Reflections on Chinese Teaching

As a people’s teacher, we need to grow rapidly in teaching, and we can effectively improve our teaching abilities through teaching reflection. So how should we write teaching reflection appropriately? Below is a sample reflection essay on Chinese language teaching that I compiled for you (10 general articles) for your reference. I hope it can help friends in need. Reflection on Chinese Teaching 1

In the blink of an eye, the teaching work of this semester has been nearly two months. Looking back on my teaching work, there are successes and shortcomings; gains and losses. Now self-reflection is as follows.

1. Aspects of success

1. In teaching, give full play to the initiative and creativity of both teachers and students, so that classroom teaching can be carried out in an equal dialogue between teachers and students, stimulating students' Interest in learning has cultivated students' awareness and habits of independent learning, which has enabled many students to make greater progress.

2. Efforts should be made to reflect the practicality and comprehensiveness of Chinese language in teaching, and strive to improve classroom teaching to achieve a comprehensive reflection of knowledge and abilities, processes and methods, emotional attitudes and values.

3. Pay attention to the correct guidance of emotions, attitudes, and values, and regard cultivating students' noble moral sentiments and healthy aesthetic tastes, forming correct values ????and positive attitudes towards life as the key content of Chinese teaching. And integrate these contents into daily classroom teaching.

4. In teaching, follow the rules of students' physical and mental development and the rules of Chinese learning, and promote the overall improvement of students' Chinese literacy.

2. Shortcomings

1. In Chinese teaching, it is necessary to work hard to develop students' language ability, thinking ability, imagination and creativity.

2. It is also necessary to guide students to actively conduct exploratory learning and learn Chinese in daily life practice.

3. It is not adequate in guiding students’ learning methods, and some students’ learning methods are still relatively rigid.

4. Students’ reading scope needs to be further expanded. At the same time, students must be guided on how to read outside of class and develop their ability to read outside of class.

5. There is insufficient exploration in guiding students in oral communication and homework training. It is necessary to further improve teaching methods and continuously improve students' oral expression ability and homework level.

6. The guidance and help for students with learning difficulties is not enough. Reflection on Chinese Teaching 2

Encouraging students to read diligently, think diligently, and have their own independent opinions is the common sense of knowledgeable people at home and abroad in ancient and modern times. In classroom teaching, the appropriate use of questioning methods can not only understand students' mastery of knowledge, but also improve students' interest in learning.

One of the unit teaching goals of this unit is: continue to learn the method of questioning, and ask questions about words and sentences that you do not understand while reading the text. Whether asking questions about topics, key sentences or the full text, teachers should guide students how to ask questions, so that students can understand what kind of questions are truly valuable. It is not about having too many questions, but about being precise.

When teaching the article "Secret", I used the questioning method to teach, and achieved good results. The last section of the text describes the author's views on the matter and reveals the core of the article. This is the difficulty of the article and is not easy for students to understand. Therefore, I asked students to read the text silently, find out the evaluation of Ryan, and asked students to ask questions, trying to start from the students' problems, starting from their inner needs, and jointly solve the problem. In the process of solving the problem Promote students to learn proactively. Through reading, students raised many questions: What is "observance"? What is "your own principle"? What resistance did you encounter? Why is he undoubtedly the greatest as a person? Let students read aloud repeatedly and find answers from the text for communication and discussion. This kind of teaching avoids comprehensive analysis in the teacher-ask-student-answer format. Students learn with great interest, and it also improves students' ability to question and solve problems.

Reflection on Chinese Teaching 3

Chinese is a subject full of humanistic spirit and ideas. This subject is widely used and extremely influential. It is actually quite difficult to learn this subject well. For primary school students, listening, speaking, reading and writing are very important. Especially for first-year students, we need to cultivate various good habits in them, starting from the basics.

Pinyin is the key point, and first-grade children need to use Pinyin to understand Chinese characters. If the pinyin is not spelled correctly, it will affect the child's recognition of Chinese characters. Compared with spelling out pinyin, phonetic notation for new words seems to be more difficult. Some children can spell out the pronunciation of the word, but when they try to write it out, they make all sorts of weird mistakes. The tone is a mistake, the soft tone is a mistake, and the similar letters are a mistake. In short, sometimes the pinyin they write is really diverse, which makes us wonder.

