Summary of 2019 Chinese teaching work

The semester is over and the teaching of the language is completed. Now reviewing the entire teaching process, there are some practices worthy of summarizing.

First, cultivate the habit of asking questions and improve students' thinking ability:

Scientist Einstein pointed out: "It is more important to ask a question than to solve a problem. Because solving a problem may be only a mathematical or experimental technique, but a new problem, a new possibility, a new perspective on the old problem. However, it requires creative imagination and marks the true progress of science.” I first focus on “problem awareness”, that is, students are sober and conscious when they need to solve problems, accompanied by strong confusion, doubts and want to explore The inner state, that is, the students often ask "why." A strong sense of problem hides a strong desire for knowledge and a conscious and active inquiry spirit. They tend to focus people's attention, their insights are sharp, and their thinking is more active, so that problems can be found quickly and accurately.

Where there are problems, there is thinking. A text consists of several size questions. Teaching texts is to teach students to discover problems and ask questions, that is, to guide students to discover problems themselves and ask questions themselves. Our past traditional teaching emphasizes the accumulation of knowledge and light reflections. It is always believed that classroom teaching without problems is good classroom teaching , and students without problems are smart students. We often help students solve problems, thinking that even if they complete the teaching tasks, they don't know that the only motivation for students to ponder is also ruined. The concept of the new curriculum standard makes us realize that a classroom without problems can not be regarded as a successful classroom. A student without problems means losing thinking, losing innovation, and becoming a “knowledge container” that accepts others' opinions. Students who have been taught in this way tend to follow the old rules and stick to the rules and become people who lack innovation.

The situation in the general language classroom is: teacher questions, students answer. Almost no one can see that students will ask questions. Students' responses are often directed to a standard answer, and the deviation from the standard is denied. The result of standardization and unification makes students accustomed to passive thinking in one direction. Slowly, students lose the freedom to think independently and feel independently. Students view books, regard teachers as authority, and are not good at asking why or so, can they be so different? Accepting it blindly, thinking passively, and ultimately losing the initiative to ask questions. Problem consciousness is the minimum awareness of creative thinking. The lack of problem consciousness means the loss of active thinking, and ultimately the shrinking of creative thinking. Students are thousands of people, and students who are trained in such a state of learning are not competitive.

It can be seen that the awareness of training problems is of great significance, and the strength of problem consciousness directly affects the cultivation of creative thinking. In the language subject, as long as it is justified, it can be absorbed, and there is no need to deliberately pursue the unity of results, and it is not necessary to pursue the sole answer like the sciences such as mathematics and physics. In this way, people can think in multiple channels, at multiple angles, and at multiple levels, so as to cultivate the thinking qualities of students' flexibility, profoundness, criticality and creativity. How to establish and strengthen students' problem awareness? I think there are three main points:

Give the student the right to ask questions. The actual teaching shows that teachers can ask students questions, but they should encourage students to ask questions themselves, encourage them to say the objections, and also the student's subject status. Initially, students will feel uncomfortable about their own active questions, but they will not ask questions, but as long as the teachers guide them step by step, give them the opportunity to express and let them form the habit of asking questions, the problem consciousness can be gradually strengthened. What students lack is often an opportunity. . Every student has the desire to be creative and creative, and they want to express their own unique opinions. Only by giving the initiative to the students can the students’ problem awareness be restored.

Encourage students to question boldly. If a person wants to create something, he should have the courage and consciousness to surpass the routine and present his own unique opinions. Teachers should let students understand that the classroom itself is the place to go wrong. Teachers should encourage students to use their knowledge structure to examine previous methods of understanding and solving problems, and boldly asking what is ready. Facts have proved that bold doubts can make people's thinking extremely active, and various ideas emerge in an endless stream. Students with strong problem awareness often make a difference.

Encourage students to ask as many valuable questions as possible. The problems found are discovered by the students themselves. This problem may have been discussed by the predecessors, but it is a new discovery for the students themselves. This kind of question has already revealed the valuable exploration spirit of the students and should be encouraged. The question of value refers to the problem that has never been mentioned before. This is a kind of pioneering work and should be affirmed.

To make students realize that frequent questions will make thinking more agile, faster, more thorough, and faster.

Constructing a sense of innovation and forming students' creative thinking

Second, enhance students' sense of innovation:

Problem awareness is not the ultimate goal of education. It just opens the door to creative thinking. As for how to reach this door and discover a world with a unique world, it also requires the participation of innovative consciousness. Problem consciousness is the embodiment of innovation consciousness, and innovation consciousness is the deepening of problem consciousness. Establishing students' sense of innovation and cultivating their creative thinking is the ultimate goal of education. The language classroom should allow students to creatively discover problems and solve problems creatively based on the questions they can ask.

The most important feature of creative thinking is to seek "newness" and "extra". Creation means nothing from scratch. It is not imitation, not repetition, nor inheritance, but real innovation. It is difficult to generate new ideas without innovation, and new ideas and creative thinking can only become empty slogans. Advocating innovative consciousness can guide students to break old ideas, open up multiple ideas, conduct multi-layer thinking, and develop innovative thinking. A weak sense of innovation means that the desire for creation, curiosity, and curiosity will inevitably lead to a fixed mindset, so it will not be considered, and will often be used in a deep-rooted concept without deep analysis and understanding of the problem. The solution to the problem. Many students' ideas in writing were confined to a small box, and they couldn't jump out. The articles written were lack of new ideas and people were clouded. This is because students have not cultivated the habit of seeking "new" and "different" habits, and the reason for the lack of innovation consciousness.

