Chinese teaching experience in senior high school 1 Once upon a time, our Chinese teaching became so boring that students hated Chinese, were afraid of Chinese and even gradually moved away from it. The reason lies not in the students, but in the Chinese teacher himself. We use rote learning, mechanical training and conservatism to close the door of Chinese paradise, so that students can only flinch in front of this treasure house of knowledge. So how can we carry out effective Chinese classroom teaching? How can we make students like Chinese? The following aspects are my experiences.
First, with the language charm of teachers, firmly attract students
First of all, teachers should emphasize "accuracy" in language. In order to make the classroom language less but better, we must grasp the characteristics of different texts and carefully design the pre-class teaching language. We should design the main problems to be solved in this class. Problems should be concentrated and key points should be highlighted. Don't give priority to everything, try to solve everything, but often it turns out that nothing can be solved well. For the teaching of each question, we should also try our best to prepare some languages. Several key words to be used should be scrutinized and screened to improve their hit rate in explaining problems.
To deal with difficult problems in the classroom temporarily, teachers should be able to "hit the nail on the head" with their own "impromptu" language, thus strongly stimulating students, leaving a deep impression on them and consolidating their memories.
Secondly, teachers should pay attention to "inspiration" in language. The enlightenment of teaching language is one of the goals advocated and pursued by modern teaching methods. It has many advantages, such as stimulating students' interest in learning, promoting students' positive thinking, improving students' consciousness and initiative in learning, cultivating students' learning ability and vitality, cultivating students' enterprising spirit and invigorating classroom atmosphere. For example, when teaching Kong Yiji, the teaching language can be designed as follows: almost no one who has read Lu Xun's novels does not know Kong Yiji, and almost all those who have read Kong Yiji have left the image of bad karma people in the old society in their hearts. What ingenuity did Mr. Lu Xun use to shape this artistic image? Is Kong Yiji's tragic experience a social tragedy, a character tragedy or a social tragedy? If you study hard, you will get the answer. Students naturally pay attention to these problems while diverting their attention, and make clear the learning objectives and key points of this class, so that they can know fairly well when listening to the class.
Third, in classroom teaching, teachers organically link the relevant knowledge of the text, skillfully recite relevant poems and aphorisms, and inspire students to read more books after class, or consciously link with the articles recited by students in the past, so that students can remember and consolidate their knowledge and deepen their understanding of new knowledge. Students can be "stuck" by teachers' extensive reading and learning knowledge, stimulate their interest in learning, and involuntarily fall in love with teachers and enjoy this course.
Second, experience success, implement incentive evaluation and activate the classroom.
Every student has various differences in thinking, memory, analysis, understanding and innovation, but no matter what differences exist between them, they all have a common feature, that is, "expecting praise." As the saying goes, "a good boy is boasted", and the teacher's praise is the biggest gain for students. Therefore, it can be said that the important psychological feature of students in learning is that they hope teachers can find their own advantages and get encouragement and affirmation. In view of this, in teaching, we should give students more successful experiences: for example, let them write an idiom accurately, recite a poem, answer a question and do a problem. When answering questions in class, give more encouragement and applause in homework evaluation and composition evaluation, and say sentences like "You are great" and "You speak very well", which can make students realize that "I can do it".
Even if students make mistakes, they should choose appropriate language and gentle tone, such as "Never mind" and "Think about how to say it better" to encourage, enlighten and guide them, so that they can make progress while recognizing and correcting their mistakes, and must not hurt students' immature hearts. In addition, competition mechanism can also be introduced into classroom teaching, and the evaluation method based on group can be adopted. Students will be rewarded in time when they perform well, and the evaluation will be summarized at the end of a class. In this way, it can not only stimulate students' thinking, activate the tense atmosphere, and stimulate students' enterprising spirit, but also play a great role in enhancing students' sense of collective honor. Teachers should give proper praise, encouragement and other encouraging evaluations in time and place, so that students can experience the joy brought by success in active participation and enhance their self-confidence. As Emerson said, "Self-confidence is the first secret of success." Only by establishing self-confidence, can students further stimulate their enthusiasm for learning, stimulate their interest in learning, activate their classes, enhance their self-confidence in learning, make them consciously carry out Chinese training, and constantly cultivate and improve their Chinese literacy.
In short, in order to attract students to Chinese classes, teachers must combine their own personal styles and adopt various methods to make Chinese classes more vivid, truly make Chinese classes full of humanistic colors, and let students truly experience the happiness in Chinese learning and fall in love with Chinese classes.
