Reflections on the teaching of classical Chinese teachers' theory

Reflections on the Teaching of Shi Shuo 1 Facing an old text with profound cultural connotation, my teaching method is still relatively traditional, and I haven't deeply explored its cultural characteristics and spirit of the times. At the same time, due to the over-emphasis on recitation in class, the analysis of the strict structure of the text is put in a secondary position, which reduces the thinking density of students on this issue. Even if there are argumentation methods and logical thinking, it is only for reciting, which is not suitable for the height of literary appreciation and lacks in improving students' taste. Moreover, students rely too much on pre-design and pay attention to the seamless connection of all links in lectures, so that they have no chance to question the content and views of the text. Later, when a classmate wrote a teacher's comment, he asked such a question: I think, primary school and legacy? No? Learn the small aspects and give up the big ones? Should be understood as:? Children let him study, adults don't study? In this way, the meaning of the context is linked. Whether his understanding is correct or not, this spirit of deep thinking and independent expression should be an example for everyone. If he had been given a chance to show, I believe that a deep understanding of the content of the text will play a very important role in creating an atmosphere of exploration and even promoting the spirit of seeking.

Reflections on teachers' theoretical teaching 2 1. Because students are only required to preview during the holidays, but the teacher did not test the effectiveness of the preview and did not attend the first class, the students' mastery of the basic knowledge of classical Chinese is not ideal. Teachers teach students in an idealized state, which is divorced from the reality of students.

2. Introduce new class entanglement? Say? Can be understood as:? What is the author's opinion? Or? Tell me the truth? This limited way of understanding limits students' thinking, and students can't tell what Snake Catcher is. Taking advantage of the existence of snake catchers, the author profoundly exposed the cruel oppression and exploitation of the working people by the feudal ruling class? The main idea of.

3. Because of the linear structure of courseware, it can only be executed step by step in class, and it is impossible to jump freely. Such as the introduction of the background of the times should appear in the students' incomprehension? Unlimited time? what's up What time? When exactly do you mean? The future courseware should be of selective structure.

4. There are too many preset contents, and almost no content is generated during teaching. This not only restricts students' learning, but also restricts teachers' teaching. So the classroom atmosphere is slightly dull.

5. What are the teaching objectives? Understand the argumentation structure adopted in this paper, focusing on comparative argumentation? This article only focuses on the second half of the class, and this goal should be changed to? Comparison-oriented presentation method? . Limited by the class time, teaching has not been carried out well. The students should have exchanged the contents of the discussion, but the teacher intervened. As a result, the imitation link cannot be carried out.

6. Pay attention to the guiding principle of students' thinking and utilitarian classical Chinese? Three more and one less? Although there are contradictions, I personally think it is more important to teach students how to think. After all, the accumulation of words is a matter for students.

Reflections on the teaching of Shi Shuo 3 Shi Shuo is a traditional article in Han Yu's prose and an important one. This paper discusses the necessity and principles of learning, and criticizes the society at that time. Shame on learning from the teacher? Bad habits, showing extraordinary courage and fighting spirit.

The article is not long. According to the students' understanding and the general lecture process, it takes three class hours to complete the teaching task. Faced with such an article, under the requirements of the new curriculum standard, how to inherit the old classical Chinese teaching tradition, that is, how to master and demand words and how to embody the methods required by the new curriculum standard, has become a difficult problem before me.

After repeated scrutiny and teaching experiments, my first class teaching method is still relatively traditional: 1. Have you started to contact this semester? Open? Stylistic deduction? Say? And tell the characteristics of this style; 2. Again? Say? Lead out the title of the article "Shi Shuo"; 3. Solve the problem and stay? Is this article telling the truth about the teacher? Suspense, stimulate students' interest in reading; 4. Let the students read the notes (1) to understand the author's life and ask them to memorize key information; 5. Teachers demonstrate reading texts; 6. Check the mastery of content words and function words, ancient and modern synonyms, interchangeable words and special sentence patterns with slides; 7. Let the students review the suspense left at the beginning, read the text with questions, and make a whole perception.

Most of the students' activities are arranged in the classroom, which embodies the idea of taking teachers as the leading factor and students as the main body. At the same time, different goals and tasks are set for students at different levels in the process of various activities, so that students at each level have different gains in the same time period.

Judging from the situation of answering questions in class, students have a good grasp of notional words, function words, loanwords, ancient and modern synonyms and special sentence patterns in classical Chinese.

In the second and third classes, I used a teaching method that was rarely used in traditional classical Chinese. I decided to start with the last paragraph of the article and introduce Li Pan? Unlimited time? And then what? Can you take the ancient road? And then affect other paragraphs of the article, so that the teaching of the article actually becomes the order of 4- 1-2-3. This arrangement not only allows students to learn a completely unfamiliar classical Chinese, but also breaks the traditional step-by-step mode of classical Chinese teaching. Then, students are guided to study the first, second and third paragraphs of the article carefully by asking questions, which runs through the whole classical Chinese teaching in a series of questions. For example, students and teachers are guided by the argumentation ideas-teachers' responsibilities (positive)-teachers' importance (negative)-teachers' attitudes-teachers' selection criteria. And let the students naturally penetrate one question after another in reading aloud. Finally, by learning from the ancients and social atmosphere, it is extended to the students' own study life, and the students can have a discussion in groups of four, so that they can have a dialogue in Kan Kan.

However, in the specific operation process, it is not as smooth as the classroom preset. Is the article going to the ancient road? Specifically reflected in the article, students' answers are not as regular as expected, and students can easily find the relevant contents of the first and third paragraphs, but what about the second paragraph? Witch doctors and musicians are hardworking people. Who is not ashamed to learn from each other? But it's hard to find, because the students haven't fully understood this article.

Most of the time in class is arranged for students to answer questions, which embodies the idea of taking teachers as the leading factor and students as the main body. Judging from answering questions in class, students have a good grasp of basic words and article structure. In addition, in the extensive discussion, students can also actively talk about the enlightenment gained from learning the article "On Teachers". This arrangement can be regarded as a new breakthrough and attempt to get rid of the boring atmosphere of classical Chinese teaching and the disadvantages of teachers instilling it from beginning to end.

Because of the overemphasis on the understanding and learning of the text content, the analysis of the tight structure of the text is put in a secondary position, which reduces the thinking density of students on this issue. Even if there are argumentation methods and logical thinking, it only serves to understand the meaning of the text, does not accommodate the height of literary appreciation, and is lacking in improving students' taste. Moreover, when giving lectures, I rely too much on the design in advance and pay attention to the seamless connection of all links, so that students have less time to discuss in class and have no chance to question the content and views of the text. I will improve it in future courses.