Reflection on the Teaching of Chinese in High School
Part 1: Reflection on Chinese Teaching in Senior Three
The teaching work of the one-year high school graduating class is finally over. Looking back at the past few years, the sweet and bitter tastes are all the same. Below I will make some simple summary of some work done in this year.
First of all, from the characteristics of this year's joint exam language test questions to reflect on the usual classroom teaching, especially the teaching process of the third year review, I think, the following points are worth noting:
First, the foundation, or the foundation. Most of the questions in the joint entrance examination are basic knowledge. As long as the students pay more attention, they will not lose points.
Second, the usual lectures should focus on accumulation, pay attention to language accumulation, and do not have to pay too much attention to professional knowledge. The subject of the joint entrance examination can not be completely solved by relying on these professional knowledge. For example, the sentence sentence, the classmate knows that the type of the sentence is mismatched, the composition is defective, etc., but a sentence is placed in front of you, but you can't see if it is not. Sentences, find where the mistakes are, then the expertise you know is equal to the furnishings, without any practical effect. And if your language accumulation is relatively rich, the perception and grasp of the language is relatively keen, and once you read it, you know that there is something wrong with this sentence, then you can, this can be judged that this sentence is a sick sentence, there is no need to know where it belongs. A type of error is not available, which is called more than one move.
Third, on the basis of paying attention to basic knowledge, let students expand the reading surface, open up the students' horizons, increase the students' experience, and prepare materials for the composition. The composition is actually the display of life experiences, emotions, and viewpoints. One person, in order to write a good composition, in addition to the basic writing skills and writing skills, more important is the accumulation of materials. As the saying goes, "The clever woman is difficult to be without rice." One person is empty in the belly. I want him to tell something, but it is really difficult for him. On the contrary, if there are a lot of materials accumulated in the minds of the students, in the process of writing, you can come to the hand, and the articles written on the right and left are full of facts and informative, and you will get high marks. It won't be like a toothpaste, and I can't write a few words for a long time.
Fourth, the knowledge that has been learned must be reviewed back and forth. Only by constantly reviewing can we "know the new and learn new things." Many of the topics in the joint exam questions can be found in the text, and some of the topics are the original sentences in the book. However, some students have long forgotten that they have no trace, and they have lost the points that should not be lost. This is a pity. In order to avoid the loss of these scores, only the students are constantly guided to review in time.
5. Appropriate and targeted training. After all, the entrance exam is an exam. The exam in peacetime is actually no different, but the importance is different. In order to allow students to adapt to this test early, they must be trained in a targeted manner, but this amount should not be too much, too much. In the process of training, we should focus on the following items: 1. The normativeness of writing; 2. The accuracy of the questions; 3. The procedural nature of the questions; 4. The planning of time use.
Sixth, adding negative is always a failure. The third year of high school is an extraordinary period for both teachers and students. In the third year of high school, people think that the training of high-dose and difficult training is justified and reasonable. In order to promote learning, it is more than one thing: you can check the level, you can see the problem, you can promote the review, you can... ,Why not? The teacher’s intention is very good, and the starting point is good. It seems that there is no doubt about it. There is no doubt about this. However, this kind of step-by-step approach, this kind of measure for teachers and students is neither scientific nor operational, so it is impossible to obtain The expected effect, so it is also a failure to lose forever.
I believe that teachers' teaching should and must follow the principles of students' psychological needs to be successful. Successful high school language teaching is to let students get results and take the initiative to learn; to achieve this goal, there are two ways: one is to reduce the difficulty of the test and reduce the frequency of the test; the second is to strengthen management, actively guide, motivate students to actively learn, help Students learn to learn, thereby improving the quality of student learning.
Seventh, let high school students have a sense of accomplishment. High school students lack a sense of accomplishment in learning Chinese, and there is a causal relationship between teaching mode, teaching focus, teacher orientation to students, and students' desire for active learning. Now, it is time to think about the following questions and make a choice: 1 Why are there less language knowledge and test sites, but the students still do not learn well, and the teachers are still not satisfied? 2 What is the most needed result for teachers and students? Why are we often lost in the fog of means on the way to pursue results? 3 The overall problem of the Chinese language test is not high, and why are our students always doing something unsatisfactory?
The result we need is that students get good grades, but the more difficult and eccentric training is the roadblock for students to get good grades. The students’ language scores are poor, and the conclusions from the surface logical reasoning will be simple and convincing: the students’ “double base” is indeed too bad; in fact, the bottom line is that the language learning is not satisfactory, which is the language teaching mode. The inferior consequences of the outdated and misleading: more training, the elimination of the students' necessary study review, digestion and absorption, supplementation and consolidation; the difficult training, the consumption of teachers and students' enthusiasm and belief, giving the teacher a labor without Gong, students learn the illusion of nothing. In the long run, the weakening is the driving force of the forward, the growing emotion is the failure, the weakening is the ability of students to learn by themselves, the quality of teaching is reduced, and the precious time is wasted.
The correct way is to reduce the difficulty of language training as soon as possible, so that students can fully experience the effectiveness of learning in the study, and the training of appropriate difficulty can also find problems. In such language testing and training. We have the conditions to boldly admit that the students' learning, the results are the mainstream, the problem is the foliage; this can not only stimulate the students' passion, interest, and stabilize their confidence, but also greatly contribute to the discovery, thinking and solution of existing problems. To help carry out a new review in a targeted manner.
The correct way is to reduce the frequency of examination or training as soon as possible, so that teachers and students have a time to reflect on the past, correct the reality, and plan the future, so that teachers have the opportunity to guide students, so that students have the conditions for knowledge reserves. Give time to the students to use, rather than holding on to the teacher for valueless, tireless examinations. Raise the soldiers for a thousand days, use the soldiers for a while; do not "raise", talk about "use"? Without reserves, how can we fight? Isn't this a simple and profound truth?
Eight, management is supreme, guidance is important. Establish a management-oriented, guiding-oriented basic strategy; give up blind and dry-type time, add questions, add unnecessary pressure; try to pursue benefits from management, guide the harvest achievements, learn from students, effectively digest to pursue student language The improvement of standards and the development of language skills.
The three taboos of Chinese teaching are the basic modes that the third year teachers adopt the most and enjoy the most: 1 a lot of narrative; 2 a lot of training; 3 pairs of students are constantly negated; the characteristics of this model are quite prominent, between the content components Causality is obvious. The shortcomings of this approach not only reflect the inversion of the main guests, cancel the participation of the students, the teachers are too condescending, and this practice is also in line with Sun Tzu's so-called "striking" tactical characteristics: 1 "input" and "output" less 2 is not worth the loss; 2 is protracted, "the bluff is sharp for a long time", the effect is offset in the high-density and high-intensity narrative training; the knowledge, narrative and training are two "double-edged swords"; 3 ineffective training and bring Under the psychological pressure of failure, students will gradually lose the belief in improving the level of the literary and literary profession, and the morale will be increasingly low and fall into a state of simple coping. Therefore, the grandson pointed out in particular that "the law of siege is a last resort." I believe that there are two tasks for high school Chinese teachers to do: 1 to create basic conditions for students to learn independently; 2 to guide and manage students' independent learning.
To truly improve and improve the quality of teaching, teachers should be good at telling, that is, a simple “returning” to knowledge, but a pertinent, instructive and forward-looking “guidance”; Solve problems, give students time, and inspire students to learn independently; to improve and improve the quality of teaching, teachers must endure pains, test less, test well, and have quality and effectiveness; not superstitious or obsessed with exams, and It is to examine the success or failure of teaching and learning from the effective examination, gains and losses, improvement and insufficiency - let the story turn into guidance, and let the examination contribute to the improvement of quality. Chinese teachers should be clear and must practice the concept of students' self-learning to create conditions. To create a situation in which students become subjects of learning, students must also spend time and space. This is a prerequisite for achieving this goal. Only give students time, let them have the conditions to solve the existing problems, pave the way for knowledge, and make targeted preparation for effective training. The space for students to learn, they are likely to choose independently, learning may be more targeted; there is room for thinking, there are opportunities to propose and solve problems. If this is the case, the student will no longer be a passive receiver, no longer a slave to knowledge; the teacher is no longer the “overlord” of knowledge, the “tyrant” of the student. Under such conditions, the difficulty of training, which is in line with the requirements of the "outline" and "examination", reduces the frequency in time and space, avoids the purpose of "carpet bombing", and also because students have Learning the initiative and improving the performance of teaching and learning, students can harvest unlimited happiness from effective learning, and the problems exposed in the examination and training will sprout the desire to solve - so the high school Chinese teaching step into a benign circle trail of.
In order to improve the quality of high school Chinese teaching, it is necessary to reduce the difficulty of examination training, carefully design the examination training questions, and also the time space for students to learn independently. This is a basic premise, so that students can achieve results and achieve improvement. In order to achieve this goal, teachers should make a big fuss in management and guidance, and the role of teachers is not mainly reflected in knowledge description and organizational examination. The main tasks of high school Chinese teachers are: 1 control and induction of students' emotions; 2 learning methods and methods of problem solving; 3 help students build capacity system; 4 help students to develop short, medium and long-term goals for language learning; 5 pairs of students currently The status of language learning is assessed and guidance and recommendations are made. The fundamental responsibility of teachers is to guide students to conduct independent and effective learning and review, and to change students from "learning" to "seeking knowledge", so as to achieve the emergence of language achievements. Under the condition of such task positioning, the students become the active attackers of the learning, and the teachers are the student guides and waiters.
The entrance exam is a review. The entrance exam is a teacher; it reviews the ideas and teaching results of our teachers, and it guides us to a more correct teaching path. It made me see a lot of teaching deficiencies and shortcomings. At the same time, I affirmed some of my practices. "There are some changes, no one is crowned." For my future teaching, my heart seems to be more and more clear.
Chapter 2: Reflections on the Teaching of Chinese in the Third Year
High school Chinese teachers should not only work hard, high school language teaching also needs to think in practice, summed up in thinking, summed up and improved. This year's high school language teaching made me feel the hardships, but also the happiness, but more is the sentiment. Here are some of my thoughts on the review of the third year of high school:
First, stimulate interest
interest is the best teacher! However, it is customary to think that the students in the third year of high school have clear goals, and they do not have to try to stimulate their interest in learning like the students in the first and second grades. It is generally believed that the main task of the third year teachers is to consolidate the students' knowledge, develop the students' ability, and improve the students' performance. It is not necessary to cultivate and improve the students' interest in learning. In fact, it is not the case that the high school language review teaching is mostly a practice, a talk, a boring circle. It is also an unshirkable duty of the teacher to make students feel tired of learning in two or even three rounds of questions. It is also the responsibility of the teacher to mobilize their interest in learning to reduce their boring feelings.
