Gains and losses of Chinese classroom teaching in senior high schools

"Classroom teaching is always an art of regret, and scientific and effective teaching reflection can reduce regret." Relevant research has proved that successful and efficient teachers often actively and creatively reflect on their educational goals, classroom environment and their professional abilities. It can be seen that in teachers' practical activities, reflection is generally regarded as a decisive factor in teachers' development. Teaching reflection can activate teachers' teaching wisdom, explore new ways of presenting teaching materials, and build an interactive mechanism between teachers and students' learning styles. It is a "catalyst" for the growth of our teachers and an important foundation for their development. The implementation of Chinese new curriculum standards requires teachers to constantly reflect on whether their teaching behavior reflects the new curriculum concept and is conducive to the development of students.

First, the main characteristics of Chinese teaching reflection

1. Pursuing the rationality of teaching practice. Teaching reflection can find new problems and further stimulate teachers' sense of responsibility. Teaching reflection is not to recall the teaching situation in general, but to constantly find problems in teaching and adjust the teaching plan according to these problems to make the teaching plan more reasonable. Teaching reflection pursues more and better methods to improve classroom efficiency. If a teacher can constantly reflect on teaching and often study and summarize, then his teaching level will continue to improve.

2. Teaching reflection is exploratory. Any teacher is confused in theory and practice. As a teaching method, reflection strives for progress through exploration. If there is a problem, rectify it. If there is a problem, consider it. The essence of reflection is that teachers should dare to doubt themselves, dare to break through and surpass themselves, and constantly move towards a higher realm. The process of teaching practice is not only the process of teachers' exploration, but also the process of teachers' reflection. Teaching reflection means that teachers consciously take their own classroom teaching practice as the object of understanding, conduct comprehensive and in-depth calm thinking and summary, so as to enter a more optimized teaching state and enable students to develop more fully.

3. Teaching reflection runs through the whole teaching activity. Not only in teaching content, but also in teaching methods, such as: how to use inquiry teaching and task-based teaching reasonably in Chinese classroom? There are reflections on both regular classes and special activities, such as: how to improve students' reading ability and writing level? ..... there are reflections on teaching through the feelings after practice, and reflections on questioning their teaching behavior through the "lens" of students' eyes.

Second, the content of Chinese teaching reflection

1. Reflections on teaching philosophy. The core idea of the new curriculum is "for the development of every student". Under the guidance of this core concept, the focus of classroom teaching evaluation has shifted from teachers' "teaching" to students' "learning". This requires teachers to seriously treat the classroom teaching of each class, and make in-depth and lasting efforts in teaching methods, innovation of learning methods, preparation methods and preparation before class, re-understanding of autonomous teaching ability, and the construction of democratic and equal teacher-student relationship in classroom. Teachers should not only pay attention to students' learning results, but also pay attention to students' learning process, promote students to learn autonomous learning, cooperative learning and inquiry learning, let students feel and understand the process of knowledge generation and development, and cultivate students' scientific literacy and innovative thinking habits.

2. Reflection on teaching methods. Teachers are participants, instructors, organizers and promoters of teaching. Teachers' teaching activities should be flexible and changeable, and the teaching process should be an interactive process in which teachers and students develop together. It is necessary to guide students to take the initiative to learn, develop their comprehensive language ability of listening, speaking, reading and writing, and create conditions for students to explore their own interests through their experience, practice, discussion, cooperation and exploration. In short, teachers should change the "input" teaching with language knowledge as the main body and replace it with the "output" teaching with students as the main body; It is necessary to change the single teaching method, pay attention to the differences between students' learning methods and thinking methods, and pay attention to the study of students' learning methods in layers.

3. Reflection on teaching materials. In the past, teachers regarded textbooks as the only teaching resources, and "understanding textbooks thoroughly and teaching them well" became the highest requirement for teachers. As a result, teachers' independent spirit and innovative ability are stifled, which limits their own development. Teaching cannot proceed from reality, and it is difficult to stimulate students' enthusiasm for learning. The new curriculum standard requires teachers to participate in curriculum setting, actively develop and rationally use curriculum resources, and do a good job in school-based curriculum. From "teaching textbooks well" to "developing and utilizing teaching resources to teach students well", it can not only promote teaching reform, but also effectively promote the development of teachers. Rich curriculum resources help teachers "recharge" and constantly enrich and improve themselves.

4. Reflection on the teaching object. Students are the main body of learning, which requires teachers to pay full attention to students. Chinese teachers should first abandon the traditional concept of "focusing on teaching plans, textbooks and unified standard evaluation" and treat students equally in the teaching process, resulting in the phenomenon that students do not have enough to eat. Chinese teachers must establish the concept of "people-oriented", and all classroom teaching activities should be designed to meet students' personality characteristics. Only in this way can it be conducive to students' self-development.

5. Thinking about classroom teaching evaluation. The evaluation should be changed from a single knowledge test aimed at mastering language knowledge to a diversified evaluation method focusing on students' comprehensive language application ability; We should fully mobilize different evaluation subjects to carry out evaluation activities, respect each student's different opinions, encourage students to have innovative ideas, especially on controversial issues, cultivate students' diversified thinking ability, and promote the formation and development of innovative spirit; Pay attention to students' overall and all-round development.

Third, the way to reflect on Chinese teaching

1. Reflect on your own teaching from the perspective of students. Students often observe and think about teachers with their eyes and minds, which will reflect our teaching situation from the aspects of students' behavior, mentality, academic performance and expectations of teachers. Therefore, teachers should always observe students' learning behavior, analyze the phenomenon, explore the reasons, and think about the advantages and disadvantages of teaching from the perspective of students.

2. Reflect on teaching by inviting peers or experts to listen to their own classes. Inviting peers or experts to observe their own classroom teaching, exchange and talk with them, can look at their teaching practice with a brand-new eye, and sometimes can partially or completely rebuild their educational concepts.

3. Reflect on your own teaching by writing after-class reflection. Teachers can record the success, mistakes, unexpected gains and students' opinions in each class by writing after-class reflections, accumulate experience, and develop and improve teaching ideas more suitable for students' development.

In a word, the reflection of Chinese teaching in senior high school is based on solving practical teaching problems, not simply reviewing after class, but a process of continuous improvement and deepening. Teachers learn in "thinking", explore in "reform" and develop and innovate in exploration, so that our education and teaching ability can be continuously improved.