Reflections on the teaching of Chinese final exam 1 I. Overview of the results;
There are 60 students in this class, with an average score of 92.63, which is slightly higher than that of similar classes. Among them, the highest score is 106, the lowest score is 7 1, 100 has 1 person, 42 people have more than 90 points, 80-90 points have 17 people, and below 80 points have/.
Second, successful practices:
First, thanks to the careful preparation of lessons, I can carefully study the teaching materials before each class and prepare lessons according to the actual situation of students. Preparing lessons in groups also saves a lot of effort for my teaching. Second, pay attention to classroom effectiveness. I put classroom efficiency first. I don't rush to class, I don't rush to class, I will make up the unfinished tasks in class next time, and organically combine in-class teaching with after-class exercises to achieve the goal of timely consolidation. Third, strict requirements, intolerance of students' shortcomings, direct attack on problems, and no mercy, require students who are not attentive in class and are not serious in their homework to correct in time, make full use of self-study time in the morning, and strengthen dictation inspection to consolidate basic knowledge.
Third, the existing problems:
First, students' enthusiasm for learning Chinese is not high, some students are tired of coping with it, their initiative is not strong, they have not developed good study habits, and their Chinese ability is weak. Second, polarization is obvious. The score of this exam is less than 90 points, 18 students, which directly affects the overall style of study. Most of these students have obvious problems, and the improvement is slow and repeated. Third, the language ability is weak, and the teaching of Chinese mid-term exam is reflected. The overall composition is not ideal, with an average score of 37. 1, which is in the middle of its kind; Low comprehensive academic performance.
Fourth, improvement measures:
First, continue to strengthen classroom efficiency, strengthen pre-class preparation, and strive for students to have greater benefits in the classroom. The second is to strictly check, especially the homework of students who are not active in learning, and urge them to strengthen their usual study to prevent excessive laziness. Third, do a good job in cultivating gifted students and making up for poor students, make full use of the advantages of group cooperative learning, arrange the pairing of gifted students and underachievers, and urge and help each other in the group. Fourth, carry out interesting Chinese activities to arouse students' enthusiasm for learning. Fifth, strengthen the guidance of learning methods, let students understand the laws of Chinese learning, learn Chinese scientifically, and prevent the spread of quick success and instant benefit.
Teaching reflection on Chinese final exam II. The final exam should not be the only criterion to measure the teaching level, but it is indeed a way to test and improve teaching. It has the functions of guiding, testing, encouraging and improving, and is worthy of reflection, summary and exploration by teaching teachers.
This Chinese final exam shocked me. The way and content of its examination questions are completely beyond my expectation, and it is the first time for me to see such a "difficult" examination paper. My first feeling after reading the book is: finished! Students who have never seen such an interview must be very confused in the exam. To tell the truth, this is an exam that I have been unable to predict students' grades and have the least confidence. For this reason, I once complained that the exam was too difficult and the topic was too tricky. I can ask myself, but I have to admit that this is a rare and truly decent Chinese test paper. The questioner is a true master of Chinese studies. He has fully understood the concepts of textbooks and new Chinese curriculum standards. Therefore, this paper forces me to reflect on my teaching philosophy, teaching methods and teaching process. I was deeply moved by this.
The final examination paper plays a teaching-oriented role, and teachers always adjust and improve their teaching content according to it. The examination paper before the implementation of the new curriculum standard emphasizes the mastery of basic Chinese knowledge, and the examination contents of pinyin, characters, words and sentences are numerous and detailed; In the examination that emphasizes the structure of the article, segmentation, paragraph meaning, sentence meaning and writing method are all required contents. Therefore, in Chinese class, teachers should not only pay attention to the teaching of words, punctuation and pinyin, but also analyze the structure and writing methods of the article, covering all aspects and analyzing the article piece by piece. Teachers with poor Chinese skills are really difficult to deal with, but students still learn the basic knowledge of Chinese very well. Since the implementation of the new curriculum standard, Chinese teaching has been over-transitioned, which almost completely negates this traditional teaching method. This excessive behavior is actually the result of Chinese test paper orientation.
In recent years, the content of examination papers is rough, simple and easy to handle. Basic knowledge only pays attention to the accumulation of book content, and students can cope well as long as they recite it, because it only takes students' words, which is a kind of words; Only fill in the blanks or write in dictation, and recitation and dictation are clearly stipulated in the text. Read a lot of pinyin and write Chinese characters, fill in the blanks and write them silently. There is no need for teachers to guide students to understand the text content and characters' feelings in class. As long as they grasp the new words, memorize the words and make a surprise review in the review stage, they may do well in the exam. The so-called ability test doesn't need textbooks at all, it just needs guidance before the exam, because the exam question is nothing more than "What language activities did your class carry out during this period of time?" What's your favorite activity? "or" what extracurricular books have you read? Which extracurricular book do you like best? "The oral communication test is easier to handle. Almost give students test scores. All tests are "calling" or "talking to guests". A few simple conversations do not require literary talent or knowledge, and people who have never been to school will know the basic common sense of life. Therefore, a Chinese teacher should be a good teacher. As long as he has a good command of new words and dictation before the exam, everything will be fine. In fact, the students didn't learn anything, and they learned to deal with emergencies at an early age. However, this issue of Chinese examination paper has completely changed the previous examination style. If it can really play a guiding role, it is really worth thinking, exploring, reflecting and improving. Otherwise, it will be too bad to deal with.
