Language classroom teaching and reflection on the study

As a young language teacher, you should strive to form your own distinct personality and independent style in classroom teaching. Of course, the formation of this personality and style is based on a complete understanding of the material and a thorough grasp of the classroom teaching process and the skillful operation of the specific teaching skills on the skillful operation of the classroom teaching process and the accurate valuation of the students' learning ability and the correct positioning of the learning objectives, in addition to the continuous enrichment of their own knowledge of the business, to hone their own expertise in the language skills and development of their own moral integrity and personality charm.

The new course is a great way to get the most out of the new program.

Since the new curriculum standards for language classroom teaching reflection since the new curriculum reform, the face of language classroom teaching has changed a lot, the language classroom revitalization, the emergence of a large number of new examples and some good practices, it is encouraging. But in the teaching practice, there will be some problems. I think the following aspects of the language classroom teaching in the following aspects of the problem worthy of our attention and thinking.

First, the unity of humanities and instrumentality of the language discipline of humanities and instrumentality are complementary, is highly unified.

Mr. Ye Shengtao said: the root of language teaching is listening and reading and writing, and it is the excavation and innovation within the listening and reading and writing, not the fancy renovation outside the listening and reading and writing. We emphasize the enhancement of students' humanistic qualities, never at the expense of weakening students' basic language training. While taking into account the humanistic nature of language teaching, we should make a solid effort to impart basic language knowledge and cultivate basic language skills. Only in the teaching of the real humanistic and instrumental unity of the language, the enhancement of humanistic literacy permeate the solid language training, the ideal state of language teaching can be realized.

Two, cooperative learning can not ignore independent thinking cooperative learning as a new way of learning, is widely used by teachers.

But the implementation of cooperative learning is a certain condition, to the students' individual independent learning and independent thinking as a prerequisite. The language classroom less reading, feeling, play, thinking, sometimes "quiet" than "active" more effective. We want to advocate in the self-study, self-understanding based on various forms of cooperative learning, through mutual inspiration, *** with the inquiry, to cultivate the spirit of cooperation and collaborative ability.

Three, exploratory learning can not be no degree of exploratory learning refers to the students in the teacher's guidance through independent attempts, experience, practice, take the initiative to discover the problem, solve the problem, sublimation of understanding, learning to learn.

Inquiry learning in the classroom is mainly reflected in the inquiry reading - students in the teacher's guidance on the deeper meaning of the text of the open, diversified inquiry reading activities. The language of inquiry learning is different from scientific inquiry, but also in the operation of the scientific, random inquiry will only waste time. Teachers in the open teaching to grasp a degree: open to teachers and students in the reading practice and the text of the occurrence of deep valuable dialogue, is conducive to triggering the active thinking of students, is conducive to the scientific method, healthy interest, positive outlook on life penetration, is conducive to the students to experience the beauty of the mother tongue and the use of the mother tongue of the practice.

Fourth, "dialogue" can not be far away from the fundamental "language curriculum standards" introduced the theory of dialogue, that reading teaching is a teacher, students, the text of the process of dialogue between each other.

"Dialogical reading" should be a fusion of vision, spiritual encounter, rational collision and emotional exchange between the subjects of the dialogue, but in practice there are the following problems: First, the hegemony of the discourse is serious, the opportunity for dialogue is not equal. Secondly, focusing on publishing and speaking, neglecting listening and communication. Third, it does not emphasize reading, but only dialog. Often students only read the book one or two times the teacher starts the discussion and organizes the exchange. Fourth, the conversation in the end, a single way. The whole class discussion after discussion, exchange after exchange, students individual reading, thinking about the time and opportunity is too little, especially the students' silent reading, meditation, writing time is squeezed out, ultimately affecting the overall improvement of students' language literacy. The shortcomings of traditional language teaching must be removed, but we can not go from one extreme to another. In the new curriculum of language teaching reform practice we only continue to study in depth, calmly think, reflect, in order to make our language classroom really into the new curriculum. But how to do it specifically? I think, to do a good job, should have to grasp two points: one is how students learn; two is how teachers teach.

