Reflections on Chinese teaching in the medium term

As a new teacher, we need strong classroom teaching ability, and we can effectively improve our teaching ability through teaching reflection. So how to write teaching reflection is appropriate? The following are my reflections on the mid-term Chinese teaching (generally 5 articles) for your reference, hoping to help friends in need.

Reflections on the mid-term Chinese teaching 1 It's been a week since the mid-term exam. I looked at the scores of 42 students in the class again and carefully thought about the reasons for the low scores of students. I feel that I have done a lot of things that are really lacking. I was attacked by an inexplicable pressure. Because my grades are still far from my imagination. I have been thinking about how to combine training students' thinking with improving exam results.

Chinese teaching in junior middle schools should further guide students to understand and use the language correctly and form good Chinese learning habits on the basis of Chinese teaching in primary schools. Everyone understands this truth, but it may not always be done in the actual operation process. As far as I am concerned, I pay attention to the reading, explanation and interaction of the text, and pay attention to the understanding and discussion between teachers and students. I also tried my best to make the class active and the teaching rigorous, but the results of the students did not give me satisfactory results. After meditation, I feel that I have been ignoring a very important link: the knowledge of each lesson lacks the necessary consolidation and testing, especially the consolidation of basic knowledge. There are some factors that overestimate students' consciousness, which are confused by most students who can recite word meanings, know special sentences and dictate new words. The writing and dictation of some common words are not solid.

In the future teaching, I think I should pay attention to the following aspects:

First, pay more attention to and consolidate the sound, form and meaning of commonly used words, that is, arrange appropriate time for intensive training. After I come back from the lunar new year, I plan to test the words once a week and pass them all to strengthen my memory.

Secondly, we should make more effective use of morning reading time. The task of early reading should be arranged more carefully. It is important to urge and guide students to do as required, improve efficiency and do a good job in early reading evaluation. This can not only improve students' interest in learning, but also improve the quality of early reading. In short, use morning reading time to guide and urge students to master key points and common words. (including keywords in text 2).

Third, carefully explain the training questions in the text and workbook, and consolidate the learned text knowledge. At the same time, emphasize and teach some answering skills. Strive to achieve the three-dimensional unity of knowledge and ability, process and method, emotional attitude and values.

Fourth, continue to strengthen the work of cultivating excellent students and helping them dive, pay attention to cultivating students' abilities of self-study, self-summary and self-reflection, constantly improve students' practical abilities of listening, speaking, reading and writing, make good use of American classic literature in textbooks, edify students, infect students, infiltrate emotional education, and comprehensively improve students' comprehensive Chinese ability.

Fifth, implement hierarchical teaching to reduce the requirements for students with learning difficulties. For example, when students with good grades recite the meanings of words and special sentences, other students can also read well. When checking new words, ask poor students to write half correctly, so that they will write better next time! Only in this way can every student have a sense of accomplishment and gradually improve their interest in learning Chinese.

Sixth, make up the price difference and narrow the polarization. Judging from the test, polarization has obviously appeared in Chinese learning. Due to the deepening of knowledge points, individual differences of students and various internal and external factors, the polarization of students' learning is objective, but we must strive to reduce the poor students and make them make continuous progress in Chinese learning through the unremitting efforts of me, my parents and students themselves. This requires me to really love them, pay attention to them, make up lessons in time, minimize polarization as much as possible, and thus improve the quality of Chinese teaching in a large area.

Reflection on Mid-term Chinese Teaching 2 Personally, I think this mid-term Chinese test paper is comprehensive and moderately difficult, and it is a very good test paper. The content of the test paper is generally the original question, practice and even memorization, but the test results are still not ideal. It was hard when I first saw the results, but after a few days, I calmed down, stopped complaining and began to reflect on my usual teaching work from both students and myself.

Students who have done the original questions have made many mistakes. There are two reasons. First, students' listening ability is poor, and some students have never learned it at all. The answers in the class are only given by students above the average, and the middle and lower students make up the numbers and muddle through. Second, students are lazy to study. As a liberal arts subject, recitation and dictation are necessary, but many children don't want to recite it because it is boring, or even if they recite it, they can't write correctly and get points. If you think about it carefully, it is also a question of learning. The child has just entered junior high school and has not yet developed good study habits. They are not attentive in class. People are in the classroom, but thoughts don't know where they are. Many times later, they will still ask three questions. You can't study actively after class. You do your homework just to cope. Fool if you can, with the ultimate goal of completing homework. Third, students have a poor foundation, and some students can't write pinyin or write. It is these students who have improved the average score in the class.

As a teacher, there are many reasons. The biggest problem is that I trust students too much. I don't check students' homework every day, check students' recitation in class, and implement students' dictation word by word. There were lectures and arrangements, but they were not checked and implemented. Even if the inspection is only a spot check of some students, students will take advantage of the loopholes, do nothing, do less, or do nothing seriously to deal with things.

In view of the above problems, I also thought of the following methods to improve.