Regarding the distinction between homophones, for now, their literacy level is not that strong, and sometimes they make mistakes in word formation. As long as they have the same pronunciation, other words can be formed. Sometimes this word is placed on another word. In this case, the teacher emphasizes and differentiates it, but the later review process is not effective and they do not have a deep memory.

Confusion of similar words. This semester, learn the word "tong" for classmates and the word "ask" for questions. Most students can't tell the difference between these two words, and they make many mistakes when dictating them. There is also no connection between the two characters "you" and "you", but they can still write them confusingly, which shows that they have no concept of this character. We need to work more on the glyphs and meanings in the future.

In addition to writing, this stage also focuses on practicing reading. Children should read at home every night. No matter how much or how long, they should try to read to develop the habit of loving reading, which will subtly enhance their interest in Chinese learning and improve their Chinese literacy. Reflection on Chinese Teaching 4

In the process of advocating quality education, Chinese teaching needs to be improved. During the few weeks of listening to the lectures, I think there are several advantages in the Chinese teaching in Julu Experimental Middle School that are worth learning from. .

1. Update educational concepts and mythological classroom teaching.

In current Chinese teaching, we should get rid of the influence of old ideas, habitual forces, etc., focus on 45-minute lectures and dissemination, and ignore the cultivation of students' abilities. We must cultivate students' "I want to learn" into "I want to learn" so that students can acquire Chinese literacy.

2. Give full play to the main role of students and change from passive to active.

For a long time, our Chinese teaching has only focused on the teaching of Chinese knowledge. Students are in a passive state and have not given full play to their subjectivity. To improve students' Chinese literacy, we should first change this situation and let students become the main body of the class and actively participate in the class. Only then can students' literacy be effectively improved.

3. Have the habit of taking notes.

Students should develop the habit of taking notes, copying, reciting and organizing wonderful sentence information, and accumulating them over a long period of time will invisibly improve students' Chinese literacy.

4. Have the habit of completing homework seriously and sorting out the accumulation.

When doing homework, teachers require students to sort out the important and difficult points of classroom teaching before doing homework. Students are required not to rely too much on teaching aids, and students are warned not to give up thinking.

In short, in the process of cultivating students to actively participate in teaching and practice, we should guide students to draw inferences from one instance and draw inferences from analogies, cultivate students to master the methods of analyzing and solving problems, master the essentials of analyzing and solving problems, and continue to maintain good study habits. Only then will students' Chinese literacy be improved and Chinese teaching will be better and better. Reflection on Chinese Teaching 5

Taking reading as the basis and reciting after familiarity are valuable experiences in traditional Chinese language teaching. In classroom teaching, I try my best to seize the opportunity and use various forms to guide students to read more, such as reading together, male and female competition reading, performance reading, reading with music, etc., so that students can understand, read through, read well, and read with emotion and interest. Read with gusto.

After reading, let students understand the text content by themselves, such as asking students to talk about "Why do you like this sentence?", cultivate students' sense of language, and implement "reading well" among the five good goals. In the "sentence comparison" link, through reading in different tones, you can feel the intuitiveness and image of the language of the text, and it can also help students accumulate good language materials in the text. Reading well will naturally lead to recitation. Once good sentences are familiar, consciously ask students to memorize them to strengthen their memory, and design a fill-in-the-blank passage for students to answer orally. At the same time, it also implements students' "eloquence". It can more effectively promote the accumulation of language.

After the class, I feel that I don’t have a good grasp of several aspects of the class. One: The understanding and learning of words is too rough. Although it is fourth grade, it is the transition period to the senior year. But not enough attention is paid to the understanding and mastering of words. If you don’t understand the usage and meaning of individual words well, you may lose the opportunity to accumulate. Two: There is some suspicion of overstepping into the understanding of students. The emotional line is still implemented according to the teacher's idea. Is it suspected of instilling emotion? I am not generous enough in class and sometimes stick to small spaces. It cannot be grasped and regulated as a whole, and teachers’ teaching tact needs to be strengthened! Three: In terms of reading, the interaction between students and students and comments are not good enough. Hope to improve in future classes! Reflection on Chinese Teaching 6