The task of language learning is nothing more than reading, writing, writing and language communication. But almost all language teachers know, against the requirements of the future of society, from the long-term development of students, there are certain problems in our language teaching: First, the word is not good. This is related to insufficient training and inadequate guidance. Secondly, they can't write for fear of writing. By the time they graduate from junior high school a number of them still can't write essays. By the time they graduate from high school, nearly 1/3 of the students' writing level cannot reach the basic essay writing ability requirements of high school. The third is not willing to read will not read. Previously, some people have made statistics, students who went to college have not read the four great masterpieces of the Chinese classics, some students can do exercises, but give him an article often summarize the main points, not to mention their own personal feelings. We can not help but ask: should let students read and write time where have gone?

The new curriculum emphasizes students' independent learning, comprehensively improve students' language literacy, advocate teachers and students, communication between students, cooperation, inquiry. Five major goals of language learning are clearly defined: literacy and writing, reading, writing, oral communication and comprehensive learning.

In language classroom teaching, we must first consider the learning situation of students, how to make students excited to participate in learning activities, rather than what I have to say, what I have to give them. Specific practices are:

First, we must fully mobilize the students' interest in learning, eliminate the students' nervousness and fear of learning, so that students can participate in the classroom activities in a positive frame of mind. In the specific learning process, to constantly stimulate students to take the initiative to explore, ask questions of interest and enthusiasm. To consciously create a relaxed and harmonious atmosphere. On the creation of a relaxed and harmonious atmosphere in the classroom there are many typical examples of classroom teaching to learn from, such as Xuzhou special teacher Yu Yongzheng teacher in the classroom to let the students address themselves freely, when some students called his name, Mr. Yu a "to", shortened the distance between the students. In this way, a gray-haired old man and the childish children between the real "zero distance", the back of the classroom teaching, teachers and students will no longer have a sense of strangeness and distance.

Second, to provide students with opportunities for cooperative learning and activity space, design a good discussion program, so that every student effectively participate in the discussion. A teacher in the classroom of reading teaching, the beginning of the design of the group cooperative learning program, the class is divided into six groups of students, sitting around the teacher, and according to the number of one to six made a clear division of labor. Each discussion was led by a student, reported by a student, recorded by a student, and communicated by a student on behalf of other students. Avoid some of the discussion class look lively but in fact the shortcomings of the form, there will be no students as a bystander phenomenon.

Third, let the students themselves recognize the learning objectives of a class, self-positioning, self-checking, teacher guidance and supervision of the implementation. The development of too many learning objectives, will be "greedy chewing". Some teachers have drawn more than 20 words in a lesson, spending nearly 20 minutes. Some words are simply irrelevant, not only increased the burden of learning but also the students must master the content has been forgotten. The new standard clearly states that literacy teaching should be taught with the text, do not focus too much on some words to be learned through the students' own multiple contexts slowly mastered. Other teachers let students discuss the problem, designed more than 10 questions at once, students discussed half a day, there is no time to exchange the class, not to mention their own questioning, inquiry. I remember Wei Shusheng once in class, only let the students draw their own three or four words, first speculate on their meaning and usage, and then let the students make sentences, and then *** with the evaluation of the appropriateness of what looks like a very simple instructional design, but can make the students to learn a mastery of one, the effect is very good. Therefore, many experienced teachers always let the students to determine the learning objectives, to determine the students must solve one or two problems, focused on solving, so than to set a whole lot of tasks and can not complete the effect is certainly much better.

Fourth, to be based on the cultivation of language skills, in the classroom learning the nuances of attention to accumulation. Language ability and literacy is not necessarily reflected through the examination, but also often reflected in the usual writing, reading, answering questions and classroom communication and so on the small links, but also only in these small points to speak up, in order to make the majority of students to sharpen their sense of language. Some young teachers in the classroom teaching is very careless, students read the wrong words do not correct, write the wrong words did not find and so on. And we know that the study of language is in these small places in the "competition" in the development of students' ability.

