Summary of the teaching work of the third language in 2014

Summary of the third-year Chinese teaching work

In this semester, I have been teaching Chinese in the second and fourth classes of the first grade. Because of the shallow teaching experience, I dare not neglect the teaching work, study hard, study the teaching method in depth, and learn from the eagerness. After a semester of hard work, I gained a lot of valuable teaching experience. The following is a summary of my teaching during the semester.

First, colorful reading, to cultivate students' aesthetic taste.

The new curriculum standards clearly require students to “read correctly and fluently and emotionally in Mandarin”. I have always believed that the highest level of language lessons is that teachers and students are immersed in the sound of reading. Without reading aloud, the language class seems to have lost its vitality. Therefore, in teaching, I pay special attention to the guidance of students in reading aloud.

In the classroom teaching, I often give students specific guidance for reading. Use beautiful reading to start the class, stimulate the students' emotions, use the role-based reading to help students analyze the characters, and use the comparative reading method to enhance the students' sense of language. I also tried to use the performance reading to give students a vivid and intuitive impression. The colorful reading makes the students enjoy the beauty in the subtle, and is influenced by the emotions, which deepens the understanding of the text. A language class, not listening to the students' books, it is really not a good language class. In the future language teaching, I will continue to explore and summarize the effective methods of reading training.

Second, the combination of reading and writing, exploring new ideas for writing.

Reading and writing are a pair of beautiful wings for Chinese teaching. For a long time, composition teaching has been bothering me. According to the principle of "combination of reading and writing", I also made some useful attempts and explorations on composition teaching.

Students have less reading time and insufficient reading, and they often have no time to write. I selected the essays related to the essay topic, which was printed on the essay class for students to read, asked the students to sketch, and then communicated in the classroom to guide students to correctly select materials. In addition, the text is the best essay. I often lead students to imitate the ideas of the text and learn the techniques of layout.

In response to the inefficiency of essay correction, I changed the way of correction. The essays at each level are selected and printed and distributed to the students. Students are also required to write a class after the batch. Because it is the evaluation of classmates' essays, the students are more motivated, and the wisdom of wisdom is often wiped out in the classroom. The once boring composition class is full of vitality and vitality. Reading classmates' essays reinforces the understanding of the focus of essay training.

In addition, mistakes in composition are often ignored by us. In fact, as long as you read it carefully and reflect it in time, it will become a very good textbook for composition. For example, after one-and-a-half proposition essay training, I found that students have obvious mistakes in understanding the topic. I firmly grasp this opportunity to guide students to analyze the keyword language and re-examine the meaning of the topic.

Third, the masterpiece reading, increase the student heritage

This semester, I take out a class every week for students to read the famous book "Insects", "Childhood", "How Steel is Made", etc., and ask students to make reading notes. From "Insects", the students realized the fun of Fabre's immersion in the insect world. From "Childhood", I felt the suffering of the lower working people and read "How Steel is Made" to admire Paul's tenacious will. The first day is the golden period for students to read. Actively promoting the reading of famous books is the direction of my future efforts.

Fourth, reflection and summary, the opportunity of teaching research.

Teaching is the art of regret. Whenever I finished class, I had a deep understanding of the successes and failures of classroom teaching. When I returned to the office, I quickly recorded the first feeling. When encountering problems, look at the teaching journals such as the "Chinese Language Teaching Reference for Middle School", learn advanced experience, and improve your theoretical level. Kung Fu pays off, and there are articles published in the provincial and above publications. This semester's masterpieces, "Friends of Insects", Reading Guide, "Reading Greatness from Humble", published in "New Curriculum News and Language Guide", read Training "Life needs a compass" "Spring Night Rain" published in "Outstanding Reading."

Five, accumulate accumulation, stimulate students' interest

The essence of Chinese teaching is to let children know how to live, love life, enjoy life, and be good at developing themselves from life. In order to expand the reading surface of the students, I launched the students to regularly excerpt the American language, edit it a little, and bind it into a book, which became a reader in the class. In the process of circulating each other, students often write their own experiences and write them behind the article. In order to stimulate students' interest in writing, I encourage students to choose their own essays from the classroom composition and weekend essays, and “publish” in the school magazine “Eight People in Today”. These two initiatives have greatly stimulated students' interest in reading and creative passion, and improved their ability to work.

Summary of the third-year Chinese teaching work

In this semester, I took the first-level language teaching. I dare not neglect the teaching work, study hard, study the teaching method in depth, and learn from my colleagues with humility. After a semester of hard work, I gained a lot of valuable teaching experience. The following is a summary of my teaching during the semester.

First, reform classroom teaching with a new concept of education and teaching

Since the implementation of the curriculum reform, I have repeatedly studied the relevant education and teaching theories, profoundly grasped the spirit of the new curriculum standards, seriously reflected on the actual teaching practice, studied students, explored teaching methods, and gradually established the teaching ideas for the purpose of lifelong development of students, and established Starting with the new teaching concept with teacher-led students as the main body, actively explore the vitality of the Chinese classroom in the teaching practice, and help the students improve their ability and develop the new ideas and modes of Chinese classroom teaching. The self-reading text reading method, the perceptual-exploration-reflection------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ The teaching papers were exchanged at the new curriculum teaching seminar held by our school, which stimulated the students' enthusiasm for learning Chinese and received good teaching results.