Language is not only a tool discipline with practical value, but also a humanistic subject full of beauty. An excellent high school language teacher, his class should be full of vitality, should highlight the beauty of the humanities unique to the language; an excellent high school language teacher, he is not a referee to the students, but fully mobilize their enthusiasm, efforts Inducing their curiosity, curiosity, and actively cultivating their sufficient self-confidence so that they can continue to have the joy of success and fulfillment in their learning and practice. Therefore, mobilizing interest is always an indispensable factor in improving the quality of Chinese teaching.
Second, the courage to innovate
Innovation is a special emphasis of modern education. Chinese language teaching and language teachers need innovation, and higher-level Chinese teachers and teaching need innovation. The language class that leaves the innovation high school will be dull and stagnant.
The innovation I refer to means that when the seniors are reviewing, they should not succumb to the traditional teaching methods, but should think more about innovation. Taking poetry appreciation as an example, poetry appreciation teaching has always advocated and adopted the method of “knowing the world”. "The knowledge of the world" was first proposed by Mencius. He believes that in order to understand the work, it is necessary to have an understanding of the era in which the author and the author live, in order to be friends with the ancients. "Knowing people" means understanding the relationship between the author and the author and the work; "On the world" is to understand the author's environment of the times, understand his creative background, and appreciate the literary works through the background of the times and the background of his creation. The method of "knowing people on the world" is highly respected by past critics and is also highly respected for today's poetry appreciation teaching. Nowadays, in view of the principle of fairness and justice, and in order to avoid the negative effects brought by the guessing of the bet, the appreciation of selected poetry avoids famous masterpieces. How do students know about the strange poetry of strange poets? How to achieve the world? Therefore, I think that the method of "knowing people on the world" is not suitable for the current joint examination; therefore, when teaching poetry appreciation, we must dare to break through the conventional teaching cabinet of "knowing the world", dare to think about discovering innovation, and dare to sum up A set of truly feasible appreciation methods, in order to adapt to the continuous development of continuous reform and continuous improvement of the joint entrance examination.
In fact, the premise of cultivating students' innovative thinking and innovative ability should be that teachers themselves are innovative. There is no law to learn, and there is no law in teaching. We can't change with change. Only by being brave in innovation and advancing with the times can our teaching adapt to this era, and the students we teach can stand in the future society.
Third, the return to teaching materials
In addition to the intensive training of the sea, the senior high school review should also fully develop and utilize textbooks. Practice has proved that returning textbooks is an effective way to improve the scores of the entrance exams. "Based on this" is an effective strategy for reviewing the exams.
Ordinary exams, we often say that "everything changes from the sect", also said that "the title is outside the book, the answer is in the book." This applies to the joint entrance examination, but also applies to today's highly flexible and contemporary joint language. The review materials in our hands, although carefully selected, are not as wide or deep as the textbooks. First, its involvement will not be more comprehensive than the textbook. Second, its grasp of depth is not more moderate than the textbook. Therefore, for those students who are not very knowledgeable in teaching materials, the textbook should be the best review material. Today's joint exam propositions are based on textbooks, so students should not be able to break away from the textbooks in the review of the third year. The following is an example of the importance of returning textbooks.
In writing, many students are always too small and superficial, leading to “nothing to say”. Therefore, in the third year of high school, teachers and students will still work hard to accumulate writing materials, and through the Internet, through the newspapers and magazines, through various channels to accumulate all aspects of materials. As everyone knows, our textbook is a huge treasure trove of materials, but we did not find it, or did not consciously dig. The topics of the joint exams over the years have not appeared in the textbooks. However, you can find direct and indirect writing materials from the textbooks, find ways to analyze the problems, and obtain useful borrowings or inspirations. For example, the topic of the joint entrance examination topic “The relationship between feelings and the cognitive relationship of things” can be found in the material of “Zou Ji Zhai Qi Wang Nai”. At the same time, a considerable part of the excellent essays of the joint exams over the years has benefited from the “living” reading of “living” textbooks, and the topic of “believing in yourself and obeying others” can also be found in The Traveling Zen Mountain Record. The material has gained revelation. There is also a familiar article "Peacock Flying Southeast", which was used in many excellent joint essays for many years. From this perspective, it is no exaggeration to say that the textbook is a rich mine, waiting for We will develop. If we can flexibly use the materials in the text, we can solve the problem of “the clever woman is difficult to be without the rice” when writing, and can increase the literary connotation and cultural heritage of the article. It can be said that it is two-fold.
Fourth, the game is about to take
"Bossing" and "approaching" are for the preparation of teachers. We say that teachers can only broaden their horizons, especially for young high school teachers. The success of high school teaching is inseparable from teaching experience, but the accumulation of experience takes time and needs to be experienced. Even experienced teachers are necessary to "learn from others". Confucius said that "three people must have my teacher." However, "bossing" does not mean that as long as "bo", the quality of preparation will be high. Therefore, on the basis of "boiling", it is necessary to "take it." “Approaching” is the process of comparing, processing and innovating the content of “boiling”. "Bai Cai" is "the stone of other mountains to attack jade", "about take" is "mulberry leaves become silk, flowers become honey." "Bai Cai" can enlighten teachers' thinking and stimulate teachers' innovative consciousness; "approaching" can enable teachers to turn other people's things into their own things.
V. Feeling life
Today's entrance exam, language is the closest to reality, the closest to life. Therefore, our senior high school review should let students know how to live and learn to understand life.
Life is rich and varied. Learning to observe life and understanding life can make writing a living head active, which can improve the appreciation ability. Both classical poetry and modern prose fiction are artistic creations. Art comes first from life. Only by allowing our students to fully and deeply understand life can they improve their ability to appreciate works of art. The extension of the language is life, and the joint test of the language test is not to close the door to build a car. Close to life, pay attention to life, people-oriented is the general direction of the language joint test proposition. Therefore, we should not let the students ignore the window and read the sages. Otherwise, our students will have low energy and low scores. Even if the high scores will be low, our teachers' efforts will be lost.
In the midst of the crash, the groping, and the attempt, I walked all the way, and the deep and shallow footprints extended under my feet. But I know that I am still very young, and I will go all the way for my favorite language and my favorite students.
Chapter 3: Reflections on the Teaching of Chinese in the Third Year
Chinese teacher teaching == students need real
The reality tells me that Chinese teaching is especially high school, what should be done. I have to systematically sort out the basic articles and various knowledge points of the five required textbooks in an orderly manner. I will study the test descriptions and the joint examination papers in recent years, and then analyze them one by one in order to grasp the propositional features of various questions. The rules and trends, as well as the basic ideas and operational essentials of solving problems, the most important thing is that I have to find out the sentences in the various review exercises in the vast sea of smoke, carefully select, cut out a set of exercises, and then let the students Do, after the completion of the correction, explain after the correction, explain after the re-doing, round after round, day after day ... speak dry, sweaty, talked dark, heart-to-heart, telling the teacher suddenly know nothing, speak The students are as if they are helpless in the fog of Wuli... It is said that this is responsible for the students!
I have to do this. However, a sense of humiliation and shame grows in my heart. This feeling is getting stronger and stronger. It is already interfering with my normal work and life.
I have been trying to find a practical and feasible method system, which can reduce the number of trainings and improve the efficiency of acquisition, and apply it to the teaching practice of high school. Through long-term persistent exploration, I feel that the soul of high school language teaching lies in the word "management".
For "management", it is not expected to be literary, it cannot be reduced to "management", and it is not naively recognized as "discipline". The life of teaching management is “guidance”, which is “referencing”, which is to guide students' energy and time arrangement; it is the inspiration of student methods, the birth of subject desire and the activation of learning passion. How to fundamentally improve the practical ability and competitive level of the high school students' language? How to make students learn and review language effectively? I have a unique understanding and method.
First, adding negative is always a failure
The third year of high school is an extraordinary period for both teachers and students. In the third year of high school, people think that it is reasonable and reasonable to carry out large-dose and difficult training. In order to promote learning, it is more than one thing: you can check the level, you can see the problem, you can promote the review, you can... Why not? The teacher’s intention is very good, and the starting point is good. It seems that there is no doubt about it. There is no doubt about this. However, this kind of step-by-step approach, this kind of measure for teachers and students is neither scientific nor operational, so it is impossible to obtain The expected effect, so it is also a failure to lose forever.
Facts tell us: First of all, there is no positive correlation between Chinese academic achievement and the frequency and difficulty of examination, and the superposition of “quantity” without “quality” guarantee does not lead to a “quality” leap; The foundation of knowledge cannot be stabilized. Because the characteristics of the subject determine the teaching of Chinese, it is very different from the science subject. Its content, requirements, purpose, application mode and knowledge structure require teachers to pay attention to the students' understanding, understanding, association and use of Chinese knowledge. That is to understand the principle, understanding the experience, contacting the association, and migrating. In the language learning, the importance of "understanding" and "enlightenment" is unmatched by any other discipline. It is the goal that must be achieved first by the students. "Enlightenment" is neither a teacher can do it for the work, nor can it be done through examinations. It can be seen from this that the biggest drawback of the current high school language teaching is that the teacher will mistake the focus of teaching on frequent and endless examinations. Secondly, teachers and students in the frequent examinations have to be poorly coped with and exhausted. Because students lack the necessary digestion and absorption and active preparation, the benefits are very poor, and they will lack a sense of accomplishment, which is exhausting and pessimistic. Disappointed. Why can't the exams stimulate students' sense of learning urgency? This is the helpless sigh of many Chinese teachers - this shows that the kind of practice that is relished and tireless in the examination of omnipotence has entered a dead end.
I believe that teachers' teaching should and must follow the principles of students' psychological needs to be successful. Successful high school language teaching is to let students get results and take the initiative to learn; to achieve this goal, there are two ways: one is to reduce the difficulty of the test and reduce the frequency of the test; the second is to strengthen management, actively guide, motivate students to actively learn, help Students learn to learn, thereby improving the quality of student learning.
Second, let high school students have a sense of accomplishment
High school students lack a sense of accomplishment in learning Chinese, and there is a causal relationship between teaching mode, teaching focus, teacher orientation to students, and students' desire for active learning. Now, it is time to think about the following questions and make a choice: 1 Why are there less language knowledge and test sites, but the students still do not learn well, and the teachers are still not satisfied? 2 What is the most needed result for teachers and students? Why are we often lost in the fog of means on the way to pursue results? 3 The overall problem of the Chinese language test is not high, and why are our students always doing something unsatisfactory?
