on educational theory, increase your own cultural background, learn from experienced teachers, reflect on your own teaching, improve your ability to grasp teaching materials and control the classroom, and hope to break through a new world in the future teaching process.

With the rapid development of modern science and technology, a lively and energetic Chinese classroom is required not only to change the teaching mode and open students' thinking, but also to have the function of guiding students to learn and master teaching AIDS, and to improve learning efficiency by using advanced teaching methods. Using teaching assistants to assist teaching adopts vivid and flexible teaching methods to make the classroom full of vitality. Although my class has made some progress through hard work this semester, there are still many shortcomings in teaching level and experience. We still have to study hard and improve our teaching level and working ability from practical work. I often teach students that "the sword front comes from sharpening, and the plum blossom fragrance comes from bitter cold". I also firmly believe that as long as I adhere to the spirit of "the road is long and Xiu Yuan is Xi, I will go up and down to seek", I will definitely make my class's Chinese performance go up a storey still higher and improve.

Reflection on Chinese teaching in Grade Two: Multimedia pictures have increased students' perceptual knowledge of Xishuangbanna, especially the video of elephant performance, which has aroused students' interest, but the pictures set in advance have also limited students' explanation. How to make things serve me instead of making things for me is a question worth pondering.

On the basis of being familiar with the text, students can tell the scenery recorded in the text in the form of tour guides and train their oral expression ability. When talking about "Laughing at Life and Death" in a specific lecture, the students gave full play to the information they collected and explained the optimistic attitude of the Dai people to life from another angle. I also affirmed her rich knowledge and her innovative spirit. The spark of students' thoughts teachers should not be stingy with their appreciation of language.

When experiencing the beauty of language, the teacher demonstrates first, and then the students discuss and communicate in groups according to the rules. Gradually master the general methods of analyzing language in learning, so that students feel that Chinese learning has rules to follow, not impossible to master. This is also a difficult point for students to learn Chinese.

To understand the feelings contained in language, we should start with the easiest metaphors, personification rhetoric and adjectives, and then let the students read aloud.

Writing training also chooses imitation. Students with poor compositions often feel that they can't write, so they might as well start with imitation. Of course, for students who write well, you don't have to stick to the form, you can let yourself play.

In short, through this lesson, I try to dispel students' mystery about Chinese learning, eliminate their fear of difficulties and let them know that Chinese is vivid and tangible.

Reflections on Chinese teaching in the second grade of junior high school III. After taking maternity leave, I took over Class 2 12 and Class 4/KLOC-0. The class taken over in the middle is really difficult and stressful. Generally speaking, I can have a correct view of education, students and self-development this semester and do my own teaching well. This semester's teaching reflection is as follows:

First, comprehensively improve students' Chinese literacy.

It is to let all students acquire basic Chinese literacy. One key point is to face all and implement it to everyone; One key point is to improve Chinese literacy in an all-round way. Chinese curriculum standards consciously highlight "Chinese literacy".

The connotation of Chinese literacy is very rich, and its characteristics are comprehensiveness and practicality. It takes Chinese ability as the core, and it is the integration of Chinese ability with Chinese knowledge, language accumulation, thoughts and feelings, thinking quality, aesthetic taste, learning methods and learning habits. Chinese literacy is not only manifested in strong literacy, reading ability, composition ability and oral communication ability, but also in strong comprehensive application ability-the ability to use Chinese in life and the ability to constantly update knowledge. In a word, Chinese literacy is comprehensive and can promote the harmonious development of students' morality, intelligence, physique and beauty. In the future, we should improve students' Chinese literacy in an all-round way.

Second, correctly grasp the characteristics of Chinese education

The humanistic connotation of Chinese course is very rich, and its influence on one's spiritual field is profound and extensive. Therefore, in Chinese teaching, we should attach importance to and give full play to the guiding role of Chinese curriculum in students' values, not only to learn Chinese, but also to learn life. We should also pay attention to the influence of Chinese class on students' literature and emotion. Chinese learning is very personalized, and the understanding of reading materials is often diverse. As the saying goes, "A thousand readers have a thousand Hamlets". Therefore, we should respect students' personal feelings and unique experiences and encourage them to express their opinions. This is the need to improve Chinese ability, as well as to form a good personality and activate creativity.

Chinese is a practical course. We should pay attention to cultivating students' Chinese practical ability, which must be cultivated in rich Chinese practice. In the past, we have a biased understanding that the formation of students' Chinese ability depends on systematic Chinese knowledge teaching and gradual Chinese training under the guidance of strict system. We ignore the basic fact that Chinese is a course of mother tongue education and many characteristics of mother tongue education. There are essential differences between mother tongue education and foreign language education. Mother tongue education has a foundation, context and resources, which are the unique conditions for mother tongue education. Therefore, learning the mother tongue should be different from learning a foreign language, mainly not by imparting knowledge and revealing laws, but by understanding and acquiring in a large number of colorful Chinese practices and gradually mastering the laws of using Chinese. To strengthen students' Chinese practice in Chinese teaching, we should take various forms to create as many practical opportunities as possible for students; Second, constantly develop and make full use of the ubiquitous and ever-present resources of Chinese education, so that students can gradually acquire the rules of Chinese learning in learning Chinese and terms with abundant resources and a lot of practice, and constantly improve their overall grasping ability.

