Senior three, Chinese is still 80 points, how to improve? Urgent method.

First of all, I think that to improve students' Chinese performance, we must establish students' self-confidence in learning Chinese. Emerson once said: "Self-confidence is the first secret of success"; Comrade Liu Xiu also said: "Where there is a will, there is a way"; I have always used this as a guide to guide students' actions. As we all know, most of them have poor language foundation, which leads to little interest in Chinese subjects and poor language performance. How can we change this situation? I think there should be a process from shallow to deep. In class, try to ask some simple questions for students to answer, build up students' self-confidence, and make students feel that Chinese is not difficult. I have been doing this experiment in class. Students are asked to answer each question or write it on the blackboard. If other students have different opinions, they can express their different opinions at any time, whether it is right or wrong, and then comment until no one answers. Correct praise and mistakes help them analyze the reasons and find out the root causes. In this way, students' enthusiasm is high, their self-confidence is gained, the classroom atmosphere is also active, their initiative in learning Chinese is enhanced and their grades are naturally improved.

Secondly, guide students to write their own test questions (referring to basic knowledge), draw lots for exams, and read papers from each other, so as to determine qualified scores or make-up exams. I think this method is also good for improving students' Chinese scores. The truth that "practice makes perfect" can be fully reflected here. By setting questions and marking papers, students are guided to learn Chinese, and the process of reading, doing homework and reviewing is invisibly guided with goals. Some students said to me, "Teacher, it is a pleasure to give examination questions." . In this way, students feel positive and interested, and at the same time encourage lazy students to think. In addition, the lottery examination also mobilized students' enthusiasm, enhanced their initiative and increased their interest. If you can see the students' expectant eyes and mysterious expressions when drawing lots, you may also laugh unconsciously. Everyone hopes to get problems from students at the same level, because the problems of poor students may be shallow, and the problems of students with good grades are deeper. If poor students draw questions from classmates with good grades, it will be miserable. The reason is that if you want to make up the exam, it's nothing. Just review it again. In fact, it is also a good way to consolidate Chinese knowledge, and even qualified students accompany you to make-up exams. After a semester's training, a student in my class scored 13 when he entered school, and his final exam score increased to 50, which made rapid progress. The classmates at the same level asked him what tricks he had, and he said, "I took the exam myself and helped me."

Thirdly, properly guiding students to read extracurricular books is also of great benefit to improving students' reading ability and Chinese achievement. For example, a series of extracurricular books, such as composition books, famous books, golden age, story clubs, etc. As we all know, students in ordinary classes like reading extracurricular books. We use this feature to guide students to write down the beginning, development, climax and ending of things as much as possible when reading books. When encountering unfamiliar words, use reference books to guide students to recognize words and teach students to read extracurricular books. For example, the first step is to let students know how to read-that is, read the article quickly and carefully, get a general understanding of the content of the article, circle the words they can't understand with a pen, and clear the obstacles with the help of a dictionary; The second step is to savor it. This process can clarify the structure of the article, retell the content of the article and summarize the center of the article; The third step is to analyze the writing characteristics of the article, carefully scrutinize and taste the key sentences. Through the reading of the above steps, students can clearly understand the purpose of learning Chinese and have a sense of task, so as to read the article more seriously, carefully and deeply and stimulate their thinking. In addition, they can cultivate the habit of thinking and improve their Chinese performance.

Fourthly, guiding students to write articles step by step is also a good way to improve their Chinese performance. Students in "ordinary classes" are generally afraid of writing, especially freshmen, and even some primary schools have never written an article. How can we help them? (1) First, let them understand their ideological work and guide them to start with one sentence and add one sentence every day. By the tenth day, you can write about 100 words, and so on, you can write about 600 words in one semester; You can also let them write boldly, write whatever they want, and describe real things with real words. For example, the essay topic "Interesting Primary School Life" reminds students to write what they are most interested in, like, happy and interested in, so that students who are most afraid of writing can write touching articles. Let students have a good impression and confidence in writing and feel that they are making progress and improving. Second, let students write a diary of propositions. Most of the subjects are people who let students speak freely, persuade themselves to make progress, help others to turn over a new leaf, praise truth, goodness and beauty, and praise beautiful things, so that they can play a dual role-not only improving their writing level, but also learning to be a man. For example, after I entered junior high school, I took the mid-term exam. If I were XX, what I learned from XX is also a kind of enjoyment. This kind of article is what happens to students themselves or around them. The articles written have true feelings and are close to life. Students enter the role quickly and have high interest, which stimulates their interest in writing and gradually improves their writing ability.

In addition, I made a bold attempt in teaching methods. For example, extracurricular Chinese classes, let students be Chinese teachers, enjoy music Chinese classes, separate boys and girls, and so on. It plays a certain role in stimulating students' interest, mobilizing their enthusiasm for learning Chinese and improving their Chinese performance.