The results we need are good grades for students, but the training that is more difficult to blame is the roadblock for students to get good grades. The students’ language scores are poor, and the conclusions from the surface logical reasoning will be simple and convincing: the students’ “double base” is indeed too bad; in fact, the bottom line is that the language learning is not satisfactory, which is the language teaching mode. The inferior consequences of being outdated and misleading: more training, the elimination of students' necessary study review, digestion and absorption, supplementation and consolidation; the difficult training, the consumption of teachers and students' enthusiasm and belief, giving people the teacher No work, students learn the illusion of nothing. In the long run, the weakening is the driving force of the forward, the growing emotion is the failure, the weakening is the ability of students to learn by themselves, the quality of teaching is reduced, and the precious time is wasted.
The correct way is to reduce the difficulty of language training as soon as possible, so that students can fully experience the effectiveness of learning in the study, and the training of appropriate difficulty can also find problems. In such language testing and training. We have the conditions to boldly admit that the students' learning, the results are the mainstream, the problem is the foliage; this can not only stimulate the students' passion, interest, and stabilize their confidence, but also greatly contribute to the discovery, thinking and solution of existing problems. To help carry out a new review in a targeted manner.
The correct way is to reduce the frequency of examination or training as soon as possible, so that teachers and students have a time to reflect on the past, correct the reality, and plan the future, so that teachers have the opportunity to guide students, so that students have the conditions for knowledge reserves. Give time to the students to use, rather than holding on to the teacher for valueless, tireless examinations. Raise the soldiers for a thousand days, use the soldiers for a while; do not "raise", talk about "use"? Without reserves, how can we fight? Isn't this a simple and profound truth?
Third, management is supreme, guidance is important
Establish a management-oriented, guiding-oriented basic strategy; give up blind and dry-type time, add questions, add unnecessary pressure; try to pursue benefits from management, guide the harvest achievements, learn from students, effectively digest to pursue student language The improvement of standards and the development of language skills.
The three taboos of Chinese teaching are the basic modes that the third year teachers adopt the most and enjoy the most: 1 a lot of narrative; 2 a lot of training; 3 pairs of students are constantly negated; the characteristics of this model are quite prominent, between the content components Causality is obvious. The shortcomings of this approach not only reflect the inversion of the main guests, cancel the participation of the students, the teachers are too condescending, and this practice is also in line with Sun Tzu's so-called "striking" tactical characteristics: 1 "input" and "output" less 2 is not worth the loss; 2 is protracted, "the bluff is sharp for a long time", the effect is offset in the high-density and high-intensity narrative training; the knowledge, narrative and training are two "double-edged swords"; 3 ineffective training and bring Under the psychological pressure of failure, students will gradually lose the belief in improving the level of the literary and literary profession, and the morale will be increasingly low and fall into a state of simple coping. Therefore, the grandson pointed out in particular that "the law of siege is a last resort." I believe that there are two tasks for high school Chinese teachers to do: 1 to create basic conditions for students to learn independently; 2 to guide and manage students' independent learning.
To truly improve and improve the quality of teaching, teachers should be good at telling, that is, a simple “returning” to knowledge, but a pertinent, instructive and forward-looking “guidance”; Solve problems, give students time, and inspire students to learn independently; to improve and improve the quality of teaching, teachers must endure pains, test less, test well, and have quality and effectiveness; not superstitious or obsessed with exams, and It is to examine the success or failure of teaching and learning from the effective examination, gains and losses, improvement and insufficiency - let the story turn into guidance, and let the examination contribute to the improvement of quality. Chinese teachers should be clear and must practice the concept of students' self-learning to create conditions. To create a situation in which students become subjects of learning, students must also spend time and space. This is a prerequisite for achieving this goal. Only give students time, let them have the conditions to solve the existing problems, pave the way for knowledge, and make targeted preparation for effective training. The space for students to learn, they are likely to choose independently, learning may be more targeted; there is room for thinking, there are opportunities to propose and solve problems. If this is the case, the student will no longer be a passive receiver, no longer a slave to knowledge; the teacher is no longer the “overlord” of knowledge, the “tyrant” of the student. Under such conditions, the difficulty of the examination is in accordance with the requirements of the "outline" and "examination".
The results we need are good grades for students, but the training that is more difficult to blame is the roadblock for students to get good grades. The students’ language scores are poor, and the conclusions from the surface logical reasoning will be simple and convincing: the students’ “double base” is indeed too bad; in fact, the bottom line is that the language learning is not satisfactory, which is the language teaching mode. The inferior consequences of the outdated and misleading: more training, the elimination of the students' necessary study review, digestion and absorption, supplementation and consolidation; the difficult training, the consumption of teachers and students' enthusiasm and belief, giving the teacher a labor without Gong, students learn the illusion of nothing. In the long run, the weakening is the driving force of the forward, the growing emotion is the failure, the weakening is the ability of students to learn by themselves, the quality of teaching is reduced, and the precious time is wasted.
The correct way is to reduce the difficulty of language training as soon as possible, so that students can fully experience the effectiveness of learning in the study, and the training of appropriate difficulty can also find problems. In such language testing and training. We have the conditions to boldly admit that the students' learning, the results are the mainstream, the problem is the foliage; this can not only stimulate the students' passion, interest, and stabilize their confidence, but also greatly contribute to the discovery, thinking and solution of existing problems. To help carry out a new review in a targeted manner.
The correct way is to reduce the frequency of examination or training as soon as possible, so that teachers and students have a time to reflect on the past, correct the reality, and plan the future, so that teachers have the opportunity to guide students, so that students have the conditions for knowledge reserves. Give time to the students to use, rather than holding on to the teacher for valueless, tireless examinations. Raise the soldiers for a thousand days, use the soldiers for a while; do not "raise", talk about "use"? Without reserves, how can we fight? Isn't this a simple and profound truth?
Third, management is supreme, guidance is important
Establish a management-oriented, guiding-oriented basic strategy; give up blind and dry-type time, add questions, add unnecessary pressure; try to pursue benefits from management, guide the harvest achievements, learn from students, effectively digest to pursue student language The improvement of standards and the development of language skills.
The three taboos of Chinese teaching are the basic modes that the third year teachers adopt the most and enjoy the most: 1 a lot of narrative; 2 a lot of training; 3 pairs of students are constantly negated; the characteristics of this model are quite prominent, between the content components Causality is obvious. The shortcomings of this approach not only reflect the inversion of the main guests, cancel the participation of the students, the teachers are too condescending, and this practice is also in line with Sun Tzu's so-called "striking" tactical characteristics: 1 "input" and "output" less 2 is not worth the loss; 2 is protracted, "the bluff is sharp for a long time", the effect is offset in the high-density and high-intensity narrative training; the knowledge, narrative and training are two "double-edged swords"; 3 ineffective training and bring Under the psychological pressure of failure, students will gradually lose the belief in improving the level of the literary and literary profession, and the morale will be increasingly low and fall into a state of simple coping. Therefore, the grandson pointed out in particular that "the law of siege is a last resort." I believe that there are two tasks for high school Chinese teachers to do: 1 to create basic conditions for students to learn independently; 2 to guide and manage students' independent learning.
To truly improve and improve the quality of teaching, teachers should be good at telling, that is, a simple “returning” to knowledge, but a pertinent, instructive and forward-looking “guidance”; Solve problems, give students time, and inspire students to learn independently; to improve and improve the quality of teaching, teachers must endure pains, test less, test well, and have quality and effectiveness; not superstitious or obsessed with exams, and It is to examine the success or failure of teaching and learning from the effective examination, gains and losses, improvement and insufficiency - let the story turn into guidance, and let the examination contribute to the improvement of quality. Chinese teachers should be clear and must practice the concept of students' self-learning to create conditions. To create a situation in which students become subjects of learning, students must also spend time and space. This is a prerequisite for achieving this goal. Only give students time, let them have the conditions to solve the existing problems, pave the way for knowledge, and make targeted preparation for effective training.給學生學習的空間，他們才有可能自主選擇，學習可能具有較強的針對性；才有思考的空間，有提出和解決問題的機會。如果是這樣，學生將不再是被動的接收器，不再是知識的奴隸；教師也不再是知識的“霸主”，學生的“暴君”。在這樣的條件下進行的難度適中而又合乎“大綱”“考綱”要求的考查訓練，因還學生以時空而降低了頻率，避免了“地毯式轟炸”的漫無目的，也因學生有了學習主動權而能提升教與學的實績，學生才能從有效學習中收獲無限的快樂，而對考查與訓練中暴露出的問題才會萌動解決的欲望——於是高三語文教學步入良性迴圈的軌道。
要提高高三語文教學質量，就要降低考查訓練的難度，精心設計考查訓練題，還學生以自主學習的時間空間，這是一個基本的前提，這樣，才能讓學生獲得成績，實現提高。要實現這一目的，教師則應在管理和指導上大做文章，大顯身手，教師的作用並不主要體現在知識講述和組織考查上。高三語文教師的主要任務在於：①學生情緒的控製與誘導；②學習方法和解題方法的點撥；③幫助學生構築能力體系；④幫助學生製定語文學習的短、中、長期目標；⑤對學生當前語文學習狀況進行評估並提出指導性意見和建議。教師職責的根本是指導學生進行自主的、有效的學習和復習，把學生由“學習”變為“求知”，以此實現語文成績的顯現。在這樣的任務定位的條件下，學生成為學習的主動出擊者，教師則是學生的導遊員和服務員。
篇四：高三語文教學反思
"培優補差"是高三教師的一個很響亮的工作口號.從字面理解,似乎頗有些因材施教之意味,甚至還體現著基礎教育的均衡發展的理念;但在應試教育的背景下,它的性質卻與這樣的理解相反.首先,這裏"優""差"評定的依據,就是學生考試的分數;其次,這種考試都是聯考的模擬性質的,具有非常剛性的選拔性.如此有悖於高中課程目標的"培優補差",何以如此響亮地喊出來呢除了外部的體製等現實原因外,可能與人們對高三語文教學及其"培優補差"的本質認識不無關系.
高三語文教學的性質是什麽何謂"培",怎樣"補"
普通高中語文課程標準規定:高中語文課程仍然是"面向大眾與九年義務教育相銜接的基礎教育";"它應該進一步提高學生的語文素養,使學生具有較強的語文套用能力和一定的語文審美能力,探究能力,形成良好的思想道德貭素和科學文化貭素,為終身學習和有關個性的發展奠定基礎".從這裏,不難理解高三語文,同樣具有大眾,貭素,基礎教育的性質.
