Reflections on Chinese teaching in the second volume of senior one.

As a new people's teacher, one of our jobs is classroom teaching. Writing teaching reflection can sum up our teaching experience. So how to write the reflection on Chinese teaching in the second volume of senior one? The following is my reflection on the second volume of Chinese teaching in senior one. I hope you like it!

Reflection on Chinese teaching in the second volume of senior one (1) Looking back on Chinese teaching in the first semester of senior one, I feel quite gratified by several practices.

1, Chinese teaching from the perspective of literature and history, bold innovation.

Regarding the nature of Chinese curriculum, the new curriculum emphasizes that "Chinese curriculum in senior high school should further improve students' Chinese literacy, so that students can have strong Chinese application ability, certain aesthetic ability and exploration ability". According to such an idea, although I am reviewing the text, I still don't forget to integrate the aesthetic education of Chinese, whether it is talking about classical culture such as The Analects of Confucius or Chinese and foreign masterpieces; Whether in composition class or in language training, I will try my best to guide students to feel the richness and vividness of Chinese from the perspective of language; Guide students to understand the flexibility and variability of language from the perspective of application; Guide students to experience the profoundness of China traditional culture from a comparative perspective. For example, our open class "Meng" this semester is the Book of Songs. The appearance of The Book of Songs is not only a sign of the early development of China literature, but also occupies a very high position in the world cultural history, especially the realistic spirit of The Book of Songs has the greatest influence on later literature. Judging from the number of articles, only Meng He's two works were selected for the text of The Book of Songs. By studying these two poems, students can have a comprehensive and clear understanding of The Book of Songs from the ideological and artistic aspects, and there is a clue that The Book of Songs is an important source of Chinese classical poetry, so as to achieve "understanding the profoundness of Chinese culture, having a long history, cultivating temperament, pursuing noble tastes and improving moral cultivation", carrying forward the excellent culture of the motherland and improving the ability of self-study appreciation of The Book of Songs.

Therefore, when I teach two poems of The Book of Songs, my overall teaching goal is to explain the ideological, artistic and influence of The Book of Songs with Meng He as the teaching material, so that students' understanding of The Book of Songs is not limited to local chapters, but has an overall perception, laying a foundation for future study. Therefore, when formulating the "three-dimensional goal", I set it like this-

With regard to the goal of "knowledge and ability", I will combine the history of China literature to teach the knowledge of the origin, content and artistic techniques of The Book of Songs, and strive to improve the ability of self-learning other chapters of The Book of Songs.

On the goal of "process and method", based on the poetic content and artistic techniques of Mencius and Mencius, combined with the aesthetic taste of specific poems, students are guided to feel and experience the images and emotions of characters, and the content of literary history is appropriately expanded to achieve the purpose of "point-to-face" understanding.

In the goal of "emotional attitude and values", it is important to guide students to correctly evaluate the heroine's love tragedy from the perspective of ancient marriage system and women's special social status, and to raise sympathy to respect for women. Contact the phenomenon of marriage and love in modern society in time, guide students to establish a correct view of love, marriage and family, and be a good person with morality, cultivation and responsibility.

In addition, in order to help students understand the text further, I use "voice-over" in teaching, that is, I quote the lyrics about love theme in modern pop music as a summary. This method is easy to understand and can stimulate students' interest in class. For example, when explaining that "autumn will last for a while without children's anger", I quoted the popular lyrics-"Love you is not negotiable". At the same time, in order to cooperate with the implementation of this teaching method, I designed the interpretation of the text content into five "movements", namely "the first movement of marriage: my good memories"; The second movement of marriage: my sad reflection; The Third Movement of Marriage: My Bitterness; The fourth movement of marriage: my cry of pain; The fifth movement of marriage: my decisive decision.

