High school Chinese teaching summary

High school Chinese teaching summary

High school Chinese teaching has entered the end of basic education, many learning habits have been developed, and the development of teaching work is not very easy to see results. Although for the college entrance examination, learning a good language is helpful for students to choose their own satisfactory school. But in general Come, the language class as a tool for cultivating sentiment to stimulate thinking and promoting communication skills is still far from satisfactory. According to the survey, a large number of students are bored with the language class, and the role of the Chinese class as a carrier of the humanistic spirit may be far worse. That is to say, language has increasingly become a "scoring machine, not a carrier of humanistic spirit." As a language teacher, I found that due to the influence of traditional concepts and the current examination system and evaluation methods, it is not conducive to the role of students. It hinders the instrumental, ideological and humanistic role of the language course.

Misunderstanding 1: Language Classroom--"The problem has been solved"

If students do not have a sense of problem, they will not go to independent thinking, let alone innovation. In the language class, in order to "lock the textbook" and to "mobilize" the students, the teacher interprets the "full house" as a "full house", and the questions asked are basically similar: "What do you read through... "" I also read what "the author's intentions are" and other formalization questions, students do not have to think about answering these questions. Some teachers also "teach" the program in the teaching reference book in the classroom, and limit the students' thinking to the textbook and teaching reference books. Reading in the classroom has also become a kind of passive reading. The students have not really felt the intentions of the texts. What they "read and understand" is only the "micro-sense" that is based on the previous mindset. As for the text and real life. There is no way to know the link. Therefore, the students in the class can "read and understand" and other classes are over. Students can ask without questions. In fact, this kind of problem is the biggest problem. It is a big misunderstanding of Chinese classroom teaching. It is a manifestation of students' lack of independent thinking.

How do Chinese teaching go out of the wrong zone? I think we must first change our mindset, let the students think about the problem, and give students the opportunity to think freely. Once students ask questions, they should encourage and reflect on Chinese teaching, and follow this question to guide students and give him the seeds to explore and think from a young age. As we often say, "It is better to teach fish than to teach it." Secondly, we should recognize the actual connection between language lessons and living life, rather than the frame of books and teachings. We should not carry the misconception that "what is not a problem that the language class has to solve." Only by breaking the boundaries of disciplines, students have a broad space for problem awareness. Moreover, the questions raised may not be clarified in the church, and more importantly, the students should be left with a thinking-minded mind. Finally, teachers should expand their knowledge as much as possible, broaden their thinking, and broaden their horizons. In the past, we often talked about: "What if the students in the class ask questions that the teacher did not think of?" And now we should think about "What should students do if they can't ask questions?"

Misunderstanding 2: Composition--Apply mode, write what you want

Because of the pressure from the college entrance examination, high school teachers tend to write their students' writing. They all think that there are good models that can bring high scores to themselves. The teacher also subconsciously conveys this in the teaching process. This binds the students. Thinking, and the language subject is originally a diffuse thinking subject. The composition is more important to learn students to have good imagination. Some surveys show that a class has the same subject for a certain essay topic, and the format is the same. After encountering a situation, first make a thought struggle, how to finally, and then shout a few slogans. In the current composition teaching, due to the influence of the test baton, the problem of formulating, stylizing and obliterating the true feelings of students is still very serious. Some students often purchase works such as "excellent essays for college entrance examinations" and "outstanding essays for college entrance examinations" to carry out simple imitation. Such works replace the true feelings of students and form a major misunderstanding that Chinese teaching has not been able to overcome for a long time.

To get out of this misunderstanding and find a good way to reform, I believe that it must be to let students fully understand the real life, let them experience life, cultivate their observation and comprehension skills, let them learn to express independently, write from the heart The second is to strengthen the connection between reading teaching and composition teaching in the Chinese class. When teaching the text, the teacher should be good at guiding the child to appreciate, fully exerting the imagination, and describing the scene or event in the text according to his own feelings. For example, when talking about the battle of Chibi, it is a useful exploration to let students read and re-write according to their own imagination after reading the relevant materials. Even if the teacher analyzes the text, it must be confirmed that the student is actively enjoying the language and context of the text, rather than passively accepting your indoctrination.

Misunderstanding 3: Language Assignment--"Reciting Ancient Chinese"

At present, many high school students often learn that Chinese language is not eager to learn. Language operation is to encounter ancient Chinese back. There is nothing in modern literature worth learning. This is a big misunderstanding, and it is often caused by the teacher's teaching direction.

Compared with the national middle school and the national small school, the Chinese language work of high school Chinese students is simply a difference between heaven and earth. Students are often overwhelmed by such sudden burden reduction. The teacher will also say the text after learning the ancient Chinese. Reciting the text. Reciting the text is only the most basic work. If you don't understand the text, it is very difficult to memorize it. At the same time, at the same time, you can get the score of the meditation problem at the time of the exam. This depends on the students who must memorize the ancient sayings and learn to transfer the knowledge points.

High school Chinese exams also have a lot of basic knowledge, and many of them are studied in modern Chinese. Therefore, for students, real language work should also include the work of accumulating words.

At the same time, the exam is more about reading comprehension and writing assessment. If the student does not get out of the misunderstanding of "modern text has nothing to learn", when the class is not listening, not thinking about the teacher's question, then his understanding ability, summary The generalization ability will not be exercised, and there will be too many points in the exam.