How to enhance students' sense of innovation? I think there are three main aspects:

Break the mindset. The mindset and innovation are the opposite. The mindset is a way of thinking that people follow the past knowledge and experience to adopt a constant way to solve current problems. Innovative advocates diverging students' thinking from multiple angles, which not only allows students to have a forward thinking of "one river springs eastward", but also has a reverse thinking of "rebounding into new songs", and more "cross-cutting into a ridge." The multi-directional thinking of the peak. Trying to break the situation of thinking about problems in one way is the key to the formation of innovative consciousness.

Undoubtedly questioned. “Undoubtedly doubtful” can best reflect the level and quality of questioning, and it is often an effective breakthrough for thinking innovation. Innovation is to find its hidden flashes from the things that others are used to and that are indifferent. If you can guide students to be good at glimpsing its special features from plain things, learn to be singular, different, and the same, it is a normal breakthrough and a concrete expression of innovation.

Learn to divergent thinking, pursue association and imagination. Divergent thinking, also called different thinking, teaches students to learn from multiple perspectives and to find a variety of ideas, plans and conclusions. Lenovo and imagination are two of the most creative factors in image thinking. Through association and imagination, students' thinking can be diverged and expanded without restriction, which not only enhances the breadth and flexibility of thinking, but also reflects the personality and creativity of thinking.

From the transition from problem consciousness to innovation consciousness, students' thinking and understanding has undergone profound changes. This also shows that students can see through the appearance of the problem and grasp the essence of things. Emphasizing and cultivating students' sense of innovation, thereby enhancing students' creative desires, allowing students to make bold associations and imaginations with this awareness, boldly divergent thinking, break through routines, create things that have not been created by predecessors, and make students truly become ones. Innovative thinking people.

Third, construct a sense of freedom and create an environment of creative thinking:

Rogers, a famous American psychologist and representative of humanized educational thought, believes that "moderate psychological security and psychological freedom are the general conditions for creative activities." The so-called psychological security means "feeling that you are being recognized, trusted, and understood." A psychological feeling when being respected by others. The so-called psychological freedom refers to "a mental state that realizes that it is the master of the self and can decide its own behavior autonomously." Those who meet the conditions of psychological security and psychological freedom can “abandon cowardice and shyness and self-confidence, without disguising or hiding their own thoughts, freely expressing, freely thinking, and freely shaping themselves”. A safe mental state often relaxes the spirit of the person, so that all kinds of novel, unique and bold thoughts will emerge continuously. On the contrary, psychological tension and depression make people's thoughts inhibited, which is not conducive to the cultivation and development of creative thinking.

Psychological safety and psychological freedom are prerequisites for cultivating students' independent personality and promoting their creative potential. Constructing a sense of security and freedom, creating a comfortable and free-spirited psychological environment, and providing a favorable environment for students to speak boldly will undoubtedly promote the formation of creative thinking.

Many students originally questioned classroom teaching , teaching materials, teachers, or held their own unique opinions, but because of shame and fear, most of their ideas were lost in their shackles. Creative thinking is very easy to die in inferiority and timidity, which requires a safe, free and stable inner environment.

In the classroom teaching , whether the questions raised are deep and shallow, whether they are valuable, they should be affirmed, and more can be found and excavated the bright spots of students' doubts. Students' diverse questions, insights, and whimsical constructs are expected to show sufficient patience, tolerance, and respect, and to applaud the eyes and smiles, thus constructing students' psychological safety areas and eliminating psychological tension. How to establish a sense of freedom?

Delayed evaluation. The delay evaluation is to evaluate the concept in the process of solving a certain problem and to make the conception evaluation, so that the participants can actively think, inspire each other and speak freely in a calm and free atmosphere. Japanese creative scientist Feng Zefeng said: "Premature judgment is the nemesis of creativity." American psychologist and educator Dos and Nes said after a corresponding experimental investigation: "Deferred judgment in collective problem solving It can produce 70% of ideas, and 90% of ideas can be generated when individuals solve problems. It can be seen that the impact of delayed evaluation on a person's psychology is quite large. Delay evaluation is actually an encouragement and affirmation, encouraging students to think as much as possible. Problem: In such a safe environment that is expected, respected, and tolerated, students naturally develop the habit of independent thinking, which undoubtedly strengthens students' awareness of problems and innovation.

Create a safe psychological environment and maintain students' self-esteem. Teachers do not blame, do not laugh at the views of students, even childish opinions. For students with innovative opinions, they should be praised in time and voted with approval. For students who lack innovative ideas, they must not only set a stage for them, but also help them to be self-explanatory, not to make them embarrassed and to comfort their hearts. Thereby expelling students' ideological concerns and enhancing the courage of innovation.

Create a free environment of democracy, tolerance, mutual respect, free discussion and debate. In addition to giving students a certain space for thinking, teachers should also form a good communication relationship between students. Form a harmonious atmosphere in the class that values ​​the opinions of others, encourages each other, respects each other's innovative opinions, learns to listen patiently and accepts others' hair

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