From this paper, I got the following information:
1, based on this. The textbook is the basis of the exam, and all the questions come from the textbook. This reminds me, don't ignore the existence of textbooks, and don't be opportunistic without textbooks.
2. All topics are taken from textbooks, but they are not simple accumulation of textbooks. This also warns Chinese teachers that it is not feasible to order students to memorize and operate mechanically. It instills an idea that "teaching is not teaching textbooks, but teaching with textbooks" and "not testing textbooks, but testing with textbooks".
3. Pay more attention to the examination of students' basic knowledge accumulation, and pay more attention to the examination of students' Chinese ability. Reading pinyin and writing Chinese characters in the first question of the test paper and filling in the blanks in the second question according to the original sentence of the text are all tests of knowledge accumulation. In the past, this accounted for 30% to 40% of the test paper, and this time the total score is only 12. Questions three to nine test students' language sense, perception, understanding, analysis and generalization, the ability to use knowledge to solve practical problems and the ability to express themselves in writing.
These topics are all from textbooks, and some basic knowledge and skills are also tested, but teachers and students can't predict and review at all, nor can they memorize and pass exams mechanically, let alone expect opportunism. Because it is not the key point emphasized in the textbook. And its percentage is surprisingly high, a * * *, 45 points. This tells me that the Chinese exam strives to embody the foundation and pay attention to students' basic knowledge and ability, basic process and methods, basic attitudes and emotions. It is a comprehensive survey of Chinese literacy to strive for creativity, abandon the mechanical, complicated and random content in the past, reflect the characteristics of Chinese learning that attach importance to emotional experience and language perception, attach importance to students' divergent thinking and flexibility, and show students' personalized understanding and expression. Chinese classroom should start from these aspects and rely on the content of teaching materials to comprehensively cultivate and improve students' ability to understand, comprehend, use and express Chinese. There is no shortcut to Chinese teaching. Only honest and practical guidance and training is the only way out.
Perhaps such a Chinese exam is difficult to continue, because it makes Chinese teachers feel pressure and difficult to control. So the questioner will be mercilessly condemned and complained. There are too many criticisms, how can we persist? But starting from the students and the real purpose of Chinese teaching, I hope this paper can really play a guiding role and put Chinese teaching on the right track. Although it is not easy for me, I will pay more.
Reflections on the teaching of Chinese final exam 3. The final exam is over. Looking at the exam results, I am happy and worried. The following are reflections on this final exam:
(1) On the positive side:
1, the review is relatively comprehensive, not only the basic knowledge, but also the reading and composition in and out of class are within the scope of review. Therefore, although the question is flexible, the child did well in the exam.
2. Top students have solid basic knowledge, and the accuracy and neatness of Chinese character writing are good.
3. For the comprehension questions that fill in the blanks in the text, most children can carefully examine the questions and write the answers accurately.
4, reading in class, because it is a key text, so it is more detailed, that is, children understand the key content of the text, so most of them are better completed.
5, extracurricular reading, originally thought to be particularly poor, compared with the mid-term exam, the difficulty has improved, but it is much better than expected, especially summing up the meaning of the paragraph, not bad.
6. This composition is an imaginary composition, which is more vivid. Most children write well and give full play to their imagination. Many children have used exaggerated techniques and learned four characters. Good students write neatly, which really makes me very pleased.
What makes me most happy is that there are several children in Class Two, and the exams are almost empty, let alone the composition. This time, their grades have improved.
(b) Insufficient "location"
1, the first question in the test paper is to fill in new words in the language environment. This kind of problem is still as flexible as it was many years ago. I was extremely worried when I first handed out the test paper, but after reading it, it was better than I expected. This also reminds me that Chinese teaching must be improved in the future, that is, to strengthen the cultivation of the ability to apply new words.
2. Poor students, poor students, poor students' basic knowledge should be strengthened. Some children have a poor foundation, and some children can do this problem, but they are all typos, which leads to loss of points. This is really wrong.
3. It is difficult for poor students to understand the four-character case, which needs to be strengthened in future teaching work.
4. Summarize the general idea of several paragraphs, and let poor students and poor students train them to summarize more concisely.
For the composition, poor students write too messy. Next semester, we must focus on training their Chinese writing, then train their children to write key paragraphs, and finally practice writing the whole article.
In short, grades belong to the past, and it is certainly gratifying for good students to do well in exams. Pay more attention to poor students and poor students, and strive for a breakthrough in their teaching next semester.
Reflections on the Teaching of Chinese Final Exam 4 Last year, I was a Chinese teacher in Grade 9. During the summer vacation, I thought that the school should continue to let me teach ninth grade Chinese. Unexpectedly, the new school year was assigned to Grade 8 1 class, and I became an Grade 8 Chinese teacher again.