Writing is a sub-plant of 70 points, the importance of which can be seen. The language work after the students should be more reflected in the writing practice. Read more, read more notes, recite more beautiful fragments. Learning records Your own real life, write your true feelings, etc. This is a long-term process, students can only achieve certain results with perseverance.

High school Chinese teaching summary

1. Prepare lessons carefully, insist on preparing lessons in advance, and do a thorough study of teaching materials to write good teaching plans and improve their own quality. Actively participate in lectures, evaluations, and humbly learn teaching methods from peers, learn from others, and improve teaching.

2. Improve the quality of teaching and cultivate students' interest in learning Chinese. Understand the quality of students' original knowledge and skills, their interests, needs, methods, habits, what difficulties may be encountered in learning new knowledge, and take appropriate preventive measures. Organize classroom teaching, pay attention to all students, pay attention to information feedback, mobilize students' intentional attention, keep them relatively stable, and at the same time stimulate students' emotions, make them have a happy mood and create a good classroom atmosphere.

3. Focus on teaching methods. Students are required to combine pre-study, lecture, training, and feedback to form a good study habit. Combine text learning with after-school exercises to achieve coordinated development of listening, speaking, reading and writing. In the aspect of writing teaching, combining the composition of the class with the practice of the class, it not only completes the writing teaching tasks stipulated in the teaching materials, but also compensates for the lack of the textbook teaching and writing training. The writing level of the students is better than the past. All have a certain improvement in the teaching of Chinese, and have written many good articles with thoughts, emotions and literary talents.

4, do a good job of language reciting. Generally speaking, students are good at memorizing and remembering. I use the advantages of students in this area to strengthen students' ability to memorize and remember and improve their overall quality.

5, care for and care for poor students. Generally speaking, the language foundation of students is more general. When students make a little progress, I give students a lot of encouragement, so that students are full of self-confidence in learning Chinese.

6. Carry out various forms of extracurricular activities, such as poetry reading, speech contests, writing contests, and letter competitions, etc., laying a good foundation for the overall development of students.

High school Chinese teaching summary

As a small Chinese language teacher, how to teach students how to be competent in this mission? I feel the great responsibility. "Touching the river and crossing the river" "Going forward in the process of groping, exploring and advancing", during these 12 years of teaching career, I feel that to get a good class, you should understand the teaching materials, understand the author's intentions, and temper the students.

At the beginning of the school, I browsed the new book and developed the corresponding teaching plan according to the teaching materials and the students in my class, reflecting the editor's intention as much as possible. In the preparation of the lesson, carefully study the text, according to the outline, editor's intentions and the training focus of this unit, to follow the author's ideas and resonate with the author.

The premise of a good class is to prepare a class, but to prepare a class, you can not rely on "teaching", you must let students learn a text, teachers must first study the text, find out the text, grasp the key words To clarify the key words and the thoughts and feelings expressed; to distinguish the paragraphs, sum up the meaning of the paragraph, and capture the central idea of ​​the article. In this regard, I think I am doing a good job.

The second is to design a good teaching link. In my opinion, when developing the teaching process, the teacher should carefully design a class activity program that guides the students to practice themselves, which is hierarchical, clear, and effective. According to the content of the textbook and the actual situation of the students, we must grasp the key points that must be highlighted in the teaching and the difficulties that need to be solved. Focus on a "reading" word, so as to ask for reading and reading, and to understand and read. The student's self-reading, teacher's reading, and the reading of teachers and students are organically arranged in various teaching links such as first reading, fine reading, and intensive reading. It is necessary to carefully design the classroom questions, and every time you let students study, they must read with questions. Put an end to the "small monk chanting, there is no heart" reading. Classroom questions must have the capacity of thinking, the value of thinking, and the appropriate depth. The focus should be on the key points of the article, the author's elaborate ideas, the connection of things, the unintentional part of the students, the development of emotions, and the contradictions of content. At the office. I believe that if you can do this, it will be a good lesson. In the actual operation process, there are always too many disappointments. Sometimes it is an A idea, but it becomes a B method in class. The more I think about it, the easier it is to make mistakes, immature, and make me feel ashamed.

As a language teacher, it is also important to create a good classroom atmosphere in order to achieve a multiplier effect in teaching. Teachers are the organizers and leaders of classroom teaching. Their knowledge, personality and prestige are a huge spiritual force, which has a great shock effect and is a key factor affecting students' emotions and restricting the classroom atmosphere. Every time a teacher takes a class, he should pass on the knowledge and skills to the students in a positive and enthusiastic state, so that the students' hearts will rush with the teacher's emotions. As long as we love students from the depths of our hearts, care for students and caring for students, and actively create conditions, so that students will be subtly influenced and infected, the classroom will no longer be empty, and students will no longer be poor. listener.

For several years, I have always adhered to teaching as the center, constantly learning relevant theories, actively exploring effective teaching methods, and benefiting from 40 minutes. We will do a good job in unit clearance and mid-term quality inspection, and truly use the examination as a means to promote students' all-round development and promote teachers to improve their teaching.

A hard work, a harvest. Teaching work is accompanied by bitterness. Based on the principle of “diligence, good thinking, and hard work”, we will continue to do our best to make our work better.