然而,在應試的背景下,高三語文教學似乎就隻是剩下:盯著"考分",對"優生"加大"培養"力度,對"差生"加大"補習"強度.可是語文"考分"與"培養""補習"的努力沒有正比關系.一個期中考分全班第一的"優生"加大"培養"力度後,到了期末考試,她卻失去了名列前茅的光榮;而並沒怎樣對"一模"考試中的"差生"加大"補習"強度,可"二模"時,他的考分卻擠進了"優生"的行列.語文考分像股票漲落曲線一樣,讓有的學生意外驚喜,又讓有的學生莫名失落,更讓語文教師尷尬無奈;不管"培養"多有力度,也無論"補習"多有強度,高三語文教學的信度,卻遭到這種的考分漲落曲線的無情嘲諷!本文由一起去留學編輯整理。
為什麽會出現這種情況呢
一方面,作為選拔考試,區分度是其重要的質量指標,它就是要把考生按分數的高低排出名次來;而參加考試的人數一定,無論考生考試狀態怎樣變化,其名次序列總是一定的.在同一考試選拔中,"優"與"差"是互為參照的;也就是說張三考分"優"了多少名次,就意味著有個李四要"差"多少名次.
另一方面,高中語文課程"知識與能力","過程和方法","情感態度和價值觀"三維目標是很難用考分量化的.目前聯考命題技術很難在"過程和方法","情感態度和價值觀"目標上設題,甚至在"能力"目標上也都如此,即便勉強設題,但評分標準也很難把握,而這些目標又恰恰是高中語文教學質量的重要指標.
因此,用考分來界定"教"的好壞,判斷"學"的"優""差",就很不科學;而把學生考分提升了若幹名次看出是"培優"的成果,不是無知,就是狂妄.在考生人數和錄取指標一定的聯考選拔中,"優""差"的競爭,就有"你死我活"的殘酷性.正如跑步比賽一樣,按名次取勝,名次隻取決參賽者彼此實力的對比關系;比賽名次的改變,也隻是彼此實力對比關系的改變.如果同時加大"培訓"的力度和強度,並也確實"提速"了,但隻要"提速"的幅度並沒使彼此實力對比關系發生改變,那麽彼此的名次關系就不會改變;相反,"培訓"力度和強度並沒有怎樣加大,那麽彼此的"優""差"的關系同樣會因彼此實力對比關系的不變而不發生變化.從這個意義上看,"優""差"的名次,與單方面的"培優補差"無關,隻取決參加這種選拔賽各方實力的對比關系.
用這樣一種選拔性質的考試作為基礎教育評估形式,就必然使基礎教育階段的每個學生,教師,學校陷入一種殘酷而無聊的競賽中,彼此使盡解數地爭奪更快,更強,更大,更"優",就成為一種教學競爭的常態.可是人的能耐總是有限的,惡性競爭使彼此疲憊不堪,但捆綁在這種競爭中的巨大利益,形成了巨大的壓力和誘惑,使得參賽各方不得不把"喝興奮劑"或"偷跑"等違規手段當作取勝的絕招,嚴重破壞了基礎教育的正常秩序,將提高國民文化貭素的公民教育異化了一場滿足"精英"對社會資源佔有欲望的爭奪戰.
"選拔人才"的應試教育,就如此公然地把"起跑線"不斷地"前移"到國中國小乃至幼稚園,同時又將起終點"後推"到了碩士博士生的考試,以致中國所有學校都籠罩在一場起點和終點都很模糊的擇校升學跑步比賽的緊張氣氛裏.而高中階段普遍"加班加點"的補課,就是最典型的"偷跑"行為,所謂"培優補差"自然就具有了賽前違禁偷"喝興奮劑"的性質;隻是高中語文教學的特殊性質,使得高三語文的"培優補差"不能像其他學科那樣令參賽者"興奮"罷了.
本來高中語文課程要"使全體高中學生獲得應該具備的語文素養,並為學生的不同發展傾向提供更大的學習空間".這種貭素教育的性質,決定了其教學評估應該採用定性考核的形式,即便採用定量的考試形式,其性質也應淡化考試的選拔性的,突出其診斷性或甄別性,高中畢業考試,也隻能是類似駕駛執照獲取性質的水準達標考試.唯有如此,"偷跑"和"喝興奮劑"似的"培優補差",才可能得以遏製.
遺憾的是,目前中國的教育卻處在以升學率為為重要的教學評估指標的應試教育的背景之下.高三語文教學除了這種"喝興奮劑"的"培優補差"外,幾乎就沒有其他作為了.然而,不管"培優"還是"補差",其實都是選用年度,地區不同而格式一樣的考試題折磨學生;"培優"也罷,"補差"也罷,其實都是"題海戰術".在這樣的"題海"中,學生的人文素養讀寫能力又怎樣"訓練"得出來呢
請看下面一道正確使用詞語的"訓練"題:
下列各句中加點的詞語,使用恰當的一句是
a.盡管有過許多血的教訓,一些司機仍然酒後駕車,對這種鋌而走險的行為,交警部門應當加大處罰力度.
b.2008年春運期間,一場50年未遇的雨雪冰凍襲擊了我國南方,人民子弟兵奉命出征,除冰清障,送水送飯,救助被困民眾……搶險救災,無所不為,得到了全國人民的高度贊揚.
c.音樂響起,780名太極拳愛好者如過江之鯽,緩緩入場,以太極團體操《晨曲——你好東江》拉開了開幕式的序幕,贏得了陣陣掌聲.
d.7月7日晚間,好運北京國際女足邀請賽繼續在秦皇島奧林匹克體育中心進行,中國隊3比1擊敗義大利隊,韓端再次挑射積分,梅開二度.
"訓練"是這樣進行的:首先,學生像在考場一樣,選擇一個答案,然後,教師公布答案或答案說明;如果學生對提供的答案及說明有質疑,教師再進行答疑;最後,歸納諸如什麽"排除法"之類的解題方法.可是陷入"題海"的學生,往往像摸體育彩票對中將號碼一樣.沒選中的,便失意地把自己選的字母叉掉,換成正確的字母,更認真的學生,會把這幾個詞語的解釋抄一遍;選中了的,常常得意地懶得聽教師囉嗦.
為什麽會這樣的呢因為考題隻是為了"區分"高下,要達到這樣的目的,命題者就一定要"刁鑽";利用詞語的義項復雜,感情色彩模糊,適用對象不清等情況來設定"陷阱".像上面這道題"無所不為""過江之鯽"感情色彩,就能把不少在理解詞語方面有"色盲"的學生"幹擾"下去;而"梅開二度"的多個義項,更會讓考生為難,如果隻記住其中"再次結婚"的義項,那麽就會掉進"不合語境"的"陷阱".
為了加大"區分度",命題者還常常利用一些詞義發展變化的詞語設題,這又會讓那些學習主動思維活躍的考生無所適從.比如"鋌而走險",按照目前詞典裏靜止的解釋有兩句話:"快跑著奔向危險.指因走投無路而採取冒險行為".命題者認為酒後開車者並非走投無路,所以a項不正確.可是在動態的話語中卻多有這樣的說法:某些貪官,總是頂風作案,鋌而走險,把中央懲治腐敗的警告當耳邊風.這裏鋌而走險搞腐敗的官員,似乎並沒有處於"走投無路"的境地;這應該是此詞語發展為"貶義色彩也越來越濃,指為了不正當利益而冒險"的動態詞義.
檢測考生正確運用詞語的能力,不僅要求對靜止詞義的記識理解,更要求對詞語動態意義的感悟把握.從學生選答這道"訓練"題的狀態看,就出現了這種情況:一個平時沒把多少時間精力投入到書本,卻非常喜歡足球等體育比賽的學生,他對d項"梅開二度"的"特指一名球員在同一場比賽中連進兩個球"的用法非常熟悉,因此,通過"排除法",就鎖定了正確的選項,結果他被"優選";相反,一個平時把更多精力花在書本上,恰恰隻記識了"梅開二度"第一義項,同時因為主動從各種媒體話語中積累詞語,對"鋌而走險"的上述的"動態意義"有所感悟,這樣,他反而排除d項而選a項,結果他卻成了"差生".
正確運用詞語的能力本來就應在規範的聽說讀寫的活動積累習得,可是這樣,反而在聯考模擬"訓練"遭受打擊,那麽,用如此"訓練"方式來"培優補差",最後究竟能"培"什麽"優",又能"補"什麽"差",就隻有天知道了.
理論上,語文教學的水準,應該通過學生語文學習的成績來顯現的,可是語文學習成績又不應等同語文考試分數,尤其是高中階段的語文教學更是如此.這是因為,語文的工具性教學任務,其實在國小最多在國中階段就基本完成了,高中語文更主要任務是語文的人文性教學;換句話說,作為一般的交際手段的技術問題,高中之前基本解決,而成熟思想,豐富美感,提升文化等更本質的問題,則需要高中語文教學來解決.但這些卻又很難用考分來呈現.另外,作為高中語文教學最高成果,當屬於學生通過語文教學而獲得的語文學習的濃厚興趣和閱讀思考寫作的良好習慣,而這些,更不是考分量化得了的.
事實上,那些語文考試高分的"優生",大多是對語文學習有著濃厚興趣和的,他們優異的學習成績的取得,主要與他們原有的文化素養喜歡讀書勤于思考寫作的良好習慣有關,而與應試背景的高三語文教學的"培訓"沒有多大關系.
"培優"之"培",就是"培養";作為生物學中移用來的一個詞語,它本質的要義,是對生命體的呵護和尊重,"培養"的所有作為,都應該是為著更有利於生命的自然成長.作為一種教育手段,"培養"的本質行為,就是應該對學生個體的尊重,呵護學習的好奇心,激發求知的欲望,促使其思想文化的正常生長;或者說為學生成人成才的排除各種幹擾,提供更有利成長的條件.可是應試背景下的高三語文教學的"培優補差",隻是一種以"考題"為主要手段的"培訓".作為"培養",它沒有對學生生命的尊重,更不允許其自由生長;作為"訓練",它又沒有明確的具體的目標,也沒有清晰的難易梯度,更沒有可操作的動作分解示範.說它是一種思想壓迫一種文化的專橫也不算過分,因為,在這樣"培訓"裏,學生的生命本質要求遭到最無情的打壓;學生原有的語文學習熱情,也在一次次"考分"的作弄下喪失殆盡.
迷信這種"培優補差"的人,殊不知,高中生考分的"優""差",很大程度上是在高中招生搶奪戰決定的.那些考分的"優生",與其說是"培訓"出來的,不如說是被"搶奪"或被重金收買來的,每年聯考的所謂語文"狀元",有多少是"培訓"出來的如果那些"欽定"的"重點高中"的名校真的有很強的"加工"能力,那麽,何不招收些考分"差生"去"加工"一把呢按說這樣的學生考分上升的空間最大,也是最能顯示名校名師"加工"能耐的.事實上,名校所謂的"加工"能力,更多地體現在搶奪壟斷優質生源上.