Correctly grasping the characteristics of Chinese education is also reflected in following the laws of Chinese characters and Chinese. For example, make use of the strong emotional color of Chinese characters, attach importance to the cultivation of language sense, and strengthen sentiment and emotional experience; Another example is to use the rich advantages of China's language and culture to enrich language accumulation and increase cultural reserves. In a word, Chinese education should focus on integration, practice, accumulation and edification, constantly improve comprehensive application ability and comprehensively improve Chinese literacy through repeated practice.

Third, actively advocate independent, cooperative and inquiry learning methods.

Changing students' learning style from passive acceptance to active inquiry learning is one of the focuses of this curriculum reform. The fundamental purpose of changing students' learning process and way is to let students learn to learn.

To realize the change of students' learning style, autonomous learning is the foundation. Students are the masters of learning, the main body of development and the "foundation of teaching". It is necessary to protect each student's enthusiasm for learning, cultivate the feelings of loving the Chinese language of the motherland, and keep each student's interest and initiative in learning for a long time, so as to enjoy learning, take the initiative to learn, achieve success in learning, and love learning more and more.

Cooperation and inquiry are important ways to realize effective learning. We should advocate various forms of cooperative learning on the basis of self-study and since enlightenment. Through mutual inspiration and exploration, we will not only discover and learn something, but also cultivate the spirit and ability of cooperation.

Comprehensive Chinese learning is an important way to improve Chinese literacy in an all-round way, especially to cultivate innovative spirit and practical ability. Chinese comprehensive learning is an important part of Chinese curriculum. From the presentation of learning topics, the arrangement of learning process, the determination of learning methods, and even the presentation of learning results, students have greater autonomy, more practical opportunities and more creative space. Students will devote themselves wholeheartedly to give full play to their initiative and inquiry spirit. Chinese comprehensive learning mainly focuses on the process of students' learning, exploration and practice, rather than the presentation of learning results, but the ability to find and solve problems, the ability to collect and process information, the ability to comprehensively use Chinese, creativity, responsibility and cooperation spirit. These are not only very important qualities of China people, but also essential basic qualities of modern people.

To change students' learning style, we must first change teachers' teaching methods. Advocating students' autonomous learning must not weaken the leading role of teachers. Makarenko, a Soviet educator, said that teachers should respect students as much as possible and demand them as much as possible. On the one hand, teachers should practice teaching democracy, give students more autonomy, and let students have the right to choose learning content, learning methods and learning partners; On the one hand, teachers should be strict with students and give them strong guidance, guidance and counseling to make their study effective and efficient. Its main points are: first, to provide an interactive learning platform; Second, carefully organize learning activities. Providing a learning platform is to create atmosphere and space, provide opportunities for learning and practice, and make Chinese teaching have a democratic, relaxed, harmonious and pleasant atmosphere. In the whole learning process, everyone has the opportunity to ask questions, speak, communicate and show. Carefully organizing learning activities, the key points are: organizing self-study, the core is to let each student think independently; To organize cooperative learning, we should not only deepen learning in interaction, but also teach students in accordance with their aptitude and strengthen individual counseling; Organize class communication, strengthen guidance and regulation in communication, so as to fully realize teaching objectives. In short, teachers should let students organize and construct themselves through effective learning activities and teacher-student exchanges, gradually improve their Chinese literacy and form their own Chinese learning methods.

Fourth, strive to build an open and dynamic Chinese curriculum.

Chinese education should have the flavor of the times, the world mind and the sense of being ahead of the times, and meet the needs of the times in concept, content and methods, so as to become a veritable 2 1 century Chinese course. In terms of course content, not only the contents of choosing learning, reading and doing are added to Chinese textbooks, but also there is room for local and schools to supplement local textbooks to encourage teachers to develop and use inexhaustible Chinese education resources. In the course implementation, we should constantly improve classroom teaching to make it more dynamic; It is also necessary to make teaching enter nature and society and explore various teaching forms closely related to real life in natural society. It can be said that it has become an urgent task to build a Chinese curriculum system with internal and external connections, internal and external communication and interdisciplinary integration.