Often, we observe the language class, can not help but for the teachers of the art of language teaching charm, which some people believe that this is the performance of the outdated, but some people insist that: the teacher's own skills and charm of the demonstration is the key to the success of the teaching.

So, what role should language teachers play in classroom teaching?

First, a successful language class can not be separated from the teacher's careful preparation and a deep understanding of the material. Some teachers say: deep text to shallow teaching, shallow text to deep teaching. These are inseparable from the teacher's deep understanding and grasp of the text. The characteristics of the times reflected in Mr. Zhu Ziqing's Moonlight in a Lotus Pond are at a certain distance from the students and it is difficult to grasp them. Some teachers prefer not to start from the background of the times, but from the title, focusing on the experience of the scenery description, through repeated reading aloud, if the teacher's own . Understanding is very superficial, it will not be possible to explain thoroughly in the students' initial feeling of the article.

Second, the design and creation of appropriate teaching scenarios, is to guide students to expand the wings of imagination to fly to the free kingdom of the necessary means. The classroom should first have a democratic, free, loose, equal teaching environment, which is conducive to the lively learning of students. But just stay here is not enough, the breadth and depth of language learning determines the language classroom teaching to expand horizontally and vertically, many experienced teachers will make full use of visual aids, campus culture, multimedia equipment to develop the breadth of students' thinking, to help them understand the content of the article more comprehensively, to establish a link between old and new knowledge; creative teachers are more adept at creating relevant situations to lead the imagination of students The creative teacher is better at creating relevant contexts to lead students' imagination to leap into the unknown. Just as Liu Fu said, "Thinking is a thousand years, seeing is ten thousand miles". Some teachers teach classical poetry, not to word by word, but with their own subjective advantages, such as reading aloud, to bring students into the inner world of the author; after repeated chanting, accompanied by appropriate action, listen to such a class, how can we accuse the teacher of performing instead of the students' learning?

Third, the teacher's evaluation feedback should be an effective means of enlightenment classroom generation. In the classroom, the teacher is not only the organizer and participant of classroom learning activities, but should be in the appropriate evaluation of student speech at the same time timely broadcasting, to promote classroom teaching of the new highlights of the generation. We certainly do not mean that the teacher should be full of experience, speaking to the class, the students only take notes and listen to the part of the speech. But if the teacher's stomach is empty, how can we expect students to be talented? As a language teacher should have solid basic skills, a broader reading surface, in order to be a good teacher and friend of the students, in order to truly become a guide to guide the students to learn the leader. Some teachers have very good innate conditions, make an effort to practice recitation, read the text of the model sound, fascinating; some study the art of the board, the end of each class is left a beautiful board, so that the students will not be able to forget for a long time; there are teachers who have a lot of insight into the writing, often in the newspaper and magazine published works, explaining the way to forget the composition of the teacher's students, how would the students regard the composition as a fear of the way? Of course, teachers can not teach instead of learning, to stimulate students' interest, can not replace or underwrite the students' learning, can not read because of their own good and can not afford to give students the time to read, this is actually a patient grasp of all teachers can be accomplished as long as the scale of the problem. In the final analysis, classroom teaching activities must have teachers, students and both sides to complete a creative labor, students should become the master of the classroom learning, independent learning under the guidance of teachers, questioning and discussion; and teachers are not bystanders, enjoyable and efficient learning journey from the teacher's design of the organization of the teacher's deep cultural heritage can certainly continue to lead the students into the new world of the other side of the cave.

How to do your own language class? It is a problem that every language educator should think about at all times. Let's stay away from utilitarianism, away from the trend, away from the fickleness, for the children, for the language, in the practice of the new curriculum reform, calmly, intelligently and wisely to explore the local reality, suitable for the actual students, unique, cultivate the practical ability of the students and the spirit of innovation of the road of the reform of the classroom it!