The teaching work of the one-year high school graduating class is finally over. Looking back at the past few years, the sweet and bitter tastes are all the same. Below I will make some simple summary of some work done in this year.
First of all, from the characteristics of this year's joint exam language test questions to reflect on the usual classroom teaching, especially the teaching process of the third year review, I think, the following points are worth noting:
First, the foundation, or the foundation. Most of the questions in the joint entrance examination are basic knowledge. As long as the students pay more attention, they will not lose points.
Second, the usual lectures should focus on accumulation, pay attention to language accumulation, and do not have to pay too much attention to professional knowledge. The subject of the joint entrance examination can not be completely solved by relying on these professional knowledge. For example, the sentence sentence, the classmate knows that the type of the sentence is mismatched, the composition is defective, etc., but a sentence is placed in front of you, but you can't see if it is not. Sentences, find where the mistakes are, then the expertise you know is equal to the furnishings, without any practical effect. And if your language accumulation is relatively rich, the perception and grasp of the language is relatively keen, and once you read it, you know that there is something wrong with this sentence, then you can, this can be judged that this sentence is a sick sentence, there is no need to know where it belongs. A type of error is not available, which is called more than one move.
Third, on the basis of paying attention to basic knowledge, let students expand the reading surface, open up the students' horizons, increase the students' experience, and prepare materials for the composition. The composition is actually the display of life experiences, emotions, and viewpoints. One person, in order to write a good composition, in addition to the basic writing skills and writing skills, more important is the accumulation of materials. As the saying goes, "The clever woman is difficult to be without rice." One person is empty in the belly. I want him to tell something, but it is really difficult for him. On the contrary, if there are a lot of materials accumulated in the minds of the students, in the process of writing, you can come to the hand, and the articles written on the right and left are full of facts and informative, and you will get high marks. It won't be like a toothpaste, and I can't write a few words for a long time.
Fourth, the knowledge that has been learned must be reviewed back and forth. Only by constantly reviewing can we "know the new and learn new things." Many of the topics in the joint exam questions can be found in the text, and some of the topics are the original sentences in the book. However, some students have long forgotten that they have no trace, and they have lost the points that should not be lost. This is a pity. In order to avoid the loss of these scores, only the students are constantly guided to review in time.
5. Appropriate and targeted training. After all, the entrance exam is an exam. The exam in peacetime is actually no different, but the importance is different. In order to allow students to adapt to this test early, they must be trained in a targeted manner, but this amount should not be too much, too much. In the process of training, we should focus on the following items: 1. The normativeness of writing; 2. The accuracy of the questions; 3. The procedural nature of the questions; 4. The planning of time use.
Sixth, adding negative is always a failure. The third year of high school is an extraordinary period for both teachers and students. In the third year of high school, people think that the training of high-dose and difficult training is justified and reasonable. In order to promote learning, it is more than one thing: you can check the level, you can see the problem, you can promote the review, you can... ,Why not? The teacher’s intention is very good, and the starting point is good. It seems that there is no doubt about it. There is no doubt about this. However, this kind of step-by-step approach, this kind of measure for teachers and students is neither scientific nor operational, so it is impossible to obtain The expected effect, so it is also a failure to lose forever.
I believe that teachers' teaching should and must follow the principles of students' psychological needs to be successful. Successful high school language teaching is to let students get results and take the initiative to learn; to achieve this goal, there are two ways: one is to reduce the difficulty of the test and reduce the frequency of the test; the second is to strengthen management, actively guide, motivate students to actively learn, help Students learn to learn, thereby improving the quality of student learning.
Seventh, let high school students have a sense of accomplishment. High school students lack a sense of accomplishment in learning Chinese, and there is a causal relationship between teaching mode, teaching focus, teacher orientation to students, and students' desire for active learning. Now, it is time to think about the following questions and make a choice: 1 Why are there less language knowledge and test sites, but the students still do not learn well, and the teachers are still not satisfied? 2 What is the most needed result for teachers and students? Why are we often lost in the fog of means on the way to pursue results? 3 The overall problem of the Chinese language test is not high, and why are our students always doing something unsatisfactory?
The result we need is that students get good grades, but the more difficult and eccentric training is the roadblock for students to get good grades. The students’ language scores are poor, and the conclusions from the surface logical reasoning will be simple and convincing: the students’ “double base” is indeed too bad; in fact, the bottom line is that the language learning is not satisfactory, which is the language teaching mode. The inferior consequences of the outdated and misleading: more training, the elimination of the students' necessary study review, digestion and absorption, supplementation and consolidation; the difficult training, the consumption of teachers and students' enthusiasm and belief, giving the teacher a labor without Gong, students learn the illusion of nothing. In the long run, the weakening is the driving force of the forward, the growing emotion is the failure, the weakening is the ability of students to learn by themselves, the quality of teaching is reduced, and the precious time is wasted.
The correct way is to reduce the difficulty of language training as soon as possible, so that students can fully experience the effectiveness of learning in the study, and the training of appropriate difficulty can also find problems. In such language testing and training. We have the conditions to boldly admit that the students' learning, the results are the mainstream, the problem is the foliage; this can not only stimulate the students' passion, interest, and stabilize their confidence, but also greatly contribute to the discovery, thinking and solution of existing problems. To help carry out a new review in a targeted manner.
The correct way is to reduce the frequency of examination or training as soon as possible, so that teachers and students have a time to reflect on the past, correct the reality, and plan the future, so that teachers have the opportunity to guide students, so that students have the conditions for knowledge reserves. Give time to the students to use, rather than holding on to the teacher for valueless, tireless examinations. Raise the soldiers for a thousand days, use the soldiers for a while; do not "raise", talk about "use"? Without reserves, how can we fight? Isn't this a simple and profound truth?
Eight, management is supreme, guidance is important. Establish a management-oriented, guiding-oriented basic strategy; give up blind and dry-type time, add questions, add unnecessary pressure; try to pursue benefits from management, guide the harvest achievements, learn from students, effectively digest to pursue student language The improvement of standards and the development of language skills.
The three taboos of Chinese teaching are the basic modes that the third year teachers adopt the most and enjoy the most: 1 a lot of narrative; 2 a lot of training; 3 pairs of students are constantly negated; the characteristics of this model are quite prominent, between the content components Causality is obvious. The shortcomings of this approach not only reflect the inversion of the main guests, cancel the participation of the students, the teachers are too condescending, and this practice is also in line with Sun Tzu's so-called "striking" tactical characteristics: 1 "input" and "output" less 2 is not worth the loss; 2 is protracted, "the bluff is sharp for a long time", the effect is offset in the high-density and high-intensity narrative training; the knowledge, narrative and training are two "double-edged swords"; 3 ineffective training and bring Under the psychological pressure of failure, students will gradually lose the belief in improving the level of the literary and literary profession, and the morale will be increasingly low and fall into a state of simple coping. Therefore, the grandson pointed out in particular that "the law of siege is a last resort." I believe that there are two tasks for high school Chinese teachers to do: 1 to create basic conditions for students to learn independently; 2 to guide and manage students' independent learning.
To truly improve and improve the quality of teaching, teachers should be good at telling, that is, a simple “returning” to knowledge, but a pertinent, instructive and forward-looking “guidance”; Solve problems, give students time, and inspire students to learn independently; to improve and improve the quality of teaching, teachers must endure pains, test less, test well, and have quality and effectiveness; not superstitious or obsessed with exams, and It is to examine the success or failure of teaching and learning from the effective examination, gains and losses, improvement and insufficiency - let the story turn into guidance, and let the examination contribute to the improvement of quality. Chinese teachers should be clear and must practice the concept of students' self-learning to create conditions. To create a situation in which students become subjects of learning, students must also spend time and space. This is a prerequisite for achieving this goal. Only give students time, let them have the conditions to solve the existing problems, pave the way for knowledge, and make targeted preparation for effective training. The space for students to learn, they are likely to choose independently, learning may be more targeted; there is room for thinking, there are opportunities to propose and solve problems. If this is the case, the student will no longer be a passive receiver, no longer a slave to knowledge; the teacher is no longer the “overlord” of knowledge, the “tyrant” of the student. Under such conditions, the difficulty of training, which is in line with the requirements of the "outline" and "examination", reduces the frequency in time and space, avoids the purpose of "carpet bombing", and also because students have Learning the initiative and improving the performance of teaching and learning, students can harvest unlimited happiness from effective learning, and the problems exposed in the examination and training will sprout the desire to solve - so the high school Chinese teaching step into a benign circle trail of.
In order to improve the quality of high school Chinese teaching, it is necessary to reduce the difficulty of examination training, carefully design the examination training questions, and also the time space for students to learn independently. This is a basic premise, so that students can achieve results and achieve improvement. In order to achieve this goal, teachers should make a big fuss in management and guidance, and the role of teachers is not mainly reflected in knowledge description and organizational examination. The main tasks of high school Chinese teachers are: 1 control and induction of students' emotions; 2 learning methods and methods of problem solving; 3 help students build capacity system; 4 help students to develop short, medium and long-term goals for language learning; 5 pairs of students currently The status of language learning is assessed and guidance and recommendations are made. The fundamental responsibility of teachers is to guide students to conduct independent and effective learning and review, and to change students from "learning" to "seeking knowledge", so as to achieve the emergence of language achievements. Under the condition of such task positioning, the students become the active attackers of the learning, and the teachers are the student guides and waiters.
The entrance exam is a review. The entrance exam is a teacher; it reviews the ideas and teaching results of our teachers, and it guides us to a more correct teaching path. It made me see a lot of teaching deficiencies and shortcomings. At the same time, I affirmed some of my practices. "There are some changes, no one is crowned." For my future teaching, my heart seems to be more and more clear.
Chapter 2: Reflections on the Teaching of Chinese in the Third Year
High school Chinese teachers should not only work hard, high school language teaching also needs to think in practice, summed up in thinking, summed up and improved. This year's high school language teaching made me feel the hardships, but also the happiness, but more is the sentiment. Here are some of my thoughts on the review of the third year of high school:
First, stimulate interest
interest is the best teacher! However, it is customary to think that the students in the third year of high school have clear goals, and they do not have to try to stimulate their interest in learning like the students in the first and second grades. It is generally believed that the main task of the third year teachers is to consolidate the students' knowledge, develop the students' ability, and improve the students' performance. It is not necessary to cultivate and improve the students' interest in learning. In fact, it is not the case that the high school language review teaching is mostly a practice, a talk, a boring circle. It is also an unshirkable duty of the teacher to make students feel tired of learning in two or even three rounds of questions. It is also the responsibility of the teacher to mobilize their interest in learning to reduce their boring feelings.