2. Taking students to "write landscapes" is the most successful composition this semester.

Because students have a narrow reading range and a small amount of reading, most of their time is occupied by mathematics and physics, and they rarely come into contact with Chinese. Most students only "meet" Chinese in Chinese class. Therefore, writing a composition every week, in addition to letting students practice writing and thinking, it is more important for them to find relevant composition materials and accumulate writing materials from them. It is best to combine critical composition with model essay. Because the model essay has certain guidance and meets the requirements of each composition. In this way, students can gain a deeper understanding after each composition, which is helpful to gradually improve their composition level. At the same time, if we take students' compositions as model essays, we can also stimulate students' enthusiasm for writing. Also, it is best to talk about only one writing method at a time, which is used as a guide for composition writing. The next composition requires students to try this writing method. However, the first unit of compulsory two is to learn landscape prose, and the description of scenery should grasp the characteristics of scenery and highlight one's feelings in landscape writing. Scenery varies with people's subjective colors. Therefore, the best way to get close to, know, appreciate, describe and express nature is to take students to nature. However, before writing, teachers must guide students according to the writing characteristics of the first unit textbook, which will achieve better results. Practice has proved that students are not afraid of this kind of writing by combining their own experience with the writing methods they have learned, but they all feel that they have a lot to write and know how to write landscape articles.

3. For the review of classical Chinese, I think more students can read the text and recite important articles, so that students can have a sense of classical Chinese and master simple classical Chinese knowledge more easily.

It is more effective than simply explaining China's ancient knowledge. In addition, I think it is best to review classical Chinese in Chinese class every day, so that students can get in touch with classical Chinese every day and cultivate a sense of language in reading classical Chinese every day, which will help them read ancient cultural classics independently in the future.

4. Teachers should have a heart of learning and reading.

Teachers' research not only means studying teaching materials, but I think it is more important to form a system for specific models, rather than sticking to ready-made reference books, tutorials or reference answers. Only in this way can students be guided to review effectively. For example, when I teach Preface to Lanting Collection and Fu on the Red Wall, I guide students to understand the course content from the perspective of China traditional culture, which makes it easier for students to accept and deepen their understanding.

This year, I am the head teacher of Class 7, Grade 1 and the Chinese teacher of Class 7 and Class 2, Grade 1. I know that senior one is a key academic year for students, which is related to the connection between junior high school and senior high school. As a Chinese teacher, one should not only have a good cultural accomplishment, but also have a scientific working method.

First of all, in teaching, I pay attention to cultivating students' good study habits.

1, the habit of memorizing. The first is to master scientific memory habits. Scientific memory methods, whether Lenovo or other ways, just remember a method that suits you. In addition, I emphasize that a good memory is not as good as a bad writing, and ask students to take notes in and out of class. We should not only remember the knowledge in the classroom and the extended knowledge, but also take the initiative to remember the extracurricular knowledge that we usually come into contact with.

2. Good habits of reading and reading good books. Read Chinese and foreign masterpieces or biographies of great men. Biographies of great men embody the humanistic characteristics of Chinese, and words carry Tao. Cultivating a sound personality is inseparable from ideological dialogue and communication with great men. Reading can make students transcend the limitation of time and space, associate with masters, and edify students with personality and thoughts. Moreover, the age of students is very plastic, and the appeal and education of great men will affect students unconsciously. Once a habit is formed, students will benefit for life. Furthermore, from the perspective of taking the exam, it is also essential. Read, broaden your horizons and enrich your connotation. As the saying goes, if the quality and quantity of reading reach a certain level, students' language expression ability will gradually increase. Therefore, this semester, I ask students to buy one or two famous books, read and take notes every week. During the winter and summer vacations, they will also be allowed to continue reading and keep this good habit.

3. The habit of practicing calligraphy. Li Bai's "One Embroidery Half Prosperous Tang Dynasty" is a high praise for his excellent works. Good writing is inseparable from frequent writing practice. Many students recite a lot, talking like Yangtze River water, but writing like squeezing toothpaste. Don't think that all great writers are great, but not all writers have been written. So I ask students to write a weekly diary every week, which should be about 500 words.

Second, give full play to students' main role and turn passivity into initiative.

Tap students' potential, stimulate and cultivate their interest in learning, and give them time and space to study and think independently in class, and actively participate in classroom teaching activities. For example, in each class, I let one or two students speak on the stage, tell short stories or celebrities, and then the students make comments. In text teaching, try to let students fully discuss and solve problems in the form of questions, and divide students into four study groups, and count their speeches in the group grades. In this way, the initiative of learning is given to students, so that students have the feeling of subjective participation, fully mobilize the enthusiasm of students, and make the classroom full of active atmosphere, and everyone actively discusses and speaks. However, in the process of cultivating students' active participation in teaching, we should pay attention to the analogy, let students master the methods of analyzing and solving problems, master the essentials of reading analysis, and change the old learning state, not passively accepting the knowledge taught by teachers, but actively mastering and applying knowledge.

