Five articles on Chinese teachers’ teaching experiences and insights

Chinese teaching is a very interesting thing worth discussing. Looking back on the teaching of this school year, we have summarized many teaching experiences. Do you know what Chinese teachers’ teaching experiences and insights are? Let’s take a look at Chinese Teachers’ teaching experiences and insights are welcome to check out!

Chinese teachers’ teaching experiences and insights 1

Through teaching in the first period of schooling, I feel that the new curriculum involves It covers a lot of content, extends many topics for discussion, and triggers more thinking. For us teachers, we need to learn more and think deeper.

I bring the pre-designed questions to my own classroom and give them to the students to let them think about it and see what good ideas and new perspectives they have, and put their thoughts and opinions into practice Record everything and write it into your own teaching resources. Students may also have a collision of opinions, which also brings good materials to my teaching, allowing students to debate freely, let students write, and let students discuss and speak in class. In this way, our Chinese courses It may become more colorful. Students will not think that Chinese classes are just what they know in books. Extracurricular things can be well and naturally added to the classroom. In this way, students' language expression ability, ability to think about problems, and writing ability can also be well cultivated. , and the ability to communicate with them.

With the rapid development of the social and economic era, the new curriculum reform of ordinary high schools has actively adapted to the needs of the times, which is ultimately reflected in the quality development of high school students. Therefore, "people-oriented" is the foundation of the new curriculum reform of high schools. The concept also requires respecting the development needs of high school students’ life course, respecting their personality and dignity as human beings, respecting their individual differences and personality development needs, and reflecting selectivity and diversity from curriculum design to curriculum implementation.

The implementation of the new curriculum truly reflects the school life experience of high school students. On the one hand, it is necessary to provide students with the material conditions they need for learning as much as possible; on the other hand, it is also necessary to improve students' learning methods and stimulate students' desire to explore, and design a cultural environment that is suitable for students' learning and life. Starting from the actual teaching, according to different teaching objectives, content objects and conditions, flexible and appropriate selection of teaching methods, and good at organically combining various methods. Learning through problem solving is one of the main ways of teaching in the new curriculum, which can stimulate students' learning motivation and develop students' thinking ability, imagination, and self-reflection and monitoring abilities. Secondly, it is close to students’ daily learning and life reality. It is also necessary to guide students to communicate, evaluate and reflect on each link and effect of problem solving, so as to improve their literacy in the process of "learning by doing" and "learning by doing".

For example, the content of the new high school Chinese course is closer to modern life, more contemporary, more adaptable to the physical and psychological development needs of middle school students, and more conducive to the improvement of learners’ humanistic qualities; in language In terms of materials, the materials are authentic, the themes are diverse, the language is real, fresh, authentic, modern, natural and standard, and the language used reflects the current reality of life and language development trends; in terms of methods, the writing method of the subject matter, function, structure and task is followed. , with subject matter as the outline and application as the goal; combining themes and tasks, open task-based activities give students the opportunity to express their own views, opinions, findings, and summaries. Cultivate students' ability to learn independently, and students complete tasks by providing materials; the teaching materials are very systematic, and the textbooks contain many famous works; it attaches great importance to the cultivation of students' reading skills and the emotional expression of students; in expression and communication There are gradients in aspects, the process is clear, and it is highly targeted. The materials are relatively specific and vivid, and can use students' imagination.

In short, in future teaching, we should strengthen the connection between courses and students' lives, promote the diversification of learning methods, and guide high school students to independently acquire knowledge and concepts to adapt to the era of knowledge economy. Persist in continuous research and exploration of new curriculum reforms, completely transform teaching methods, and promote the healthy growth of students' worldview and the improvement of teaching results.

Chinese teacher’s teaching experience and insights 2

The teaching of this semester of the second grade of junior high school is over, and I am teaching Chinese to the __ class of the second grade of junior high school. There have been more gains in Chinese teaching this semester. As a Chinese teacher, teaching Chinese to junior high school students is somewhat difficult.