Experience of Chinese teaching in senior high school II. Chinese plays an important role in college entrance examination, especially in life and work. However, in teaching, I found that some students, the longer they study, the lower their enthusiasm for Chinese learning, especially in the third year of high school, which shows contempt for Chinese learning and various negative psychology.
For example, some students are indifferent to Chinese learning. They often listen when they want to, and don't listen if they don't want to. Do your homework when you have time, and don't do it when you don't have time, even if you want to do it, or if you don't want to do it. China people were put into the "cold palace" by them. They think that Chinese can be learned but not learned, because no matter how hard you study, you can't get as high a score as mathematics and physics in the college entrance examination, and your score won't be much lower if you don't study hard. Under the pressure of college entrance examination and teachers, some students have a more positive attitude towards Chinese than indifference, but they just cope. They don't have clear learning goals and plans, but are content to attend class and finish the written homework assigned by the teacher after class. When asked by the teacher, everyone has an answer of "I have studied hard". When you ask yourself, you can also say "I tried".
They never actively think about the problems in their study, systematically summarize and summarize what they have learned, let alone read some extracurricular books, and their study is always in a passive state. There are still some students who fully realize the importance of learning Chinese. However, due to poor basic skills and improper learning methods, although they have made some efforts in Chinese learning, their test scores have not improved or even regressed. Therefore, they lose confidence in learning Chinese, are afraid of taking Chinese classes, are afraid of contacting Chinese books, and are worried about whether they can learn Chinese well. As the exam approaches, I feel extremely nervous; During the exam, I can't concentrate, my perception range is narrowed, my thinking is rigid, my mood is flustered, I always worry about failure, and I can't imagine the situation after failure, so I can't play my normal level. After several cycles, they feel helpless and don't know what to do.
Psychological research shows that human needs can produce purpose, purpose can promote action, and action can optimize mentality. The reason why high school students have all kinds of negative psychology in learning Chinese is largely because some students think that more than ten years of accumulated experience is enough. "I don't need to learn". If we can find the "loophole" in our knowledge and produce the psychology of "I want to learn, I want to learn", we can put it into action. The author once did an experiment when students were in the second year of high school, so that students could analyze, refine and accumulate the composition materials in textbooks. Each class is divided into six groups. A group is responsible for the contents of a textbook and a reader. Each group appoints a team leader.
The group leader is responsible for distributing the important texts in this book to everyone. Then collect and sort out the information and carry out processing, such as modification and binding. After the preparatory work is done, organize communication in class. Finally, the teacher collected it and bound it into a book as a student project. In this way, people who didn't pay enough attention to textbooks before understand the value of textbooks; People who feel that there is nothing to write in the composition have also gained a lot. Therefore, they no longer look down on textbooks. In the third year of high school, some students were consciously combing all the knowledge materials in the textbook. They no longer think textbooks are useless.
Therefore, teachers should be good at translating teaching objectives into students' needs, because students are the main body of learning. Without the enthusiasm and initiative of the main body, the effect will certainly not be ideal.
Confucius said, "Knowing is not as good as being kind; Good people are not as good as musicians. " Einstein also said: "Interest is the best teacher." It can be seen that hobbies are very important in learning activities and often get twice the result with half the effort. Therefore, teachers should be good at stimulating students' interest in learning. In teaching practice, although I am not good at creating attractive situations, I think I should work hard in this respect. Because doing so can effectively stimulate interest in learning and enliven the classroom atmosphere. For example, when reviewing the artistic creation techniques of classical poetry, the application of "Fu" and "Xing" techniques in The Book of Songs often becomes a difficult point for students to understand. Although Zhu's definitions of "Fu", "Bi" and "Xing" are accurate and concise, students will find it difficult to understand and boring if the teacher follows the book. How can we turn abstruse into simple, abstract into image and boring into vividness? When it comes to "Fu" and "Xing", I introduce pop songs that students like and are familiar with.
When talking about "Fu", after explaining that the meaning of "Fu" is actually direct narration or description, I quoted the lyrics of "Xiao Fang": "There is a girl in the village named Xiao Fang, beautiful and kind, with beautiful big eyes and long braids?" It is pointed out that this method of description from many aspects is actually what is called "Fu" in ancient times. This method of using vulgarity to explain elegance is easy and interesting in teaching, which greatly arouses students' interest in reviewing Chinese. Rousseau said: "The art of education is to make students like what you teach." I think Chinese teachers can really turn "pressure" into "charm" in classroom teaching, make "students like what you teach", and let students gradually eliminate the negative psychology of learning Chinese and become positive.