This article uses concise words to describe the natural scenes before, during and after the thunderstorm. In order to be different, I chose different teaching methods for each paragraph. Before the thunderstorm, I used the method of appreciating beautiful articles, "Let the children talk about which scenery is well written, and why?", and during the thunderstorm, I used the method of "What questions can you ask?" Test everyone?" After the thunderstorm, he used drawing to show his understanding of the text. What touched me the most was the second paragraph of teaching. Using this method of teaching stimulated students' interest to the maximum extent. Every student wanted to ask difficult questions to test his classmates. Judging from the feedback on the questions, the students were indeed successful. In order to think about it, the questions asked were the same as when I was preparing for the lesson, and some good students raised the question of "word refinement", such as: "Looking out the window", why not write "Looking out the window"? What's wrong? Same? I think I should try more of this kind of teaching in my future teaching.

After finishing this text, I feel that students have the best grasp of the "Thunderstorm" part. The words in the first and last parts are very vivid, but because I am always worried that students cannot speak well and express clearly, too much detailed description when guiding the experience will restrict the students' thinking and fail to give full play to the students' subjective initiative.

Although I have noticed the training of students’ sense of language, the accumulation of good words and sentences has not been implemented. In addition, the information in this short article is not very interesting for second grade students. If I capture the behavior of small animals before and after a thunderstorm and insert anthropomorphic language and psychological description training, I want to arouse children's interest and strengthen the understanding of words and sentences. The image understanding may be better. Reflection on Chinese Teaching 7

I like this text very much. The writing is beautiful and the words are generous. Especially when it is read, it is majestic and soul-stirring. The article is so beautifully written, how should we teachers guide students to feel the spectacular beauty of the Qiantang River tide from between the lines? In teaching, I think it is more appropriate to use the teaching method of "imagine pictures while reading, connect with the context or experience the meaning of words based on actual life".

When teaching, I followed the teaching procedure of first reading - careful reading - familiar reading, guiding students to imagine the picture while reading, and experience the wonder of the Qiantang River tide landscape. But I found that the students were relatively unfamiliar with the scenes described in the text, firstly because they were unfamiliar with the words in the text, and secondly because they were unfamiliar with the scenes. So I thought about whether to show them the video first and then talk about it, or to watch the video after I finished talking. In order to give full play to the students' imagination, I decided to give the lecture first and then watch the video.

In the analysis, I used the comparative method to understand the words, such as "thunder rolling" versus "landslide and ground cracking", "calm waves" versus "white waves rolling", allowing students to talk about their feelings and experiences The changes in the sound and momentum of the Qiantang River tide.

Drawing methods were also used for comparison, such as from "a white line" to "thousands of horses galloping" to allow students to feel the different momentum of the Qiantang River tide under the brush. During the comparison, the students gave full play to their imagination, spoke boldly, and drew the Qiantang River tide in their hearts. Finally, I played the video again, and the students witnessed the real Qiantang River tide, which further verified their feelings and left a deep impression on the text.

After taking this class, I realized that sometimes multimedia courseware can quickly break through difficult points with its intuitive and vivid images, but sometimes it limits students' imagination when used too early. When we use multimedia courseware, we should also teach according to the subject. Reflection on Chinese Teaching 8

Based on the basic points, expository writing teaching in junior middle schools is a new stage of writing teaching based on cultivating narrative ability. The writing of expository essays must be scientific and objective. These are the two basic and fundamental points of writing expository essays, and they are also the difficulties in teaching. In teaching, avoid making general demands on students. It should be based on narrative and use the decomposition method to highlight two basic points.

First, the stylistic features should highlight "explain clearly." First, focus on the scientific nature of the expository essay, emphasizing clearly describing the external characteristics and internal structure of things, and the method should not be limited to plain explanation. Most of the texts such as "Spider" and "Jinci" in junior high school textbooks are vivid descriptions. "Tbilisi Underground Printing House" not only explains the architectural structure, but also introduces revolutionary historical sites, showing a strong narrative throughout. In the initial stage, this type of expository essay should be used as the starting point for stylistic requirements. Because the interest and feelings about things are the main motivations for students to write. If we only emphasize plain introduction, it will not be conducive to achieving the goal of "explaining clearly" based on narrative.