Language is not only a tool discipline with practical value, but also a humanistic subject full of beauty. An excellent high school language teacher, his class should be full of vitality, should highlight the beauty of the humanities unique to the language; an excellent high school language teacher, he is not a referee to the students, but fully mobilize their enthusiasm, efforts Inducing their curiosity, curiosity, and actively cultivating their sufficient self-confidence so that they can continue to have the joy of success and fulfillment in their learning and practice. Therefore, mobilizing interest is always an indispensable factor in improving the quality of Chinese teaching.
Second, the courage to innovate
Innovation is a special emphasis of modern education. Chinese language teaching and language teachers need innovation, and higher-level Chinese teachers and teaching need innovation. The language class that leaves the innovation high school will be dull and stagnant.
The innovation I refer to means that when the seniors are reviewing, they should not succumb to the traditional teaching methods, but should think more about innovation. Taking poetry appreciation as an example, poetry appreciation teaching has always advocated and adopted the method of “knowing the world”. "The knowledge of the world" was first proposed by Mencius. He believes that in order to understand the work, it is necessary to have an understanding of the era in which the author and the author live, in order to be friends with the ancients. "Knowing people" means understanding the relationship between the author and the author and the work; "On the world" is to understand the author's environment of the times, understand his creative background, and appreciate the literary works through the background of the times and the background of his creation. The method of "knowing people on the world" is highly respected by past critics and is also highly respected for today's poetry appreciation teaching. Nowadays, in view of the principle of fairness and justice, and in order to avoid the negative effects brought by the guessing of the bet, the appreciation of selected poetry avoids famous masterpieces. How do students know about the strange poetry of strange poets? How to achieve the world? Therefore, I think that the method of "knowing people on the world" is not suitable for the current joint examination; therefore, when teaching poetry appreciation, we must dare to break through the conventional teaching cabinet of "knowing the world", dare to think about discovering innovation, and dare to sum up A set of truly feasible appreciation methods, in order to adapt to the continuous development of continuous reform and continuous improvement of the joint entrance examination.
In fact, the premise of cultivating students' innovative thinking and innovative ability should be that teachers themselves are innovative. There is no law to learn, and there is no law in teaching. We can't change with change. Only by being brave in innovation and advancing with the times can our teaching adapt to this era, and the students we teach can stand in the future society.
Third, the return to teaching materials
In addition to the intensive training of the sea, the senior high school review should also fully develop and utilize textbooks. Practice has proved that returning textbooks is an effective way to improve the scores of the entrance exams. "Based on this" is an effective strategy for reviewing the exams.
Ordinary exams, we often say that "everything changes from the sect", also said that "the title is outside the book, the answer is in the book." This applies to the joint entrance examination, but also applies to today's highly flexible and contemporary joint language. The review materials in our hands, although carefully selected, are not as wide or deep as the textbooks. First, its involvement will not be more comprehensive than the textbook. Second, its grasp of depth is not more moderate than the textbook. Therefore, for those students who are not very knowledgeable in teaching materials, the textbook should be the best review material. Today's joint exam propositions are based on textbooks, so students should not be able to break away from the textbooks in the review of the third year. The following is an example of the importance of returning textbooks.
In writing, many students are always too small and superficial, leading to “nothing to say”. Therefore, in the third year of high school, teachers and students will still work hard to accumulate writing materials, and through the Internet, through the newspapers and magazines, through various channels to accumulate all aspects of materials. As everyone knows, our textbook is a huge treasure trove of materials, but we did not find it, or did not consciously dig. The topics of the joint exams over the years have not appeared in the textbooks. However, you can find direct and indirect writing materials from the textbooks, find ways to analyze the problems, and obtain useful borrowings or inspirations. For example, the topic of the joint entrance examination topic “The relationship between feelings and the cognitive relationship of things” can be found in the material of “Zou Ji Zhai Qi Wang Nai”. At the same time, a considerable part of the excellent essays of the joint exams over the years has benefited from the “living” reading of “living” textbooks, and the topic of “believing in yourself and obeying others” can also be found in The Traveling Zen Mountain Record. The material has gained revelation. There is also a familiar article "Peacock Flying Southeast", which was used in many excellent joint essays for many years. From this perspective, it is no exaggeration to say that the textbook is a rich mine, waiting for We will develop. If we can flexibly use the materials in the text, we can solve the problem of “the clever woman is difficult to be without the rice” when writing, and can increase the literary connotation and cultural heritage of the article. It can be said that it is two-fold.
Fourth, the game is about to take
"Bossing" and "approaching" are for the preparation of teachers. We say that teachers can only broaden their horizons, especially for young high school teachers. The success of high school teaching is inseparable from teaching experience, but the accumulation of experience takes time and needs to be experienced. Even experienced teachers are necessary to "learn from others". Confucius said that "three people must have my teacher." However, "bossing" does not mean that as long as "bo", the quality of preparation will be high. Therefore, on the basis of "boiling", it is necessary to "take it." “Approaching” is the process of comparing, processing and innovating the content of “boiling”. "Bai Cai" is "the stone of other mountains to attack jade", "about take" is "mulberry leaves become silk, flowers become honey." "Bai Cai" can enlighten teachers' thinking and stimulate teachers' innovative consciousness; "approaching" can enable teachers to turn other people's things into their own things.
V. Feeling life
Today's entrance exam, language is the closest to reality, the closest to life. Therefore, our senior high school review should let students know how to live and learn to understand life.
Life is rich and varied. Learning to observe life and understanding life can make writing a living head active, which can improve the appreciation ability. Both classical poetry and modern prose fiction are artistic creations. Art comes first from life. Only by allowing our students to fully and deeply understand life can they improve their ability to appreciate works of art. The extension of the language is life, and the joint test of the language test is not to close the door to build a car. Close to life, pay attention to life, people-oriented is the general direction of the language joint test proposition. Therefore, we should not let the students ignore the window and read the sages. Otherwise, our students will have low energy and low scores. Even if the high scores will be low, our teachers' efforts will be lost.
In the midst of the crash, the groping, and the attempt, I walked all the way, and the deep and shallow footprints extended under my feet. But I know that I am still very young, and I will go all the way for my favorite language and my favorite students.
Chapter 3: Reflections on the Teaching of Chinese in the Third Year
Chinese teacher teaching == students need real
The reality tells me that Chinese teaching is especially high school, what should be done. I have to systematically sort out the basic articles and various knowledge points of the five required textbooks in an orderly manner. I will study the test descriptions and the joint examination papers in recent years, and then analyze them one by one in order to grasp the propositional features of various questions. The rules and trends, as well as the basic ideas and operational essentials of solving problems, the most important thing is that I have to find out the sentences in the various review exercises in the vast sea of smoke, carefully select, cut out a set of exercises, and then let the students Do, after the completion of the correction, explain after the correction, explain after the re-doing, round after round, day after day ... speak dry, sweaty, talked dark, heart-to-heart, telling the teacher suddenly know nothing, speak The students are as if they are helpless in the fog of Wuli... It is said that this is responsible for the students!
I have to do this. However, a sense of humiliation and shame grows in my heart. This feeling is getting stronger and stronger. It is already interfering with my normal work and life.
I have been trying to find a practical and feasible method system, which can reduce the number of trainings and improve the efficiency of acquisition, and apply it to the teaching practice of high school. Through long-term persistent exploration, I feel that the soul of high school language teaching lies in the word "management".
For "management", it is not expected to be literary, it cannot be reduced to "management", and it is not naively recognized as "discipline". The life of teaching management is “guidance”, which is “referencing”, which is to guide students' energy and time arrangement; it is the inspiration of student methods, the birth of subject desire and the activation of learning passion. How to fundamentally improve the practical ability and competitive level of the high school students' language? How to make students learn and review language effectively? I have a unique understanding and method.
First, adding negative is always a failure
The third year of high school is an extraordinary period for both teachers and students. In the third year of high school, people think that it is reasonable and reasonable to carry out large-dose and difficult training. In order to promote learning, it is more than one thing: you can check the level, you can see the problem, you can promote the review, you can... Why not? The teacher’s intention is very good, and the starting point is good. It seems that there is no doubt about it. There is no doubt about this. However, this kind of step-by-step approach, this kind of measure for teachers and students is neither scientific nor operational, so it is impossible to obtain The expected effect, so it is also a failure to lose forever.
Facts tell us: First of all, there is no positive correlation between Chinese academic achievement and the frequency and difficulty of examination, and the superposition of “quantity” without “quality” guarantee does not lead to a “quality” leap; The foundation of knowledge cannot be stabilized. Because the characteristics of the subject determine the teaching of Chinese, it is very different from the science subject. Its content, requirements, purpose, application mode and knowledge structure require teachers to pay attention to the students' understanding, understanding, association and use of Chinese knowledge. That is to understand the principle, understanding the experience, contacting the association, and migrating. In the language learning, the importance of "understanding" and "enlightenment" is unmatched by any other discipline. It is the goal that must be achieved first by the students. "Enlightenment" is neither a teacher can do it for the work, nor can it be done through examinations. It can be seen from this that the biggest drawback of the current high school language teaching is that the teacher will mistake the focus of teaching on frequent and endless examinations. Secondly, teachers and students in the frequent examinations have to be poorly coped with and exhausted. Because students lack the necessary digestion and absorption and active preparation, the benefits are very poor, and they will lack a sense of accomplishment, which is exhausting and pessimistic. Disappointed. Why can't the exams stimulate students' sense of learning urgency? This is the helpless sigh of many Chinese teachers - this shows that the kind of practice that is relished and tireless in the examination of omnipotence has entered a dead end.
I believe that teachers' teaching should and must follow the principles of students' psychological needs to be successful. Successful high school language teaching is to let students get results and take the initiative to learn; to achieve this goal, there are two ways: one is to reduce the difficulty of the test and reduce the frequency of the test; the second is to strengthen management, actively guide, motivate students to actively learn, help Students learn to learn, thereby improving the quality of student learning.
Second, let high school students have a sense of accomplishment
High school students lack a sense of accomplishment in learning Chinese, and there is a causal relationship between teaching mode, teaching focus, teacher orientation to students, and students' desire for active learning. Now, it is time to think about the following questions and make a choice: 1 Why are there less language knowledge and test sites, but the students still do not learn well, and the teachers are still not satisfied? 2 What is the most needed result for teachers and students? Why are we often lost in the fog of means on the way to pursue results? 3 The overall problem of the Chinese language test is not high, and why are our students always doing something unsatisfactory?