As the saying goes, "confidence is a successful boat". Self-confidence is an important psychological factor for people to complete any work. It is common in life that an easy job often fails just because of lack of sufficient self-confidence. We might as well hold some small theme competitions, such as phonetic notation, correcting typos, finding antonyms and dictating famous sentences. Praise and reward the winners with high scores in time, because the teacher's "praise and reward" represents an "authoritative" recognition, which can greatly satisfy students' self-esteem and enhance students' self-confidence. When students study Chinese, they are most afraid of writing, reading modern literature and appreciating poetry. At the beginning of the review stage of poetry appreciation, I adopted the decomposition teaching method: understanding the common sense of poetry-appreciating poetry images-instilling the ways and skills of poetry expression, training the steps of answering questions-tasting the language of poetry-and finally, everyone handed in a short essay on poetry appreciation skills.
After several weeks of training, the students feel that "poetry appreciation is so much, there is nothing to be afraid of". However, there is a common phenomenon worthy of attention-their reading is limited and their appreciation level is too low. It must be emphasized that they should do more exercises. Otherwise, the theory can't guide their practice well-appreciate poetry accurately, which is the real difficulty. But in any case, by doing this decomposition work, I have eliminated the fears of most students, which is still effective. Psychological research also shows that "reward can improve the learning effect, at least it will not reduce its effect" and "reward is an instinctive pursuit of human beings".
In this way, students will have a sense of gain and accomplishment in the learning stage, taste the sweetness of learning, and their appetite for learning Chinese will be greatly increased.
Experience of Chinese teaching in senior high school III. Aesthetic feeling plays an important role in the whole aesthetic process. All aesthetic activities in poetry teaching begin with students' direct perception of aesthetic objects, and are constantly enriched and deepened in the whole process. Therefore, we should not only explore aesthetic objects with rich aesthetic value, but also use all feasible means, such as using things, painting, music, aesthetic reading, exercises, empathy and so on. The construction and transformation of aesthetic objects can enrich students' aesthetic perception, make students deeply understand and enlighten the ideological content of poetry works, produce strong emotions, dye the author's emotional tone, and achieve the aesthetic feeling of understanding. This stage should be called "enlightenment effect" or "infection effect".
First, with the help of objects and images
Object is the basis of memory. Teachers can design and make multimedia courseware, make color slides, or choose to make some wall charts, and explain the pictures in detail according to the contents of poems, such as Qinyuanchun. Changsha:
"Independent cold autumn, Xiangjiang River north to Orange Island. You see all over the mountains, the forest is dyed; The river is full of water, and a hundred seedlings compete for flow. The eagle strikes the sky, the fish is shallow, and all kinds of frost are free. Lonely corridor, ask the vast land, who is in charge of ups and downs? "
Teachers can use computers to make two courseware objects:
One is "Xiangjiang autumn scenery", which highlights the characteristics of autumn scenery: bright colors and vibrant microcomputers;
One is "Independent Cold Autumn", which highlights the characteristics of characters: high spirits and lofty aspirations.
Then use vivid language to reproduce the scene described in the poem and introduce students into the artistic conception of the poem; Students rely on their senses, imagine and connect with each other, as if they were there, and feel the beauty of this poem, so as to feel the bright colors of "thick red dipped in blue"; Feel the passion. Produce a love for the great rivers and mountains of the motherland and a heroic feeling of building the motherland.
Second, with the help of painting.
Su Shi has a saying: "There are paintings in poetry and poems in paintings." A masterpiece with feelings in the scene, feelings in the scene and thought-provoking, just like depicting a beautiful picture with plots and rich feelings. Poetry pays attention to the sense of picture, painting pays attention to the story, and combining painting with the training of poetry speaking and writing will often get twice the result with half the effort. The perfect combination of poetry, painting and events is Wang Wei in the Tang Dynasty. On an autumn night in a deep mountain, he wrote: "After the rain, the mountains are empty and the weather is late. The bright moon shed clear light from the cracks and cleared the fountain on the rocks. The bamboo forest is sonorous, the washerwoman returns, and the lotus leaves are swaying to get on the canoe. Casual Chunfang, when you are here, ah, a friend of the prince? . "
There are bright moon, clear spring, pine and bamboo, flowing stone and water lotus in this poem, which depicts a group of quiet and beautiful pictures; However, in a quiet environment, there are people's activities-laughter, and maybe the author is watching. Teachers can stimulate students' imagination according to this set of pictures and ask students to say a paragraph or describe a story. Then ask the students to draw a picture or even several pictures according to the paragraph or story. Through such teaching, students' imagination and creativity can be stimulated, students' oral ability can be exercised and their writing level can be improved. Furthermore, it can encourage students to make reasonable imagination and creation in the process of painting, make painting works more plot-like, make "writing" and "painting" promote each other, form a virtuous circle, better make students have aesthetic pleasure, and develop and improve their personality in the practice of speaking, writing and painting.