Third, always study and constantly reflect.

The so-called "learning to be a teacher and be a model" has always been the requirement of the profession of teachers. As a teacher, especially a new teacher, it is necessary to keep learning. It is indispensable to learn from other old teachers, observe classroom teaching records or read texts. I teach Chinese in two classes and I am also a class teacher. The work of the head teacher sometimes takes up too much time, which makes me unable to have enough time for a lot of study. This semester, I went to Sanya No.1 Middle School and Hainan Middle School for classroom observation and study, participated in online teaching exchange, and listened to our teacher's Chinese class and other classes. Only the number of lectures in the latter is still too small. Next semester, on the basis of doing a good job as a class teacher and teaching myself well, I will intensify my study in class and constantly improve myself.

In the days of advocating "quality education", we follow the advanced teaching concept of "people-oriented, student-centered" and explore the road of students' all-round development. High school Chinese needs to think more about how to improve students' quality, make a set of practical plans and implement them effectively in actual classroom teaching. Therefore, what we want to pursue is how to teach teaching materials and writing training methods that are beneficial to improve students' basic knowledge of Chinese on the premise of ensuring that students pay enough attention to Chinese and have the necessary Chinese foundation and writing foundation. Based on this, it is urgent for Chinese teaching in senior high school to determine the teaching principles different from other subjects on the basis of carefully examining the three basic teaching links of teachers, textbooks and students, so as to effectively promote Chinese quality education in senior high school. Through years of teaching experience, I think the Chinese teaching design under the new curriculum standard should do the following:

First of all, teaching design must update educational ideas and deepen classroom teaching.

At present, there are still many old ideas in Chinese teaching in middle schools. We can't get rid of the influence of old ideas, old habits and old traditions. We pay attention to the teaching and dissemination of 45-minute classroom knowledge, but ignore the cultivation of students' potential and intellectual development. The essential attribute of Chinese subject is the study and application of language, while Chinese course is the synthesis of reading, writing, listening, speaking, rhetoric, logic and other factors. It is impossible to teach everything in every class. Only by focusing on teaching objectives, highlighting teaching priorities and fitting students' learning potential can students achieve practical results. Chinese education in senior high school points to "human development". Therefore, it is required that Chinese teaching in senior high schools must be combined with real life, pay attention to Chinese practice and potential cultivation, be based on Chinese knowledge, be practical and effective, and be organically combined in and out of class. But I think, whether in class or out of class, we must focus on one core and two basic points, namely, the core of "potential cultivation", which are in class and out of class respectively. Pay attention to practice in class, concentrate on reading after class, combine with each other after class, not stick to textbooks, but extend to extracurricular reading materials, and intersperse some extracurricular reading materials to make the classroom teaching atmosphere more active, which plays a very good role in deepening classroom teaching and improving teaching effect.

Second, teaching design must reflect the full play of students' main role and change passivity into initiative.

For a long time, our Chinese teaching has paid attention to the teaching of language knowledge, always allowing students to understand passively in class, ignoring the main role of students. To improve the Chinese quality of senior high school students, we must give full play to students' main role in classroom teaching, tap students' potential, stimulate and cultivate students' interest in learning, give students time and space to study and think independently in class, and actively participate in classroom teaching activities. For example, I will let one or two students speak on the stage of each class, and then invite one or two students to speak to their classmates and make comments. And in the teaching of self-reading texts, try to let students fully discuss and solve problems together. In this way, the initiative of learning is given to students, so that students have the feeling of subjective participation, fully mobilize the students' intentions, and make the classroom full of active atmosphere. Everyone actively discusses and speaks with heart. However, in the process of cultivating students' active participation in teaching, we should pay attention to the analogy, let students master the methods of analyzing and solving problems, master the essentials of reading analysis, and change the old learning state, instead of passively understanding the knowledge taught by teachers, we should actively master and apply knowledge. As Mr. Tao Xingzhi said, "I think a good teacher is not teaching, not teaching students, but teaching students to learn." As long as students master scientific and effective learning methods, they will be able to integrate and benefit for life.