So now let’s talk about my Chinese teaching experience this semester:

1. Pay attention to classroom timeliness and highlight students’ interests

Classroom teaching practice is limited, and a class only lasts for tens of minutes. Therefore, it is necessary to allocate time reasonably. When teaching, pay attention to the effect of teaching. You must know that there are also dross and essence in a text. Therefore, during class, you must fully highlight students' learning interests and find points of interest to students, and It is useful for students. Therefore, when giving lectures, focus on key points. Don’t just read from the textbook or teach from supplementary books. You must add your own understanding. There are some interesting idioms in the text, and you should find stories corresponding to the idioms. Adding it to teaching can not only help students understand the meaning of idioms, but also arouse students' greater interest. The study of Chinese also pays attention to the priority, and there is only so much time. Therefore, when teaching Chinese in class, finish the key points first, and then talk about the secondary knowledge points if you have time. This will not waste time and will not let the students learn Chinese. Students are no longer interested.

2. Emphasize autonomy and mobilize the activity of the classroom

Students in the second grade of junior high school already have enough independent thinking. In order to allow them to strengthen the cultivation of personal independent thinking, the second grade Chinese language course The classroom allows students to learn independently. As a teacher, you can liberate their minds appropriately. It is best to mobilize the active atmosphere of the classroom. The main body of the class is the students. Students can express their own opinions in class. If possible, some time can be left for students to lecture. In this way, the class is the students' own and is not entirely controlled by the teacher. The teacher can also relax. When students like this kind of classroom where they are the main focus, the atmosphere in the classroom will naturally become more active, and more students will join in, which is also an encouragement for students to learn independently.

3. Arrange homework reasonably

The second year of junior high school already has a lot of classes, so it is not suitable to assign more homework to them. It is better to allocate homework reasonably, and do it every three to five times a week. It is good to consolidate some homework. After all, if every teacher assigns extra homework for the eight subjects in the second grade of junior high school, the pressure on the students will only be greater, their interest in learning will be reduced, and they will not be able to muster the energy to attend class. Therefore, homework can be assigned two to three times a week, and classroom assignments can be assigned every other day. In this way, students' learning pressure will be reduced, and it will not have an impact on Chinese learning. It will only make students gradually improve their Chinese learning. Strengthening

The above is my teaching experience this semester, which I have gained step by step in the teaching process. Therefore, I understand better that as a Chinese teacher, teaching in the classroom must be student-centered. , can make teaching smooth.

Chinese teachers’ teaching experience and insights 3

In the lower-grade Chinese classroom teaching, it is necessary to closely connect the students’ actual life and cognitive level, so that they can truly feel the significance of learning. "Personal meaning and value", so that students are interested in what they are learning and are willing to explore. For the lower grades of primary school, effectively organizing small games can sometimes achieve twice the result with half the effort; teachers should always pay attention to students' emotional experience, mobilize students' life accumulation, provide network extension in a timely manner, and help them set up and build a platform for new knowledge.

First: Teaching forms and methods should be diversified. Children in lower grades like games, competitions and other learning methods the most. In teaching, we must cultivate their sense of unity, cooperation and competition in a targeted manner.

Second: Literacy teaching should be integrated into students’ life experience and emphasize students’ literacy in life.

Third: In teaching, students should be encouraged to question, because questioning is the spark of thinking, and questioning should be cultivated from the first grade.

In short, the first grade is the starting stage of students. Teachers must find ways to improve students' interest in Chinese learning, so that students like to learn Chinese and are happy to learn Chinese.

Chinese teachers’ teaching experience and insights 4

I consider myself a person who loves learning. After all, I am relatively young both in terms of age and teaching experience. I need to There is still a lot to learn, so I always cherish every learning opportunity. This time was no exception. When the principal told me that there was a place for me to go out to attend classes and study, I readily accepted it without hesitation.

< /p>

After I came back, I had filled up the lecture notes I had just received this semester. Looking through the heavy harvest of the past few days, those wonderful lessons came to mind again...

The most shocking thing is the section "God of War", the combination of text and video plus Not only the students, but also the teachers attending the class were also brought into the text by the teacher's emotional language, and brought to the side of General Bocheng's operating table.

In "Sparrow", the teacher creates situations many times to allow students to imagine themselves as little sparrows or old sparrows, to experience the crisis of the situation and the bravery and greatness of the old sparrow.