First, before class every day, check whether the knowledge that students learned the day before is consolidated, so that students are no longer lazy. He has psychological consciousness, and the teacher will check him tomorrow. I will do my homework and recite it carefully today. As a teacher, you can also find problems and solve them in time.

Second, ask students to reflect every day and write down what they have learned today. This not only allows students to reflect and sort out their daily income, but also is a way for students to review by recalling their study of the day.

Third, use group gangs, and each group only checks one person. He graded the whole group, but he was wrong. None of the group scored. For the sake of the whole group's performance, he is also embarrassed to recite after finishing his homework. Team members will also form a good habit of helping each other, supervising each other and making progress together.

Fourth, I really love my students. Love is a great power, which can stimulate students' learning motivation. Students are very sensitive and can feel whether you really love them. Let students fall in love with learning, learn to learn to learn in a happy mood, encouragement and appreciation.

I hope my idea can persist and have certain results.

Mid-term Chinese teaching reflection 3 Teaching reflection is an important process for our teachers to check and evaluate their own specific teaching work, and it is also an important process for organizing classroom teaching, feeding back information, summing up experiences and lessons in time, and discovering successes and shortcomings in teaching. According to teachers' own teaching level, writing teaching reflection is often an effective way to implement efficient classroom. So what should be remembered in teaching reflection? The following are the relevant contents of the mid-term teaching reflection in senior high school Chinese:

First, remember the experience in teaching. Being able to record what you feel deeply in the teaching process and cause * * * will become a valuable asset over time-teaching experience.

Second, remember the mistakes in teaching. Omissions and mistakes in teaching are inevitable, and the key depends on how to treat them. Such as improper arrangement of teaching content, improper design of teaching methods, and not prominent teaching focus. These problems should be recorded in time, and we should have the courage to face and solve them. We should actively seek the reasons subjectively, ask colleagues to express their opinions and learn from each other through various forms, so as to make it a lesson for future teaching work.

Third, remember the confusion of students in the learning process. Students are confused in their studies, which is often the difficulty of a class. Grasp the students' confusion in learning, find ways to improve teaching methods, and help students solve their confusion with games and textbooks that students are interested in. Record how to solve students' confusion after class, so as to enrich their teaching experience.

Fourth, remember the opinions of middle school students in teaching. Students are the main body of learning and the practitioners of teaching materials. Through students' own personal feelings, they often have some unexpected good opinions. Recording students' opinions in time is helpful to broaden teaching ideas and learn from each other.

Fifth, the redesign of memory teaching. After each class, we should comprehensively review and summarize the teaching situation. According to the teaching experience of this class and the feedback information of students, consider the teaching design of the next class, modify the teaching plan in time, and achieve a higher level of teaching.

In a word, teaching reflection is an effective way to help teachers accumulate teaching experience, improve teaching quality and implement efficient classroom teaching. It allows us to foster strengths and avoid weaknesses in future teaching, constantly innovate in teaching, constantly improve and constantly mention.

Reflection on Mid-term Chinese Teaching 4 The mid-term exam of this semester has ended. I have the following thoughts on the mid-term exam scenario of students in this class:

First, the characteristics of the test paper

The main questions of this exam are divided into: literacy paradise, word supermarket, beginner reading, and learning to write. The test questions are moderately difficult, taking into account top students, middle students and poor students, and are suitable for students of different levels.

Second, the specific answer analysis

Question 1: Find the first letters of the following syllables and write them in a four-line box. Most students did well in the exam, but only a few students didn't listen to the teacher carefully and lost points because they didn't check carefully.

Question 2: Fill in the initials, finals or syllables in brackets. Most of the students have done a good job and have been able to skillfully use the laws that are difficult to master to save writing. However, some students didn't pay attention to the pinyin rules, misspelled j-(ün)→jun, and removed two points when ü didn't spell, so they lost points. This shows that students do not attach importance to exams, do not firmly grasp knowledge points, and cannot learn and use flexibly.

Question 3: Choose the correct pronunciation and tick "√" in brackets. The students finished the scene well.

Question 4: Write the first word in stroke order. Most students write beautifully and pay attention to the shelf structure of words. Individual students need to strengthen their writing in their future studies.

Question 5: Write Chinese characters according to their appearance. This topic is mainly about adding a new word and removing radicals to change new words. Although the child has just learned Chinese characters and is not familiar with this type, the degree of completion is still good. Only a few students didn't read the examples carefully, so they lost a lot of points.

Question 6: Choose phrases and words. Most students did well in the exam, but some students did not carefully examine the questions and made a group of words.

The seventh question: according to the appearance, even a company. These are new words and read-only words that students are familiar with, and students can easily associate them.

Question 8: Complete the next sentence according to the appearance. (Words that can't be written can be replaced by Pinyin) Most students will imitate writing.

Question 9: Understanding of written materials. Except for a few careless children who didn't review the "Song of the Month" seriously, other students did a good job in filling in the wrong month of that year.