Thirdly, there should be less empty performances and more solid training in teaching design.

In classroom teaching, sometimes according to the characteristics of teaching materials, related performances are performed for a certain link, which can undoubtedly deepen students' understanding of the text, stimulate students' enthusiasm for learning and improve their comprehensive quality. It also reflects the idea that the main task of teachers in the new curriculum standard is to organize classroom teaching and give students the main time for autonomous learning. However, if the performance is regarded as a prop of classroom fashion regardless of the text materials, just to enliven the classroom atmosphere, then this practice is very debatable. In the process of designing classroom performances, teachers should first think about the following questions: First, think about what is the purpose of letting students perform, and don't perform for the sake of performance. Personally, I don't think it is necessary to perform, because performance is an auxiliary means after all, and the higher the grade, the more you should abandon it. Wouldn't it be better if students could perform in their minds through language? Then think about how to make students perform. For example, when you are telling the true story of Ah Q, you want students to experience the changes in the language features and expressions of Ah Q through performances. Can students achieve this goal in their grades? Are your students professional actors? How can supervision not become a farce? If students think that the image of Ah Q is a funny performance in class, does it affect students' accurate grasp of this character? Therefore, teachers should prepare carefully before class, not only for lines and actions, but also for students' discipline. I think we should simplify the performance, make it situational and combine it with the training of Chinese basic skills. Classroom performance is not the key to everything. Too many classroom performances will inevitably make the classroom flashy, and it cannot replace the necessary Chinese training. Instead of letting students perform superficial texts in class, speaking vaguely and skimming the surface, it is better to create more opportunities for students to listen, speak, read and write, and give them more opportunities to express themselves orally and practice writing. Without solid "double basics" training, how can we effectively improve our language potential? Only with less vague performances and more solid training can Chinese learning get rid of the superficial glitz and excitement and return to its original source.

Fourth, teaching design should be less cooperative discussion and more interesting reading.

The change of learning style is the most important change in the new curriculum, so group cooperation and discussion have become the most common teaching methods in Chinese classroom at present. It may reflect the teaching concept of "independence, inquiry and cooperation" to a certain extent, but some teachers label the classroom as "new curriculum" in pursuit of the new curriculum standards, and come to a group discussion from time to time, and always come to a cooperative inquiry. Instead of pursuing the effect of discussion, we pursued the form of discussion and did a lot of useless work. Cooperation and discussion are not impossible, but teachers should pay attention to what materials need to be discussed, how to discuss them, and how to show and evaluate the effect of discussion and cooperation. Because teachers lack the necessary guidance before discussion and the necessary taste in reading texts, students start discussion at will without deeply understanding the information in the article, so the process and result of discussion can be imagined. In this case, cooperation and discussion evolved into the following situations:

1. One member of this group is speaking authoritatively, and the other members are listening attentively. Of course, when reporting, it is also a "high opinion" of small institutions.

2. Team members are silent and thinking about themselves.

The group members are talking noisily, but they are not focused on the topic. Sometimes they make faces, and sometimes they laugh. You can imagine whether they are discussing the problems assigned by the teacher, at least not seriously. On the surface, the atmosphere was warm and unusual, but it didn't solve the practical problem. I think cooperative discussion should be carried out on the premise that the text is fully interpreted and students have their own independent thinking, so that exchanges and discussions can play a role.

The necessary effect. Reading, feeling, thinking, thinking and swimming are indispensable in Chinese class. In Chinese class, "dynamic" is more important than "dynamic", and sometimes "static" is more effective than "dynamic". To discuss every problem, the cooperative Chinese class can only be a flashy bubble Chinese class.

In the traditional Chinese class, the teacher analyzes the text in pieces, making it a pure tool training class. In Chinese class, there is no collision of thoughts, touching of hearts, emotional edification and aesthetic edification. Speaking Chinese has trained teachers and delayed students. These shortcomings must be eliminated, but we should not overdo it. We should not only enter the new curriculum in form, but also in thought.