Third, with the help of music.
Experience of Chinese teaching in senior high school: five experiences, learning experience: the ancients said: "All voices come from the heart." People's experience of music is a kind of spiritual feeling, but for ordinary literary works, it may not produce spiritual * * *. For example, in Li Yu's Young Beauty, students can understand the sadness of the poet's "the voice of national subjugation mourns for thinking" by asking how much you have on your mind, just like a river flowing eastward. Another example is Li Qingzhao's "A Plum Blossom", which students can literally understand as "leisure worries" caused by Li Qingzhao's yearning for a person (newly married husband Zhao Mingcheng). But with the help of music (score), students can produce a kind of * * * sound in their hearts, and the melody of music will vibrate with the students' heartstrings, so that students can get a feeling in their hearts and understand what is "close to my heart". Moreover, while students feel the music, they also feel the connotation of poetry, and they will blurt out: red lotus root-fragrant residue-jade autumn. Photolysis-Luo Shang, Independence-Lan.
Fourth, with the help of beautiful reading
The so-called "beautiful reading" means "rhythmic and emotional reading" (Ye Shengtao's words). The image of emotional saturation in poetry is in a kind of meter, and the beauty of meter is mainly realized through "sense of rhythm" and emotional reading. For example, pipa: big strings are like wind and rain, and small strings are like whispers. Talking about the wrong bullet is like pouring pearls of all sizes into a plate of jade. Silent Leng Xian, condensed with the sound of never-distant rest. Don't worry about life, silence is better than sound. The silver bottle burst into the water, jumping out of the conflict and blow between armored horses and weapons. Look at your face at the end of the song. All four strings make a sound, just like tearing silk. ……
Teachers should instruct students to read aloud with rhythm and emotion, read out the rhythm of the work, feel the rhyme of pipa performance (because it is a masterpiece describing music in words), and be more connected with the mood of the characters and feel the emotions contained in it-the pipa girl's "aging" and the author's "seclusion for illness" and "we are all unhappy"-and we will meet at the end of the day. We understand. What is the relationship between acquaintances? "Let students receive aesthetic education in music.
Five, with the help of homework
The exercise here is to let students use their imagination on the basis of understanding the meaning of poetry, and rewrite poetry (especially ancient poetry) into a vernacular "beautiful article" with environmental description, storyline and dialogue between characters. Such as Liu Yong's Yu Linling. Let students describe the sad scene of the poet's parting from his lover. This can not only stimulate students' interest in learning poetry, but also cultivate students' imagination, improve students' writing ability, and at the same time better appreciate the artistic beauty of scene blending in poetry.
Sixth, with the help of empathy
We often say that "clouds fly in the spring" and "mountains sing in the valley". How can clouds fly? How does the spring jump? How can a mountain sing? How should Gu deal with it? This is because we interpret external things according to our own experience and regard inanimate or inanimate things as things with character, emotion and activity, which is "empathy". In empathy. In the process of "empathy", the object and I reach a high degree of identity, and the subject and object convection each other. As Baudelaire, a symbolic poet, said, "When you concentrate on foreign things, you will remember your existence, and soon you will be mixed with foreign things." You look at a tree, a flat figure is swaying in the breeze, but in a flash, it is just a natural metaphor in the poet's mind, and it becomes a fact in your heart: you begin to lend your emotional desire and sadness to the tree, and its swaying becomes your swaying, and you yourself become a tree. In poetry teaching, teachers can make full use of "empathy" to guide students to realize aesthetic perception. Let students learn poetry through association, which can be from objects to scenery, from scenery to emotion, or directly from objects to emotion. For example, in Cang Kejia's Old Horse, the carriage must be fully loaded. Anyway, it didn't say a word, and the pressure on its back was buckled into the meat, so it hung its head heavily. Don't know the fate of the next moment. It only swallowed tears in its heart, and there was a whip shadow in its eyes. It looked up and looked forward.
The "old horse" in this poem is a symbol of the suffering peasants in old China. He is patient, honest and kind. In teaching, teachers should guide students to "empathize" "Old horse" is not only an old horse in the original sense, but also a symbol of oppressed farmers. The whip is drawn on the poor peasants and our grandparents, so that students can feel the pain of being whipped and finally achieve the effect of "empathy". Stimulate students' sympathy for oppressed and unconscious farmers, and arouse anger and curse against the old system and society. Thirdly, let the students' emotions be purified.