Second, use a vivid and flexible teaching method to revitalize the classroom

The exam-oriented classroom is built around the knowledge objectives, storing the experiences and experiences accumulated by the predecessors, but ignoring the motivation, interest, emotions, and will of the students' innovation, how to activate the required prior experience, and the desire to stimulate the wisdom? The standard requires us to establish a teaching model based on autonomy, cooperation and inquiry, to activate students' curiosity, to explore their desires, to cultivate students' ability to think, question, seek and to capture new information actively, and to develop this ability as a classroom. The ultimate goal of teaching. To this end, we carefully study the educational psychology, accurately grasp the psychological characteristics and thinking characteristics of the first-year students, and actively explore classroom teaching methods that are conducive to stimulating interest, activating thinking, and stimulating discussion. For example, when dealing with the key items of each unit, we always use the overall perception - cooperative inquiry - reflection questioning - to expand the extended teaching mode, carefully design problems according to different content, and organize classroom teaching.

In this way of teaching, what is felt in the classroom is a kind, harmonious and active atmosphere. Teachers have become close friends of students, classrooms have also become students' schools, and students are no longer rigid and obscure model audiences. Their personality is fully demonstrated and cultivated: it is difficult to question, or to think about it, or to communicate between groups, or to challenge authority. Teacher-student interaction, interaction between students and students, inter-group interaction, and environmental interaction. In a limited time, each student has a chance to exercise and perform more fully. There is no dark and cold "dead corner" in the classroom. The classroom is full of flowing sunshine. Equality, harmony and communication coexist. Discovery, challenge and meditation are in the same place. Active thinking, frequent flashing points, let students become the real masters in the classroom.

The teacher's lectures are derived from both textbooks and textbooks. The emotions and personalities of teachers and students are integrated into it. The real life enters the classroom. Students learn in the interaction and explore in the activity. They can easily master the knowledge and subtly cultivate their abilities. The overall quality of the students has been qualitatively improved, and the language classroom has truly revived its vitality.

Third, use advanced teaching methods to improve learning efficiency

The rapid development of modern science and technology requires that the language classroom with fresh vitality not only has the transformation of teaching mode, but also the opening of students' thinking. It is necessary to guide students to learn, master rich language knowledge and obtain the golden key to open the door of knowledge. Classroom teaching effect. This is the basic requirement of the new curriculum standard for the Chinese curriculum, and it is also the concentrated expression of the instrumentality and humanity characteristics of the Chinese language discipline.

In the teaching, the past too much emphasis on knowledge transfer in the classroom, the content is too focused on book knowledge, the structure is too emphasis on the subject standard, the implementation emphasizes the acceptance of learning, rote memorization, mechanical training, etc., carefully study the content of the textbook, Carefully designing the teaching links, “liberating” students from the original classroom circle, mobilizing students to make full use of network resources, so that they can constantly challenge themselves and expand creative thinking in the process of independent inquiry and communication.

Fourth, use solid and diverse training to cultivate students' language practice ability

The book of death and the book of death cannot adapt to the needs of society for education. The new curriculum reform is the challenge to the teaching concept of teachers today. Teachers should be transformed from knowledge occupants into knowledge organizers, from knowledge transmitters to learning facilitators, transcending classroom barriers, and evolving the modern teaching process into a process of “cultivating learners”. The fundamental shift from "fishing" to "giving it to fish". With solid and diverse training, we will improve students' language literacy in many aspects, and strive to cultivate students' language practice ability so that students can acquire a certain lifelong learning ability.

"Give the fish to the needs of a meal; if you give it to fish, you will endlessly use it forever." The purpose of education is not the accumulation of knowledge, but the development of mental abilities. The time for students in school is limited, and the knowledge they have learned is limited by the times. They must make a difference in the future. To keep up with the times in the future, they must constantly learn, learn for life, absorb new things, and update. knowledge structure. It can be seen that the method is indeed more important than knowledge, and the teaching method is the foundation of teaching. Then, whether the students can flexibly use the method of teaching, for the first-year students in the middle school, it takes a long time to repeat the training process. A total of 2 pages, the current 1st page 12 for this, I have adopted different training methods for different knowledge sections: solid foundation - hard pen calligraphy daily page, word dictation "circular screening"; expansion of accumulation - extracurricular reading One section a day, reading notes are written every day; training ability - reading comprehension, from the overall method to problem-solving skills, systematic guidance, repeated tempering; composition training - step by step, small composition according to the content of the text, with the "question" The big composition is closely related to the curriculum standard and the direction of the senior high school entrance examination. It strives to have both rules and innovations, encourage students to let go of their minds, and play boldly...