In the blink of an eye, another semester passed. Looking back on my work in the past six months, after a semester of hard work, I have gained valuable teaching experience and profound lessons. The following are my thoughts on the teaching situation this semester:

This semester, I am strict with myself from all aspects, deeply study teaching methods, learn from experienced teachers with an open mind, and work diligently and conscientiously according to the actual situation of students, so as to carry out various teaching work in a planned, organized and step-by-step manner. With the help of my colleagues and my own efforts, I finally completed all the tasks successfully.

First, the analysis of students' situation

1, most students don't have a good grasp of the basic knowledge of Chinese: the vocabulary is extremely narrow, and some commonly used words not only don't know the meaning, but even have never heard of it; I don't know anything about sentence components, even the subject, predicate and object can't be distinguished; They have hardly read any books, and it is not an exaggeration to describe their knowledge as "poor and white". The composition is almost the same as that of primary school students, and many sentences are wrong, so there is nothing to say.

2. I don't have good listening, speaking, reading and writing habits, and my reading comprehension, analysis and expression skills are poor. It's lively to ask a question and speak collectively, but once a classmate gets up to speak, it's not clear. The consciousness of class notes and extracurricular study is not enough.

I am glad to know that I am very cooperative. I remember that in the first class, in order to arouse students' enthusiasm, I spoke four idioms, namely, "hide your strength and bide your time" and "save for a rainy day". As a result, students like learning very much. This makes me feel very gratified. As long as students are willing to study, everything will be fine.

Second, the measures taken in Chinese teaching last semester are as follows:

1, vigorously strengthen the basic language training, and help students make up for the lack of language foundation as much as possible in the teaching process.

2. Emphasize preview before class, and insist on designing several related questions to ask students before each class, otherwise I would rather spend 10-20 minutes for students to make up preview.

3. In class, we should try our best to adopt the strategy of "asking questions about the text" to make students feel that they have something to say and rely on, and they are not afraid of making mistakes, and help students build up their self-confidence. At the same time, they are forced to read, understand and feel the language in the text more, and gradually tend to dare to speak, want to speak and love to speak.

4. Insist on assigning homework after each class and checking and evaluating it in time, so as to force students to learn to complete homework according to the requirements of teachers while constantly mastering knowledge.

5. Writing training starts with "basics" to guide narrative writing, especially the description methods in narrative writing, and carries out fragment training and comprehensive training. Help students improve their language expression and writing skills.

6. Let students know clearly that Chinese is a tool discipline of other disciplines, and it is also an indispensable tool discipline for future communication and exchange of ideas. If you don't learn Chinese well, you will be in a dilemma in your future life.

7. Ask and supervise the students' calligraphy practice process from tracing to copying, so that they can realize that "writing a good hand is like putting on a beautiful dress and leaving a good first impression". Students are required to form the habit of practicing calligraphy at least once a day.

Third, the following achievements have been made:

1, students begin to develop the ability to finish homework on time according to teachers' requirements and writing format habits.

2. Students' good writing habits have improved.

3. The cultivation of "reading habits" has laid a good foundation for students' Chinese learning throughout the year and created an active atmosphere for Chinese learning throughout the year.

4. The learning method of "questioning the text" makes students have something to say, evidence to rely on and emotion to speak of, which helps students to establish their self-confidence in learning Chinese and enhance their reading, analysis, understanding and oral expression skills.

5. Writing training from imitation reduces writing requirements. In addition, when correcting students' articles, teachers adopt the method of "focusing on students' meaning and talking heartily", which encourages students to dare to write and speak.

6. Students have developed the habit of taking notes in class. As teachers are required to integrate the basic knowledge into every class, students should further strengthen their mastery of the basic knowledge of Chinese in their accumulated study.

Fourth, the future teaching ideas:

Because there are too many gaps and omissions in students' Chinese, it is far from enough to rely on one semester's efforts. If we need to continue to work hard in the future, only by promoting students' interest in Chinese learning-learning and wanting to learn-is the most fundamental guarantee to improve students' Chinese performance.

The fifth part reflects on Chinese teaching in senior one. Looking back on the past semester, I think there are more places worth thinking, summarizing and improving than ever before, which is of course related to the implementation of the new curriculum. But because of this, it is more necessary for each participant and experiencer to sum up personal experiences, personal feelings and lessons in the front line of teaching and seriously reflect on them, so as to avoid detours and make fewer mistakes in the new curriculum teaching in the future.