Second, the basic subject matter should be closely related to “familiar things”. Junior high school expository essays focus on one basic theme - buildings. In particular, the third volume concentrates on an expository unit on architecture. This is because buildings have the closest relationship with students’ actual lives. The initial training should take buildings as one of the basic themes, and focus on propositions from simple to complex, so as to formulate patterns based on the topics and draw analogies. In addition to paying attention to the basis of the text, the composition topic should also pay attention to things that students are familiar with. For example, "How to Soak Tomatoes", "How to Write Reading Notes", etc., students can be allowed to practice first, making the training activities a step in educating people. In this way, writing can not only introduce things that students are familiar with, but also enable students to apply what they have learned. . Reflection on Chinese Teaching 9

"Autumn Outing" describes the scene of students taking an autumn outing in the countryside led by their teacher, and expresses the joy of children immersed in autumn nature. In teaching, let students feel the beautiful scene of autumn through reading and comprehending the text, and stimulate students' thoughts and feelings of loving nature.

The content of the first natural paragraph is simple and clear. I did not spend too much time explaining it. Instead, I asked students to read and perceive the content of this natural paragraph, and then guided the students to question and talk about it. Pointing out what they don't understand while reading and guiding students to discover and solve problems themselves can better allow children to have a dialogue with the text and generate cries.

The second and third paragraphs of the text vividly and vividly describe the characteristics of autumn. In order to help students experience the beauty of autumn, let students first observe the pictures and specifically feel that the autumn sky is "blue" "It is "endless", the white clouds are constantly changing, the fields are colorful, and the beauty of ripe fruits is everywhere. After students have specific feelings, encourage students to imagine boldly and use reading methods to let everyone experience the interest of white clouds. Imagine: "The white clouds in the sky sometimes look like..., sometimes like... and sometimes like..." "The rice is ripe, yellow and clear. "It's like...sorghum is ripe, like...cotton is white, like..." Think again, at this time, if you walk next to rice, sorghum, and cotton, what will they say to you? Induce students to draw a specific picture in their minds, let one classmate read it aloud, and other students close their eyes to listen and get into the artistic conception of the text, and then find another classmate to compete to cultivate their sense of language. The design of this teaching link adopts incentive measures to let students know how to read emotionally through comparison, thereby stimulating students' interest in reading aloud and improving their reading skills.

Reflection on Chinese Teaching 10

"Yong Snow" is one of the "Two Stories of Shishuo Xinyu". It tells a story about the Xie family, a famous literary family in the Jin Dynasty. At a family gathering, Xie Daoyun showed his talent for singing snow. The teaching focus of this article is to guide students to read simple classical Chinese texts, accumulate common classical Chinese words and learn the wisdom of the ancients.

In order to complete the teaching focus, I require students to use text annotations and reference books to understand the basic content of the article. In this link, students can basically understand the meaning of the text independently and independently, and initially perceive it. Among them, the mastery of classical Chinese words such as "son and daughter", "cha", "weiruo" and "yin" is not very good. This requires students to pay attention to the accumulation and application of each lesson in the process of learning classical Chinese.

On the basis of understanding the general content of the article, then make an overall perception. The question I designed is "Students, whose depiction of snow scenes do you admire more? Why?". It aims to guide students to analyze the famous sentences "Spreading salt can make a difference in the air" and "Those who are not as catkins are blown by the wind". In this link, students' thinking is limited to the appreciation content given in the reference book, and they cannot fully expand their imagination and use their own brains to think about what "white snow" is like! This is closely related to whether students observe and taste life carefully in daily life. This requires teachers to guide students to calm down, listen to their hearts, and feel every trivial matter in life during Chinese language learning. At the same time, teachers should provide relevant training in class to stimulate students' interest, expand students' thinking, and make students truly the main subjects of learning!

Chinese language focuses on accumulation and careful savoring. It is like a cup of tea. Only when it is strong can it emit a long-lasting fragrance. If you can taste it slowly on a sunset afternoon, reflecting the afterglow, and comprehend it with your heart, you will definitely be intoxicated!