The lesson "Starting from Now" is a lower grade text. The teacher has very solid training on words and the form is flexible and diverse. At the same time, teachers attach great importance to guiding students' learning methods and behavioral habits. In class, the teacher's language is lively and friendly, and he creates situations that make students imagine themselves as small animals. Especially when asked about the feelings of the little animals after the owl became the queen, the teacher asked directly and kindly: "Little animals, after this week, can you tell us how you feel? Where is the sika deer? Where is the beautiful peacock? Little animals. Where are the zebras?" The teacher directly talked with the students as small animals to understand the screams of owls and kangaroos when they were kings, and the joy that little monkeys brought to everyone.

"Last Year's Tree" is a short fairy tale. The text is short but very touching. The teacher created situations many times to arouse students' imagination, making the characters in the fairy tale come alive in their eyes, and also allowed students to read out There is richer content behind the text. For example: What might the little bird encounter on this vast pursuit? The bird opened her eyes wide and stared at the light for a while. What would she think about at this time? Before the light was completely extinguished, help the big tree write his message. Tell the little bird about your experience after separation, write about past events or express your longing for the little bird... Links like these bring students into the text and realize a dialogue between students and the text.

In addition, there are also wonderful lessons such as "Wolf and Lamb", "Father and Son in the Earthquake", "White Goose", "Fox and Crow" and "Cat".

Looking back, I found that successful classes generally have the following characteristics:

1. The teacher digs deeper into the teaching materials, is more thorough, and understands them well. Accurately grasp the key points and difficulties of training and effectively implement them through each link.

2. The training of students is relatively solid. Especially the low-level word training, reading guidance, and high-level reading and writing method guidance are all in place. In addition, teachers in class also pay attention to the guidance of students' learning methods and the cultivation of study habits.

3. Teachers all have good own qualities. Whether they are reading aloud, writing on the blackboard or a simple evaluation in class, they are a shining point. The teacher's appropriate and accurate language and full passion can always bring students into the situation and enter into a dialogue with the text. Maybe it’s because this has always been a flaw of mine! I always pay special attention to the teacher’s emotions in class. A successful lesson needs to bring students into the context of the text. Only in this way can it impress others and be called a good lesson.

On the contrary, of course it cannot be called a good class. During the course of listening to the class, I also had a very deep experience. Since the class was taught by teachers from all over the province, the Mandarin with local accents was It sounds extremely harsh. Standard Mandarin should also be considered as an aspect of teachers’ quality. I’m really glad that I didn’t listen to classes from across the country, otherwise my ears would be even worse... I remember when I was in normal school, the teacher told us that Mandarin is the professional language of teachers. If teachers can’t say it well, who can we expect to promote Mandarin? Then let’s start with me!

Chinese teachers’ teaching experience and insights 5

In the blink of an eye, the semester is coming to an end. The new class has ended and we have entered the review stage! Although the teaching tasks for one semester have been completed, there are still many deficiencies in the teaching. Below I will summarize my Chinese teaching work this semester in the following aspects:

1. Writing teaching.

Writing teaching is the focus of first-grade Chinese teaching. It should be throughout the entire Chinese teaching process that students are required to write the 200 new words they are required to write this semester.

Always observe whether students' sitting posture and pen holding are correct when writing, and urge students to develop correct writing postures. When writing new characters for each lesson, students should first carefully observe the structure of each character and its position in the grid. Use the method of asking students to say that the teacher writes on the blackboard, and guide everyone to write new words according to the correct strokes. After writing it in the book, you need to consolidate and practice it in time. Dictation checks whether students have mastered the new words required in this lesson. Make a plan for reviewing and dictating new words based on Ebbinghaus's forgetting curve law of fast first and then slow.

2. Literacy teaching.

The new Chinese language textbook has different requirements for students to recognize and write new words. Ask students to read more and write less. This semester students are required to know 400 new words. The task of literacy teaching is relatively heavy, and the amount of students' literacy directly affects their reading comprehension ability. Therefore, the relationship between reading teaching and literacy teaching is particularly close. In teaching, multiple literacy teaching methods such as literacy with texts, literacy by classification, literacy by guessing riddles, and literacy by making up stories can be adopted. After literacy teaching is completed in each text, it must be reproduced at any time to deepen the impression on students. Teaching time in the classroom alone is not enough, so teachers should encourage students to develop the habit of independent literacy. Extracurricular reading can best increase students' literacy, so students' habit and interest in reading extracurricular books should be cultivated in first grade.