The results we need are good grades for students, but the training that is more difficult to blame is the roadblock for students to get good grades. The students’ language scores are poor, and the conclusions from the surface logical reasoning will be simple and convincing: the students’ “double base” is indeed too bad; in fact, the bottom line is that the language learning is not satisfactory, which is the language teaching mode. The inferior consequences of being outdated and misleading: more training, the elimination of students' necessary study review, digestion and absorption, supplementation and consolidation; the difficult training, the consumption of teachers and students' enthusiasm and belief, giving people the teacher No work, students learn the illusion of nothing. In the long run, the weakening is the driving force of the forward, the growing emotion is the failure, the weakening is the ability of students to learn by themselves, the quality of teaching is reduced, and the precious time is wasted.
The correct way is to reduce the difficulty of language training as soon as possible, so that students can fully experience the effectiveness of learning in the study, and the training of appropriate difficulty can also find problems. In such language testing and training. We have the conditions to boldly admit that the students' learning, the results are the mainstream, the problem is the foliage; this can not only stimulate the students' passion, interest, and stabilize their confidence, but also greatly contribute to the discovery, thinking and solution of existing problems. To help carry out a new review in a targeted manner.
The correct way is to reduce the frequency of examination or training as soon as possible, so that teachers and students have a time to reflect on the past, correct the reality, and plan the future, so that teachers have the opportunity to guide students, so that students have the conditions for knowledge reserves. Give time to the students to use, rather than holding on to the teacher for valueless, tireless examinations. Raise the soldiers for a thousand days, use the soldiers for a while; do not "raise", talk about "use"? Without reserves, how can we fight? Isn't this a simple and profound truth?
Third, management is supreme, guidance is important
Establish a management-oriented, guiding-oriented basic strategy; give up blind and dry-type time, add questions, add unnecessary pressure; try to pursue benefits from management, guide the harvest achievements, learn from students, effectively digest to pursue student language The improvement of standards and the development of language skills.
The three taboos of Chinese teaching are the basic modes that the third year teachers adopt the most and enjoy the most: 1 a lot of narrative; 2 a lot of training; 3 pairs of students are constantly negated; the characteristics of this model are quite prominent, between the content components Causality is obvious. The shortcomings of this approach not only reflect the inversion of the main guests, cancel the participation of the students, the teachers are too condescending, and this practice is also in line with Sun Tzu's so-called "striking" tactical characteristics: 1 "input" and "output" less 2 is not worth the loss; 2 is protracted, "the bluff is sharp for a long time", the effect is offset in the high-density and high-intensity narrative training; the knowledge, narrative and training are two "double-edged swords"; 3 ineffective training and bring Under the psychological pressure of failure, students will gradually lose the belief in improving the level of the literary and literary profession, and the morale will be increasingly low and fall into a state of simple coping. Therefore, the grandson pointed out in particular that "the law of siege is a last resort." I believe that there are two tasks for high school Chinese teachers to do: 1 to create basic conditions for students to learn independently; 2 to guide and manage students' independent learning.
To truly improve and improve the quality of teaching, teachers should be good at telling, that is, a simple “returning” to knowledge, but a pertinent, instructive and forward-looking “guidance”; Solve problems, give students time, and inspire students to learn independently; to improve and improve the quality of teaching, teachers must endure pains, test less, test well, and have quality and effectiveness; not superstitious or obsessed with exams, and It is to examine the success or failure of teaching and learning from the effective examination, gains and losses, improvement and insufficiency - let the story turn into guidance, and let the examination contribute to the improvement of quality. Chinese teachers should be clear and must practice the concept of students' self-learning to create conditions. To create a situation in which students become subjects of learning, students must also spend time and space. This is a prerequisite for achieving this goal. Only give students time, let them have the conditions to solve the existing problems, pave the way for knowledge, and make targeted preparation for effective training. The space for students to learn, they are likely to choose independently, learning may be more targeted; there is room for thinking, there are opportunities to propose and solve problems. If this is the case, the student will no longer be a passive receiver, no longer a slave to knowledge; the teacher is no longer the “overlord” of knowledge, the “tyrant” of the student. Under such conditions, the difficulty of the examination is in accordance with the requirements of the "outline" and "examination".
The results we need are good grades for students, but the training that is more difficult to blame is the roadblock for students to get good grades. The students’ language scores are poor, and the conclusions from the surface logical reasoning will be simple and convincing: the students’ “double base” is indeed too bad; in fact, the bottom line is that the language learning is not satisfactory, which is the language teaching mode. The inferior consequences of the outdated and misleading: more training, the elimination of the students' necessary study review, digestion and absorption, supplementation and consolidation; the difficult training, the consumption of teachers and students' enthusiasm and belief, giving the teacher a labor without Gong, students learn the illusion of nothing. In the long run, the weakening is the driving force of the forward, the growing emotion is the failure, the weakening is the ability of students to learn by themselves, the quality of teaching is reduced, and the precious time is wasted.
The correct way is to reduce the difficulty of language training as soon as possible, so that students can fully experience the effectiveness of learning in the study, and the training of appropriate difficulty can also find problems. In such language testing and training. We have the conditions to boldly admit that the students' learning, the results are the mainstream, the problem is the foliage; this can not only stimulate the students' passion, interest, and stabilize their confidence, but also greatly contribute to the discovery, thinking and solution of existing problems. To help carry out a new review in a targeted manner.
The correct way is to reduce the frequency of examination or training as soon as possible, so that teachers and students have a time to reflect on the past, correct the reality, and plan the future, so that teachers have the opportunity to guide students, so that students have the conditions for knowledge reserves. Give time to the students to use, rather than holding on to the teacher for valueless, tireless examinations. Raise the soldiers for a thousand days, use the soldiers for a while; do not "raise", talk about "use"? Without reserves, how can we fight? Isn't this a simple and profound truth?
Third, management is supreme, guidance is important
Establish a management-oriented, guiding-oriented basic strategy; give up blind and dry-type time, add questions, add unnecessary pressure; try to pursue benefits from management, guide the harvest achievements, learn from students, effectively digest to pursue student language The improvement of standards and the development of language skills.
The three taboos of Chinese teaching are the basic modes that the third year teachers adopt the most and enjoy the most: 1 a lot of narrative; 2 a lot of training; 3 pairs of students are constantly negated; the characteristics of this model are quite prominent, between the content components Causality is obvious. The shortcomings of this approach not only reflect the inversion of the main guests, cancel the participation of the students, the teachers are too condescending, and this practice is also in line with Sun Tzu's so-called "striking" tactical characteristics: 1 "input" and "output" less 2 is not worth the loss; 2 is protracted, "the bluff is sharp for a long time", the effect is offset in the high-density and high-intensity narrative training; the knowledge, narrative and training are two "double-edged swords"; 3 ineffective training and bring Under the psychological pressure of failure, students will gradually lose the belief in improving the level of the literary and literary profession, and the morale will be increasingly low and fall into a state of simple coping. Therefore, the grandson pointed out in particular that "the law of siege is a last resort." I believe that there are two tasks for high school Chinese teachers to do: 1 to create basic conditions for students to learn independently; 2 to guide and manage students' independent learning.
To truly improve and improve the quality of teaching, teachers should be good at telling, that is, a simple “returning” to knowledge, but a pertinent, instructive and forward-looking “guidance”; Solve problems, give students time, and inspire students to learn independently; to improve and improve the quality of teaching, teachers must endure pains, test less, test well, and have quality and effectiveness; not superstitious or obsessed with exams, and It is to examine the success or failure of teaching and learning from the effective examination, gains and losses, improvement and insufficiency - let the story turn into guidance, and let the examination contribute to the improvement of quality. Chinese teachers should be clear and must practice the concept of students' self-learning to create conditions. To create a situation in which students become subjects of learning, students must also spend time and space. This is a prerequisite for achieving this goal. Only give students time, let them have the conditions to solve the existing problems, pave the way for knowledge, and make targeted preparation for effective training.給學生學習的空間，他們才有可能自主選擇，學習可能具有較強的針對性；才有思考的空間，有提出和解決問題的機會。如果是這樣，學生將不再是被動的接收器，不再是知識的奴隸；教師也不再是知識的“霸主”，學生的“暴君”。在這樣的條件下進行的難度適中而又合乎“大綱”“考綱”要求的考查訓練，因還學生以時空而降低了頻率，避免了“地毯式轟炸”的漫無目的，也因學生有了學習主動權而能提升教與學的實績，學生才能從有效學習中收獲無限的快樂，而對考查與訓練中暴露出的問題才會萌動解決的欲望——於是高三語文教學步入良性迴圈的軌道。
要提高高三語文教學質量，就要降低考查訓練的難度，精心設計考查訓練題，還學生以自主學習的時間空間，這是一個基本的前提，這樣，才能讓學生獲得成績，實現提高。要實現這一目的，教師則應在管理和指導上大做文章，大顯身手，教師的作用並不主要體現在知識講述和組織考查上。高三語文教師的主要任務在於：①學生情緒的控製與誘導；②學習方法和解題方法的點撥；③幫助學生構築能力體系；④幫助學生製定語文學習的短、中、長期目標；⑤對學生當前語文學習狀況進行評估並提出指導性意見和建議。教師職責的根本是指導學生進行自主的、有效的學習和復習，把學生由“學習”變為“求知”，以此實現語文成績的顯現。在這樣的任務定位的條件下，學生成為學習的主動出擊者，教師則是學生的導遊員和服務員。
篇四：高三語文教學反思
"培優補差"是高三教師的一個很響亮的工作口號.從字面理解,似乎頗有些因材施教之意味,甚至還體現著基礎教育的均衡發展的理念;但在應試教育的背景下,它的性質卻與這樣的理解相反.首先,這裏"優""差"評定的依據,就是學生考試的分數;其次,這種考試都是聯考的模擬性質的,具有非常剛性的選拔性.如此有悖於高中課程目標的"培優補差",何以如此響亮地喊出來呢除了外部的體製等現實原因外,可能與人們對高三語文教學及其"培優補差"的本質認識不無關系.
高三語文教學的性質是什麽何謂"培",怎樣"補"
普通高中語文課程標準規定:高中語文課程仍然是"面向大眾與九年義務教育相銜接的基礎教育";"它應該進一步提高學生的語文素養,使學生具有較強的語文套用能力和一定的語文審美能力,探究能力,形成良好的思想道德貭素和科學文化貭素,為終身學習和有關個性的發展奠定基礎".從這裏,不難理解高三語文,同樣具有大眾,貭素,基礎教育的性質.