Question 10: Look at the picture and write. This question is a difficult point in this exam, which mainly examines the fluency of students' freehand brushwork on the basis of carefully looking at pictures. Students lose more points on this issue, children will not express their meaning clearly, and there are many wrong pinyin in it.

Third, reflection after the exam

After analyzing the students' answers, I think we should make great efforts to improve teaching methods and cultivate students' good study habits in the future. In the future teaching, I will try to do the following:

1. Although I have finished learning Pinyin, I will continue to infiltrate Pinyin teaching in the future and strive to make students use Chinese Pinyin flexibly.

2. Guide students to read more extracurricular books, enrich extracurricular study and improve reading ability. We should also guide students to take the road of autonomous learning.

In normal teaching, I want to help students develop good habits such as writing, reading, listening, observing, doing things and thinking seriously. Abnormality is a good habit of listening to others carefully. It is also an important learning method for students to understand that listening carefully to others.

4. Cultivate students' ability to examine questions, dictation before writing, and don't miss the questions.

5. Pay attention to the cooperation with parents and do a good job in teaching with their help.

Reflection on Chinese Teaching in the Mid-term 5 This semester, I am a Chinese teacher in Grade Three. The third grade is a transitional grade, and sometimes there are some "embarrassing" places. For example, literacy has not been the focus of teaching since the third grade, but learning new words is really difficult for some students, and there is no way to despise it; 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 the third grade, I began to practice exercises and write my own experiences, feelings and imagination informally. However, in the new textbook, writing exercises are only arranged in the second grade. This leap is too big, 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 teaching materials, I make progress in exploration and reflect in practice.

The 32 reading texts in the textbook should be consistent with students' learning practice according to different teaching objectives and learning requirements, so as not to dig deep into hard learning and make students feel speechless and meaningless. This is another difficult problem before us. I think teachers should really understand your students at this time, know what their difficulties are, what they are interested in, and how to design through their thinking and cooperation, so as to really improve. Only in this way can teachers have correct teaching predictions when designing teaching plans, making the teaching plans closer to students and more reasonable. I think this is also an aspect of preparing lessons from the "learning situation" of students. Of course, in the process of classroom teaching, we should proceed from reality and constantly adjust according to the learning situation.

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. The third grade has just transitioned from the lower grade, and the teacher's guiding role is particularly important. Autonomous learning in the classroom should be organized and guided by teachers. Therefore, teachers should constantly sum up and reflect on their own teaching behaviors, improve their theoretical level, constantly update their educational concepts, adjust their teaching behaviors in practice, and optimize classroom teaching. For example, in the teaching of Xilin Gol prairie, students' learning situation is not correctly estimated and predicted because of their emphasis on the excavation of text content and the design of teaching links. In class, students feel that they are following the teacher, and some requirements don't know how to operate. As a result, they are very tired and passive. In view of some problems in teaching, reflect and summarize in time after class. When studying the following texts, I pay special attention to these problems, and I no longer force students to be "perfect" in class, which effectively avoids the recurrence of these problems.

Up to now, I really feel that I grew up with students, with both gains and losses. Recently, however, it has been found that "bottlenecks" are often encountered in teaching, and the existing knowledge and experience can no longer meet the emerging new problems and situations. If 32 texts are taught in only a few teaching modes, students will feel boring immediately, and sometimes they will even be unclear about your teaching ideas. What's the smell of such a class? The teaching of composition sometimes feels "helpless". How to make students interested in composition just by talking about requirements, reading examples, trying to write and making post-evaluation How to cross the "bottleneck" and enjoy a broader teaching world is another question that 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 your cultural background, learn from experienced teachers, reflect on your own teaching, improve your ability to grasp teaching materials and control the classroom, hoping to break through the bottleneck of the new world.

The third grade composition focuses on practicing "writing specific paragraphs" In practice, I take writing general paragraphs as the basic training of writing paragraphs. And insist on writing some specific points in the general part:

1. The first sentence summarizes the meaning of this paragraph;

2. Describe the first sentence in a few words;

The last sentence should summarize the meaning of the paragraph, but it can't be repeated word for word with the first sentence.

The main forms of exercises are:

1. Supplementary paragraph. Supplementary general statements and concluding sentences; Or add a word.

2. Write the meaning of a paragraph in the text in your own words, and all paragraphs are required to be written.

3. imitate the paragraph. Specify the range of material selection, which should be written in the general section.

In addition, I often train another paragraph, that is, a paragraph should contain four elements: time, place, people and things, and the "things" should be clearly written in a few sentences. This writing is very good for students to master the requirements of narrative.

Chinese is really a beautiful subject. I remember when I was at school, Chinese suppressed human nature and criticized Chinese teaching, which was overwhelming. Now the new curriculum reform has made me see a gratifying trend, but I am really afraid of overcorrection. Irresponsible "innovation" and "activities" make Chinese characters no longer important. What matters is my irresponsible "fabrication". It has always been thought that Chinese reading is the most important link. A large number of students read and meditate independently to cultivate Chinese literacy. Without enough reading as the basis, too much "dialogue" can't achieve feelings and experiences.