3. Reading teaching.

The goal of first-grade reading teaching is to make students enjoy reading, feel the joy of reading, and be able to read texts correctly, fluently, and emotionally in Mandarin. Accumulate words and feel the beauty of language in poetry and children's literature while reading. The total amount of extracurricular reading should be no less than 50,000 words. When teaching reading, students should develop the habit of previewing the text. The preview requires students to read the text sentences smoothly. During the classroom teaching process, students are practiced in various forms to read aloud. After learning a text, students need to accumulate words in time to write down, practice speaking, and consolidate their use. In addition to allowing students to read the texts in Chinese textbooks during one semester, students should also be provided with extracurricular reading materials. Help them choose picture books and children's poems that are age-appropriate for first-grade students. Arrange fixed extracurricular reading time every week, and use various forms of activities to encourage each student to participate in reading, such as talking and drawing to mobilize students' thinking, thereby cultivating their reading habits and interests.

4. Oral communication teaching.

First-grade oral communication teaching requires students to develop the habit of speaking Mandarin in class. Able to listen carefully to what others are saying and try to understand what others are saying. Listen to stories and watch audio works, and be able to retell the main ideas and plots that interest you. Can tell a complete story and briefly describe what he or she is interested in. When talking to others, be natural, generous and polite. Confidence to express yourself. For children in our rural primary schools, oral communication teaching is relatively difficult. Children here have less knowledge and knowledge than children in cities, and have fewer opportunities to exercise themselves. Therefore, from a certain aspect, the improvement of their oral expression ability is subject to certain limitations. Oral communication teaching should strive to be close to students' actual life. In addition to completing the oral communication theme teaching in each unit of the textbook, oral communication teaching should also be integrated into the entire Chinese teaching process and students' daily lives.

5. Teaching of looking at pictures and writing words.

Teaching how to look at pictures and write words in the first grade is the basis of writing teaching. Students are required to achieve the following goals:

1. Be interested in writing, pay attention to things around you, write what you want to say, and write about things in your imagination.

2. Be willing to use words learned in reading and life in writing.

3. Learn to use commas, periods, question marks, and exclamation points according to the needs of expression.

In the teaching of looking at pictures and writing words, let students use three-element or four-element expressions to try to explain the content of the pictures clearly. First-year students have strong imitation ability. Teachers can demonstrate writing and guide students to organize language reasonably and speak clearly. When looking at pictures and writing, in addition to writing clearly what you see, you can also write about what comes to mind. Therefore, teachers cannot restrict students' thinking when instructing students to write. They should encourage students to use reasonable imagination and write down some of their own special ideas.

First-grade Chinese teaching can be divided into the teaching contents of the above major sections. The teaching content of each section is closely related to mutual influence and penetration.

To improve students' comprehensive literacy in Chinese, it is necessary to implement teaching objectives in each teaching section and improve students' abilities in a certain aspect. Therefore, in the Chinese teaching in the next semester, I will be guided by the Chinese curriculum standards, develop a complete teaching plan based on comprehensive considerations of academic situation, and then implement detailed and specific teaching goals in each class.

Five related articles about Chinese teachers’ teaching experiences and insights:

★ Five articles about Chinese teaching experiences and reflections

★ Five articles about Chinese teaching experiences and reflections

★ Five personal reflections on primary school Chinese teachers’ teaching

★ Chinese teachers’ teaching experience and insights: Two people do not raise their hands, rain or shine

★ Five personal reflections on primary school Chinese teachers’ teaching

★ 5 examples of Chinese teachers’ teaching experience

★ 5 examples of teachers’ teaching experience

★ 5 examples of primary school Chinese teachers’ work experience< /p>

★ 5 examples of primary school Chinese teachers’ teaching experiences

★ 5 primary school teachers’ teaching experiences