Last semester, I began to engage in Chinese teaching in the first grade of junior high school. Compared with the teaching of senior grades, there are many differences in the teaching of junior one, which is worth reflecting on. The first grade is a transitional grade, and sometimes there will be some "embarrassing" places. For example, literacy has not been the focus of teaching since the first grade, but learning new words is really difficult for some students, and there is no way to despise it; Reading should gradually become the focus of learning, but due to the limitation of students' cognitive level, the understanding of the problem is not deep and comprehensive enough, and it is difficult to grasp the "degree" of reading learning; I began to practice exercises in the first day of junior high school, and wrote my own experiences, feelings and imagination informally. But the new textbook is too big, students feel very headache for composition at once, and the teacher's guidance sometimes seems pale and powerless ... Faced with these problems and brand-new textbooks, I make progress in exploration and reflect in practice.
First, study teaching materials, understand students, and proceed from reality.
Textbooks are the basis of students' learning and teachers' teaching. How to make good use of textbooks and make students like textbooks and study is the first problem worth considering. After in-depth study of teaching materials and teaching staff, I found that the new teaching materials pay more attention to the cultivation of students' learning habits and learning ability, and the requirements for some Chinese knowledge points are not clear enough. For example, this textbook focuses on cultivating students' habit of previewing, thinking while reading, understanding words through various methods, and paying attention to students' unique feelings about the text. However, although some knowledge points are embodied in practice, the requirements are not clear enough, such as the use of punctuation marks, figurative sentences, interrogative sentences, rhetorical questions, sentence training and so on. With a more correct and clear understanding of the teaching materials, I can foster strengths and avoid weaknesses in the teaching process, complement each other inside and outside the class, and make the teaching materials more perfect.
According to different teaching objectives and learning requirements, the reading text in the textbook should be consistent with students' learning practice, so as not to dig deep into hard learning and make students feel speechless and meaningless. This is another difficult problem before us. I think teachers should really understand your students at this time, know what their difficulties are, what they are interested in, and how to design through their thinking and cooperation, so as to really improve. Only in this way can teachers have a correct teaching forecast when designing teaching plans, so that the teaching plans are closer to students and more reasonable. I think this is also an aspect of preparing lessons from the "learning situation" of students. Of course, in the process of classroom teaching, we should proceed from reality and constantly adjust according to the learning situation.
Second, continuous practice, continuous improvement and optimization of classroom teaching
Classroom is the main position of teaching reform. In the classroom, teachers should not only teach students knowledge, but also pay attention to the formation of students' learning habits and learning ability, truly learn to learn and become the masters of learning. The first grade of junior high school has just transitioned from primary school, and the guiding role of teachers is particularly important. Autonomous learning in the classroom still needs the organization and guidance of teachers. Therefore, teachers should constantly sum up and reflect on their own teaching behaviors, improve their theoretical level, constantly update their educational concepts, adjust their teaching behaviors in practice, and optimize classroom teaching. In view of some problems in teaching, reflect and summarize in time after class. When studying the following texts, I pay special attention to these problems, and I no longer force students to be "perfect" in class, which effectively avoids the recurrence of these problems.
Third, challenge yourself, enrich yourself and grow up in denial.
Up to now, I really feel that I grew up with students, with both gains and losses. Recently, however, it has been found that "bottlenecks" are often encountered in teaching, and the existing knowledge and experience can no longer meet the emerging new problems and situations. If you only use several teaching modes in the text, students will immediately feel boring and sometimes even know your teaching ideas very well. What's the smell of such a class? The teaching of composition sometimes feels "helpless". How to make students interested in composition just by talking about requirements, reading examples, trying to write and making post-evaluation ..... How to cross the "bottleneck" and enjoy a broader teaching world is a question that I have been constantly reflecting on recently. If you are confined to your own teaching world and complacent about your previous achievements, there is only one result-if you don't advance, you will fall back! I think it's time to recharge in time. Read more books on educational theory, increase your own cultural background, learn from experienced teachers, reflect on your own teaching, and improve your ability to grasp teaching materials and control the classroom.