Students in grade eight are not as lively as students in grade seven and as calm as students in grade nine. The advantages of grade eight students are active thinking and good class atmosphere. For junior high school Chinese learning, there is a certain accumulation.
The Chinese textbook compiled by the eighth grade department has been slightly changed, with the addition of the fifth lesson "National Day Sacrifice", and the sixth unit "Mencius" has been changed from two chapters to three chapters. After reviewing the ninth grade, I have a certain understanding of the key points and difficulties of the Chinese exam, and the teaching methods are more detailed. First of all, on the basis of Chinese basic knowledge, the accumulation of new words, new words, polyphonic words and idioms in each class has been increased. Basically, it is to give students some literary common sense in the teaching of each article. Secondly, the research on the materials and textbooks of each unit has a deeper understanding than in previous years. Pay more attention to the differences between narrative and expository teaching methods. In addition, in the reading of famous books after class, we collect some materials to carry out reading classes for students, so as to help students read more books after class, read well and love reading. Finally, there is still some confusion about the preparation and teaching of Chinese. For the teaching materials, my own understanding and interpretation are not in place. Personal thinking is too little and there is no learning ability. I am in the model of imitating a famous teacher. Or you should read more professional books and seek a clear way to prepare lessons that suits you.
This exam is much worse than Class Six. Personally, I think the final review stage is not detailed enough. The school is short of a month's exam, so take the time to take it yourself. Examinations can exercise students' thinking, but it is impossible to understand them deeply simply by doing and speaking questions. Students will be tested after each unit in the future, and the simple dictation before will be changed to increase the difficulty. There is another point that needs special attention: in the future, you should do more questions yourself and study the types of questions.
This is written by my wife. She is a Chinese teacher, but she doesn't like writing articles. I have repeatedly advised her to read more books and write more. She ignored it because she was tired of taking care of the children and had no time. Until now, she has also taken the initiative to write teaching reflections. This is progress. I am very happy. I believe this will be a turning point in her teaching career. Because we all know that people who are good at summarizing and reflecting are the fastest, whether they are teachers or students, business owners or employees.
You know, every diamond has to go through a dusty lonely time before it is discovered.
Patience and accumulation are the prerequisites for realizing the ideal. As long as you set your own goals and stick to them, you will always achieve your own achievements. Bi Shumin once said: "Every diamond has to go through the lonely time of burying dust before it is discovered." Continue to wait and hope that one day, deeper diamonds will be found.
Reflections on the teaching of Chinese final exam 5. The final exam is finally over, which means that a semester of intense and orderly teaching has also come to a successful end. The final exam is the acceptance of the teaching results of this semester.
Looking at the Chinese test scores of grades one to six in our school, I found that the test scores of the other five grades were not very good except grade five in this final exam. Average grade one is 80.3, grade two is 79, grade three is 76.4, grade four is 78. 1, grade five is 83, and grade six is 69.6. There are only a handful of classes that have achieved good grades or above. From this, we can also find that our school's Chinese teaching performance is relatively poor compared with mathematics teaching, and there is also a big gap with the other four schools, which also sounds an alarm for all Chinese teachers: we should trace back to the source, find the crux of the problem, solve the problem and improve the Chinese teaching performance.
Looking at the papers from grade one to grade six and analyzing the paper surface, it is found that the papers of these six grades generally pay attention to the investigation and accumulation of basic knowledge, and the papers are rich in content and involve every word and sentence. The investigation of the accumulation part reduces the previous rote memorization and appears in the form of expanded application, which conforms to the new curriculum concept of people-oriented advocated today and pays attention to practicality.
In addition, from the analysis of six teachers' test papers, it is found that there are widespread phenomena of not paying attention to the correct writing of glyphs, not carefully examining questions and blindly answering questions in six grades. Students do not pay attention to the examination after completing the questions, and the accumulated content is clearly recited, but there are many typos when writing.
This also reminds all Chinese teachers that in normal teaching, they should always pay attention to reminding students to carefully observe the shelf structure of words, pay attention to fonts, avoid writing four different words and avoid randomness, which is also what teachers should pay attention to when writing on the blackboard. In addition, for the content that needs to be memorized by rote, it is not limited to students themselves. In the usual teaching process, we should also use dictation books and pay attention to the investigation of memory content, so that students can go from understanding to memory and write correctly in three steps.
In addition, some teachers mentioned in the analysis of the test paper that students are unclear in reviewing the questions and can't grasp the theme of the exercises, which leads to losing points. In view of this situation, it is suggested that Chinese teachers help guide students to summarize various styles, guide students to carefully examine questions, grasp the similarities and differences of * * *, sum up methods in time, and try to avoid losing points.
In a word, the Chinese final exam is not optimistic as a whole, which requires all Chinese teachers to make persistent efforts in their future work, sum up experiences and lessons in time, seek better teaching methods and improve teaching effects.