然而,在應試的背景下,高三語文教學似乎就隻是剩下:盯著"考分",對"優生"加大"培養"力度,對"差生"加大"補習"強度.可是語文"考分"與"培養""補習"的努力沒有正比關系.一個期中考分全班第一的"優生"加大"培養"力度後,到了期末考試,她卻失去了名列前茅的光榮;而並沒怎樣對"一模"考試中的"差生"加大"補習"強度,可"二模"時,他的考分卻擠進了"優生"的行列.語文考分像股票漲落曲線一樣,讓有的學生意外驚喜,又讓有的學生莫名失落,更讓語文教師尷尬無奈;不管"培養"多有力度,也無論"補習"多有強度,高三語文教學的信度,卻遭到這種的考分漲落曲線的無情嘲諷!本文由一起去留學編輯整理。
為什麽會出現這種情況呢
一方面,作為選拔考試,區分度是其重要的質量指標,它就是要把考生按分數的高低排出名次來;而參加考試的人數一定,無論考生考試狀態怎樣變化,其名次序列總是一定的.在同一考試選拔中,"優"與"差"是互為參照的;也就是說張三考分"優"了多少名次,就意味著有個李四要"差"多少名次.
另一方面,高中語文課程"知識與能力","過程和方法","情感態度和價值觀"三維目標是很難用考分量化的.目前聯考命題技術很難在"過程和方法","情感態度和價值觀"目標上設題,甚至在"能力"目標上也都如此,即便勉強設題,但評分標準也很難把握,而這些目標又恰恰是高中語文教學質量的重要指標.
因此,用考分來界定"教"的好壞,判斷"學"的"優""差",就很不科學;而把學生考分提升了若幹名次看出是"培優"的成果,不是無知,就是狂妄.在考生人數和錄取指標一定的聯考選拔中,"優""差"的競爭,就有"你死我活"的殘酷性.正如跑步比賽一樣,按名次取勝,名次隻取決參賽者彼此實力的對比關系;比賽名次的改變,也隻是彼此實力對比關系的改變.如果同時加大"培訓"的力度和強度,並也確實"提速"了,但隻要"提速"的幅度並沒使彼此實力對比關系發生改變,那麽彼此的名次關系就不會改變;相反,"培訓"力度和強度並沒有怎樣加大,那麽彼此的"優""差"的關系同樣會因彼此實力對比關系的不變而不發生變化.從這個意義上看,"優""差"的名次,與單方面的"培優補差"無關,隻取決參加這種選拔賽各方實力的對比關系.
用這樣一種選拔性質的考試作為基礎教育評估形式,就必然使基礎教育階段的每個學生,教師,學校陷入一種殘酷而無聊的競賽中,彼此使盡解數地爭奪更快,更強,更大,更"優",就成為一種教學競爭的常態.可是人的能耐總是有限的,惡性競爭使彼此疲憊不堪,但捆綁在這種競爭中的巨大利益,形成了巨大的壓力和誘惑,使得參賽各方不得不把"喝興奮劑"或"偷跑"等違規手段當作取勝的絕招,嚴重破壞了基礎教育的正常秩序,將提高國民文化貭素的公民教育異化了一場滿足"精英"對社會資源佔有欲望的爭奪戰.
"選拔人才"的應試教育,就如此公然地把"起跑線"不斷地"前移"到國中國小乃至幼稚園,同時又將起終點"後推"到了碩士博士生的考試,以致中國所有學校都籠罩在一場起點和終點都很模糊的擇校升學跑步比賽的緊張氣氛裏.而高中階段普遍"加班加點"的補課,就是最典型的"偷跑"行為,所謂"培優補差"自然就具有了賽前違禁偷"喝興奮劑"的性質;隻是高中語文教學的特殊性質,使得高三語文的"培優補差"不能像其他學科那樣令參賽者"興奮"罷了.
本來高中語文課程要"使全體高中學生獲得應該具備的語文素養,並為學生的不同發展傾向提供更大的學習空間".這種貭素教育的性質,決定了其教學評估應該採用定性考核的形式,即便採用定量的考試形式,其性質也應淡化考試的選拔性的,突出其診斷性或甄別性,高中畢業考試,也隻能是類似駕駛執照獲取性質的水準達標考試.唯有如此,"偷跑"和"喝興奮劑"似的"培優補差",才可能得以遏製.
遺憾的是,目前中國的教育卻處在以升學率為為重要的教學評估指標的應試教育的背景之下.高三語文教學除了這種"喝興奮劑"的"培優補差"外,幾乎就沒有其他作為了.然而,不管"培優"還是"補差",其實都是選用年度,地區不同而格式一樣的考試題折磨學生;"培優"也罷,"補差"也罷,其實都是"題海戰術".在這樣的"題海"中,學生的人文素養讀寫能力又怎樣"訓練"得出來呢
請看下面一道正確使用詞語的"訓練"題:
下列各句中加點的詞語,使用恰當的一句是
a.盡管有過許多血的教訓,一些司機仍然酒後駕車,對這種鋌而走險的行為,交警部門應當加大處罰力度.
b.2008年春運期間,一場50年未遇的雨雪冰凍襲擊了我國南方,人民子弟兵奉命出征,除冰清障,送水送飯,救助被困民眾……搶險救災,無所不為,得到了全國人民的高度贊揚.
c.音樂響起,780名太極拳愛好者如過江之鯽,緩緩入場,以太極團體操《晨曲——你好東江》拉開了開幕式的序幕,贏得了陣陣掌聲.
d.7月7日晚間,好運北京國際女足邀請賽繼續在秦皇島奧林匹克體育中心進行,中國隊3比1擊敗義大利隊,韓端再次挑射積分,梅開二度.
"訓練"是這樣進行的:首先,學生像在考場一樣,選擇一個答案,然後,教師公布答案或答案說明;如果學生對提供的答案及說明有質疑,教師再進行答疑;最後,歸納諸如什麽"排除法"之類的解題方法.可是陷入"題海"的學生,往往像摸體育彩票對中將號碼一樣.沒選中的,便失意地把自己選的字母叉掉,換成正確的字母,更認真的學生,會把這幾個詞語的解釋抄一遍;選中了的,常常得意地懶得聽教師囉嗦.
為什麽會這樣的呢因為考題隻是為了"區分"高下,要達到這樣的目的,命題者就一定要"刁鑽";利用詞語的義項復雜,感情色彩模糊,適用對象不清等情況來設定"陷阱".像上面這道題"無所不為""過江之鯽"感情色彩,就能把不少在理解詞語方面有"色盲"的學生"幹擾"下去;而"梅開二度"的多個義項,更會讓考生為難,如果隻記住其中"再次結婚"的義項,那麽就會掉進"不合語境"的"陷阱".
為了加大"區分度",命題者還常常利用一些詞義發展變化的詞語設題,這又會讓那些學習主動思維活躍的考生無所適從.比如"鋌而走險",按照目前詞典裏靜止的解釋有兩句話:"快跑著奔向危險.指因走投無路而採取冒險行為".命題者認為酒後開車者並非走投無路,所以a項不正確.可是在動態的話語中卻多有這樣的說法:某些貪官,總是頂風作案,鋌而走險,把中央懲治腐敗的警告當耳邊風.這裏鋌而走險搞腐敗的官員,似乎並沒有處於"走投無路"的境地;這應該是此詞語發展為"貶義色彩也越來越濃,指為了不正當利益而冒險"的動態詞義.
檢測考生正確運用詞語的能力,不僅要求對靜止詞義的記識理解,更要求對詞語動態意義的感悟把握.從學生選答這道"訓練"題的狀態看,就出現了這種情況:一個平時沒把多少時間精力投入到書本,卻非常喜歡足球等體育比賽的學生,他對d項"梅開二度"的"特指一名球員在同一場比賽中連進兩個球"的用法非常熟悉,因此,通過"排除法",就鎖定了正確的選項,結果他被"優選";相反,一個平時把更多精力花在書本上,恰恰隻記識了"梅開二度"第一義項,同時因為主動從各種媒體話語中積累詞語,對"鋌而走險"的上述的"動態意義"有所感悟,這樣,他反而排除d項而選a項,結果他卻成了"差生".
正確運用詞語的能力本來就應在規範的聽說讀寫的活動積累習得,可是這樣,反而在聯考模擬"訓練"遭受打擊,那麽,用如此"訓練"方式來"培優補差",最後究竟能"培"什麽"優",又能"補"什麽"差",就隻有天知道了.
理論上,語文教學的水準,應該通過學生語文學習的成績來顯現的,可是語文學習成績又不應等同語文考試分數,尤其是高中階段的語文教學更是如此.這是因為,語文的工具性教學任務,其實在國小最多在國中階段就基本完成了,高中語文更主要任務是語文的人文性教學;換句話說,作為一般的交際手段的技術問題,高中之前基本解決,而成熟思想,豐富美感,提升文化等更本質的問題,則需要高中語文教學來解決.但這些卻又很難用考分來呈現.另外,作為高中語文教學最高成果,當屬於學生通過語文教學而獲得的語文學習的濃厚興趣和閱讀思考寫作的良好習慣,而這些,更不是考分量化得了的.
事實上,那些語文考試高分的"優生",大多是對語文學習有著濃厚興趣和的,他們優異的學習成績的取得,主要與他們原有的文化素養喜歡讀書勤于思考寫作的良好習慣有關,而與應試背景的高三語文教學的"培訓"沒有多大關系.
"培優"之"培",就是"培養";作為生物學中移用來的一個詞語,它本質的要義,是對生命體的呵護和尊重,"培養"的所有作為,都應該是為著更有利於生命的自然成長.作為一種教育手段,"培養"的本質行為,就是應該對學生個體的尊重,呵護學習的好奇心,激發求知的欲望,促使其思想文化的正常生長;或者說為學生成人成才的排除各種幹擾,提供更有利成長的條件.可是應試背景下的高三語文教學的"培優補差",隻是一種以"考題"為主要手段的"培訓".作為"培養",它沒有對學生生命的尊重,更不允許其自由生長;作為"訓練",它又沒有明確的具體的目標,也沒有清晰的難易梯度,更沒有可操作的動作分解示範.說它是一種思想壓迫一種文化的專橫也不算過分,因為,在這樣"培訓"裏,學生的生命本質要求遭到最無情的打壓;學生原有的語文學習熱情,也在一次次"考分"的作弄下喪失殆盡.
迷信這種"培優補差"的人,殊不知,高中生考分的"優""差",很大程度上是在高中招生搶奪戰決定的.那些考分的"優生",與其說是"培訓"出來的,不如說是被"搶奪"或被重金收買來的,每年聯考的所謂語文"狀元",有多少是"培訓"出來的如果那些"欽定"的"重點高中"的名校真的有很強的"加工"能力,那麽,何不招收些考分"差生"去"加工"一把呢按說這樣的學生考分上升的空間最大,也是最能顯示名校名師"加工"能耐的.事實上,名校所謂的"加工"能力,更多地體現在搶奪壟斷優質生源上.
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