First of all, I think the new curriculum reform is to completely abandon the misunderstanding of traditional teaching methods.

We often say "innovation", and the implementation of a new concept, the real foundation is "breaking", "only when there is breaking can we stand". So is this new curriculum reform. It has made great reforms in many aspects, such as curriculum structure setting and target design, which gives people a refreshing feeling. This makes me try my best to innovate in teaching, and it is easy to forget some good traditional teaching methods, especially some effective teaching methods in Chinese education, such as making students read more, recite more, remember more, write more and practice more, and teachers should guide, guide, dig and deepen them appropriately. Facts have proved that the above methods are traditional, but the effect is remarkable. In today's Chinese education innovation, it is particularly important to absorb and integrate the advantages of traditional teaching methods.

Second, the wrong practices in the implementation of the new method.

(1) Errors in the Application of Tutorial Plan

An important "new" sign and new thing in the teaching of the new Chinese curriculum in senior one is the "tutoring plan". The successful experience of "Guiding Case" in Yanzhou No.1 Middle School in Shandong Province proves that it has incomparable advantages in mobilizing students' learning enthusiasm and initiative, stimulating students' thinking, exercising and improving students' ability. However, in the process of implementation, due to lack of experience and understanding of students' academic investigation, we often take such a one-sided approach-only paying attention to the "learning" and "speaking" of guiding cases, while ignoring the "guidance" of guiding cases. Facts have proved that if the tutoring plan only "does" and "speaks" but not "guides", it will be difficult to have any positive and positive impact on students' learning. Therefore, how to design and make good use of the tutorial plan, so as to really mobilize students, stimulate students and liberate students, is an urgent task, which requires every participant and experiencer of the new curriculum to use their brains.

(2) The wrong way of cooperative learning.

In the implementation plan of the new curriculum standard, "actively advocate the learning mode of funding, cooperation and inquiry" is put forward, but I have had some wrong practices on what cooperative learning is in practice:

① equate group cooperation with group discussion. When the teaching reaches a certain stage, I will ask the students to "discuss this problem in groups". So the students talked noisily. In fact, such group discussion is not cooperative learning in the true sense, because it is not a group learning behavior under the guidance of clear group goals.

(2) Teachers are absent. When students cooperate in learning, I sometimes retreat to the side of the classroom and wait patiently, and sometimes wander between study groups like dragonflies. After the group cooperative study, I began to listen to the reports of each group in turn. After the lecture, the classroom teaching activities came to an end. In fact, this kind of cooperative learning is actually just a form, because it lacks the guidance of teachers and the learning effect is not good.

③ Cooperative learning is overused. Sometimes I ask students to discuss whether the problem is appropriate in class. Cooperative learning presents great randomness. In fact, some cooperative tasks are very simple and more suitable for autonomous learning, and cooperative learning is not needed at all. Some problems are basically the same, so there is no need to discuss them together. Frequent and worthless cooperation is not only not conducive to the cultivation of students' independent thinking and independent inquiry ability, but also easy to make students develop the bad habit of blindly relying on others when encountering problems. In fact, cooperative learning must be based on personal thinking, and the two are not exclusive.

④ The consciousness of division of labor and cooperation within the group is not strong. There is no cooperation without division of labor, but sometimes, in my class, there is often no clear division of labor. All the students do is exchange opinions and finally find a classmate to report it. In addition, students who are often more active in the group are often recommended to give lectures. In this way, many students have not really improved at all.

The mistakes in the above two new methods are the outstanding phenomena I encountered in the implementation of the new curriculum. There may be other problems, and space is limited, so I won't explain them here.

Generally speaking, in the process of implementing the new curriculum reform, we will inevitably encounter such and such problems, so we should not only have the ability to solve problems, but also have the ability to find and prevent problems. In order to make our teaching road smoother, some misunderstandings are also put forward here. When the problem comes out, change it if there is one, and encourage it if there is no one; We should take precautions against possible problems. On the way to the new curriculum reform, let's make more achievements and progress in the process of constantly discovering and solving problems!