Under the illumination of the new curriculum reform concept, the new Chinese teaching should provide students with a warm and harmonious humanistic environment, pour more humanistic care, stimulate children's emotional desires, ignite children's spiritual sparks, and make Chinese a vitamin for students' life growth; New Chinese teaching nourishes children's hearts with all the charm of human culture, leads them into the room, appreciates the grandeur and magical beauty of the human culture building, and fully enjoys the endless fun of wandering in human culture; The new Chinese teaching should be the life course of teachers and students, and the life experience created by teachers and students together. In the new Chinese teaching, students should embrace the language in the voice of reading, have a direct dialogue with the author, and experience the author's great personality, profound thoughts and beautiful sentiments in the strong shock of thinking and emotion. Let students feel and reproduce the emotional beauty of the works in the sound of Lang Lang's books, experience the rhythm and sense of rhythm of the language, and thus love the language of the motherland; The new Chinese teaching should let students experience the happiness of learning in the process of learning Chinese and expect the happiness brought by lifelong learning.

We should pay attention to the reflection of Chinese teaching in Grade Two, especially the accumulation of words. Reading should gradually become the focus of learning, but due to the limitation of students' cognitive level, the understanding of the problem is not deep and comprehensive enough, and it is difficult to grasp the "degree" of reading learning; In writing, you should write your own experiences, feelings and imagination in an informal way, and be close to the senior high school entrance examination. However, the new textbook has made a great leap, which makes students feel very headache about composition at once, and the teacher's guidance sometimes seems pale and powerless ... Faced with these problems and brand-new textbooks, they are making progress in groping and reflecting.

Due to the special situation of Chinese, students will be divided into good students and bad students in continuous learning, which seriously affects the learning atmosphere in the class. Therefore, it must not be ignored. To this end, I made specific plans and goals. Provide planned counseling for these students. I divided this group of students into three groups. The first category is students who have the ability to improve but are usually lazy. For these students, I take group counseling and assign them fixed tasks, so as not to let them have the opportunity to be lazy and let them play their due level; The second group are students who are willing to study, but because of their poor ability. These students should guide correctly, teach patiently and improve their grades slowly. We should not rush them, but encourage them more. As long as you are willing to work hard, your grades are expected to improve; The third group is students who are lax in discipline, do not study hard and have a poor foundation. These people should receive individual counseling in their spare time. Because these students need a quiet and undisturbed environment, they will calm down and study. As long as we persist in counseling, the foundation of these students will be re-established and the teaching effect will be better in the future.

Up to now, I really feel that growing up with students has both advantages and disadvantages. But recently, it has been found that the existing knowledge and experience can no longer meet the emerging new problems and new situations. If you only use several teaching modes in the text, students will immediately feel boring and sometimes even know your teaching ideas very well. What's the smell of such a class? The teaching of composition sometimes feels "helpless". How to make students interested in writing just by talking about requirements, reading examples, trying to write and making post-evaluation ..... how to cross the broader teaching world, which is a question I have been reflecting on recently. If you are confined to your own teaching world and complacent about your previous achievements, there is only one result-if you don't advance, you will fall back! I think it's time to recharge in time. Read more books on educational theory, increase their cultural heritage, learn from experienced teachers, reflect on their own teaching, improve their grasp of teaching materials and their ability to control the classroom, hoping to break through the previous teaching model and break into a new world.

A semester is coming to an end before you know it, and the final exam is a test of the first stage of efforts. No matter whether the grades are high or low, they all reflect my teaching achievements this semester. I understand that this is not the most important thing. What is important is how to improve yourself after this semester and how to improve students' Chinese level together. I will continue to work hard, ask more questions, think more, study more, and strive for a higher teaching level.

Reflection on Chinese Teaching in Grade Two for a long time, Chinese classroom has been full of templates, formatting, melodramatic and rigid. 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, read it out loud, preferably with tears, because it is full of melodrama. ...

It is the third year of Chinese teaching. 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?

Over the past few years, I heard that the Chinese lessons of the predecessors always give students different feelings. His class can't actually be called a class, because I like to talk nonsense in class. I say this and that, there is no boundary. The reviewers are very cold and want to teach. I can't step on watermelon skin and sneak somewhere. Actually, it doesn't matter if they can't get it back. In fact, students are most serious when they talk nonsense, that is, when the teaching effect is the best. They listened and listened, and then 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 you open the student's composition, you will write down all the impassioned momentum. After reading this composition, if I correct the paper, what reason do I have not to give high marks? Therefore, students are always full of expectations for his classes, hoping to take them everywhere and have fun. 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.

How many teaching goals can a Chinese class achieve? Especially in the third year of high school, after a class, you have the urge to fall in love? The feeling of love? It's definitely not that simple. 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.

A class is only forty-five minutes, so there is no time to tell a few jokes, a wonderful story, a wonderful debate, a reading contest and an oral contest. Therefore, it is unscientific to prepare lessons for every class. I really don't know what greater China 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 the students are in a good mood, but it's time to class ... is this a successful Chinese class?