Teaching has a method, teaching has no fixed method, starting from the basics to improving the ability until the application is applied, lively, lively, solid, systematic, orderly and constant training, so that students can open up the mutual intersection, penetration and integration of different contents and methods. The vision has improved the efficiency of learning and initially acquired some of the language practice skills required by modern society. To this end, I have adopted different training methods for different knowledge sections: solid foundation - hard pen calligraphy daily page, word dictation "circular screening"; expansion of accumulation - extracurricular reading daily, reading notes are written every day Training ability - reading comprehension, from the overall method to problem-solving skills, systematic guidance, repeated tempering; composition training - step by step, small composition according to the content of the text in the classroom, by "question" to play, the big composition is closely linked to the curriculum and the senior high school entrance examination The direction strives to have both rules and innovations, encouraging students to fly their minds and boldly play...

Summary of the third-year Chinese teaching work

This semester I am teaching Chinese in two classes in the third grade. I study hard and study the teachings in depth. After a semester of hard work, I gained a lot of valuable teaching experience. It is summarized as follows:

First, update the concept of education and teaching, reform classroom teaching, and implement the "four-step eight-ring" teaching model.

Since the implementation of the new curriculum reform, I have repeatedly studied the relevant education and teaching theories, profoundly grasped the spirit of the new curriculum standards, seriously reflected on the actual teaching practice, studied students, explored teaching methods, and established teaching ideas for the purpose of lifelong development of students. With the teacher-led, student-oriented new teaching concept, actively explore in the teaching practice, revitalize the dynamics of the Chinese classroom, help students improve their ability and develop new ideas and new models of Chinese classroom teaching, explore and inspire thinking training Method-based self-reading text reading method, perceptual-exploration-reflection--extension-oriented key subject learning method, cooperation-exploration-creation-innovation-centered language activity class, etc. The enthusiasm of students to learn Chinese has received good teaching results. In accordance with the requirements of the teaching and research office, the "four-step eight-ring" teaching mode was implemented in the classroom, and good teaching results were achieved. Many experiences and lessons were also summarized. Second, use a vivid and flexible teaching method to revitalize the classroom

The test-oriented classroom is built around the knowledge goal, storing the experience and experience accumulated by the predecessors, but ignoring the motivation, interest, emotion, will of the students' innovation, how to activate the previous experience needed, and the desire of the students to become knowledge becomes a lesson. Change the middle

Pro new challenges. The new curriculum requires us to establish a teaching model based on autonomy, cooperation and inquiry, to activate students' curiosity, to explore desires, to cultivate students' ability to think, question, seek and to capture new information actively, and to develop this ability. For the ultimate purpose of classroom teaching. To this end, I carefully study the educational psychology, accurately grasp the psychological characteristics and thinking characteristics of the ninth grade students, and actively explore classroom teaching methods that are conducive to stimulating interest, activating thinking, and stimulating discussion. For example, when dealing with the key items of each unit, I always use the overall perception - collaborative inquiry - reflection questioning - to expand the extended teaching model, carefully design problems according to different content, and organize classroom teaching. In this way of teaching, what is felt in the classroom is a kind, harmonious and active atmosphere. Teachers have become close friends of students, classrooms have also become students' schools, and students are no longer rigid and obscure model audiences. Their personality is fully demonstrated and cultivated: it is difficult to question, or to think about it, or to communicate between groups, or to challenge authority. Teacher-student interaction, interaction between students and students, group interaction, and environmental interaction. In a limited time, each student has a chance to exercise and perform more fully. There is no dark and cold "dead corner" in the classroom. The classroom is full of flowing sunshine. Equality, harmony and communication coexist. Discovery, challenge and meditation are in the same place. Active thinking, frequent flashing points, let students become the real masters in the classroom. The teacher's lectures are derived from both textbooks and textbooks. The emotions and personalities of teachers and students are integrated into it. The real life enters the classroom. Students learn in the interaction and explore in the activity. They can easily master the knowledge and subtly cultivate their abilities. The overall quality of the students has been qualitatively improved, and the language classroom has truly revived its vitality. Third, students' oral expression skills have improved.

Students in this class have poor verbal skills for a number of reasons. In order to improve students' verbal ability, I should pay more attention to let some students who are ashamed to answer questions in the classroom. First, use some simple and easy-to-answer questions to guide them through patience, and affirm and praise them. The courage to build their confidence. In peacetime, I also pay attention to specifying some short articles for them to read aloud, and to hold some reading contests in the class to improve their reading ability and thus improve verbal ability. After a period of exercise, the students' oral expression skills have improved. This not only stimulates the classroom atmosphere, but also participates in the recital competitions in the school. Many students in this class have participated and have won a good ranking. This in turn stimulates the students' verbal ability to form a virtuous circle. Fourth, the students' writing ability has improved.

In order to improve students' writing ability, short short essays are often arranged and completed on the spot in class. The content of the small composition is more familiar to the students, and the students are easy to write. In the correction, the student's shining point was fully affirmed, and the class was publicly praised, allowing the students to try to achieve a sense of accomplishment and finally mobilize their enthusiasm for writing. For some students with good writing skills or those who are interested in writing, encourage them to actively write. These have greatly increased students' interest in writing.