这几年来,自己多半是担任毕业班的语文教学工作,学生的课业负担往往过重。而运用语文的基本技能却提高不快。从上学期起,我在学校领导教育和帮助下,加强了主席著作和教育方针政策的学习,开始注意解决这个问题,进行了一些摸索。(一)学生课业负担过重,读写能力差,这与教学要求不明确、主观主义有很大关系。进行语文教学,过去自己的指导思想就是要“讲深讲透”,丢掉语文课特点,不问学生实际,拼命在讲上做文章,在“深透”上下工夫,把自己学到的知识、找来的参考资料都毫不吝惜地讲给学生,什么写作特点、文章体裁、语法修辞……样样齐备。加强“双基”教学时,只注重知识的硬塞,不注意在课内培养技能。一课书,讲四节课还不够,还要找自修来补课;把加强基本训练理解为课外多做练习,向学生加码。 Over the past few years, most of them are working as Chinese language teachers in graduating classes, and the students’ academic burden is often heavy. However, the basic skills of using the language have not improved quickly. Since the last semester, with the education and assistance of school leaders, I have strengthened the study of Chairman’s writings and educational guidelines and policies. I have begun to pay attention to solving this problem and have conducted some groping. (1) Overburdened student work and poor literacy are related to the unclear teaching requirements and subjectivism. For Chinese language teaching, in the past, the guiding ideology was to “speak through and speak through”, lose the characteristics of language classes, and do their best to speak up and make a fuss about what they learned. The reference materials came to the students without hesitation. The writing characteristics, genre of the articles, and grammatical rhetoric are all available. In the course of strengthening “dual-base” teaching, it only focuses on the hard work of knowledge and does not pay attention to cultivating skills in class. It is not enough to have one lesson book and four lessons. We must also find self-repair to make up the lesson. We must interpret the basic training as extra-curricular exercises to increase the number of students.