2. 我觉得我的上课态度还是比较积极的，能够做到尽量面带笑容，给学生亲切友好的印象。但我也觉得，我在促进学生输出的这方面做得不够到位，自己可能比较“话痨”，我说的可能有点儿多了，希望能找到更好的办法让他们多说点话，让他们在认识词语的过程中，慢慢学会连词成句，能够自己主动输出完整的句子。珂羽学姐在“买东西”这个ppt中做出了学生的回答模板，课后的总结表格，这点很好，在实际聊天中用处也很大，学生能有效地输出句子，我觉得这是我该学习的。

3. 我看了杜丽学姐、洽闻和雅雯的上课录像，我觉得她们都很有各自的特点，杜丽学姐有循循善诱的感觉，洽闻上课很温柔，雅雯上课挺活泼的，感觉大家都讲得很不错~但有时候，我们用到的词汇可能会超纲，或者是学生听不懂，出现双方都有点困惑和尴尬的情况。比如雅雯遇到的，问学生“现在是在宿舍吗？”学生可能不知道什么是宿舍，也可能是只是听不清在问什么，虽然雅雯换了英文说法或者更简单的中文说法，学生还是没有get到这个问题的意思，这可能会造成一点小尴尬，我有时候也会遇到，这种时候我可能还是会快点跳过这个问题，或者在zoom上打字，学生可能更容易get到。

2.自己在教学中遇到的问题，对于i+1可理解输入，不能把握得很好，上课时特别担心说一些学生不会的词语给学生造成负担，比如“和父母相处”“父母管我”“相处”“管”在课本上没有看到学生学习这些词语，不敢上课用，在实际跟学生讨论中发现学生会用这些词语，感觉自己对于学生水平和词汇量掌握不好，对于哪些可以用，哪些不可用，超过学生词汇量的词语使用的数量也掌握不好，担心学生听不懂就容易说很多简单的词，这样又不利于学生学生新的词汇。苦恼！
3.最近跟学生聊天中，尽量关注学生表达的流利性，忽视学生语音、词汇上面的错误。对学生成段表达的引导不是很好。
4.跟学生讨论中发现自己备课中存在的问题，①比如问”你最喜欢哪个课，为什么？学生回答时会说“课有趣，老师也很有趣。“这样就和我提前准备的问题”这个课的老师怎么样？”重复了。应该准备更多的问题。
②问了同学“你觉得中美各国教育有什么优点和缺点？”给学生没有给学生可以使用的词汇，学生很难想到答案，问题也不够具体。
③关于“你以后准备做什么工作”这样的问题，对大一的学生来说，不太好回答，学生说还没想好，就很难把话题进行下去了。备课预设的时候感觉学生会说很多，但是实际并不是这样，也可能是我的提问方式不合适。

衔接：上一页与下一页之间的衔接一定要做好，不要过于突兀，如果PPT上没有衔接语段或词语，我们可以用语言引导学生去关注下一页PPT。

解释：对于语法点的解释我们可以放上英语和拼音，对于学生学过的词语以及课文中的内容，我们不用加拼音，如果学生对于PPT上学过的内容不认识，我们可以直接在屏幕上注释拼音。

限定：注意语法点的语境使用，如果有语境限制，我们一定要进行限定，以免给学生造成困惑；提问的问题也要具体限定，如果问“你工作中遇到过什么困难？”我们可以拆分为两个问题，“你做过什么工作？”“做这份工作的时候遇到过什么困难？”限定工作的种类，以免学生困惑到底是哪一个工作中遇到的困难。

情景：小组讨论一定要给情景，可以给一些比较戏剧性的情景。

 

优点的话：以前我是不敢（难以面对 面红耳赤）看自己的教学视频的，现在好像可以接受看自己的视频，我觉得这是我的一个进步，特别是我觉得如果我以后想做老师的话，这是不可避免的。

Li Du

 

Why do I want to become a Chinese language teacher? I think probably because I wanted to be a teacher and I also wanted to experience different cultures, so I chose to become a teacher of Chinese as a second language. I think it's a great career. At the beginning of the epidemic, in the beginning of 2020, I decided to go to graduate school across majors. Yes, my previous major was environmental engineering. It's not that easy to go to graduate school, and I was lucky enough to get in, thank God! After coming to Beijing Language and Culture University, I felt more and more that this is the major I like and the career I want to pursue.

 

During the first semester of my first year of graduate school, I not only studied my major courses, but also actively participated in some programs co-organized by the school and the Chinese Bridge platform. For example, I discussed the topic of "online payment" with Thai elementary school students, "Chinese festivals" with Indonesian middle school students, "Olympic Winter Games" with Canadian and American high school students, and participated in some summer camps. Although I was not the main teacher, it was a real pleasure to learn Chinese with these students from different countries and ages. I gained a lot of knowledge from observing the classes of professional teachers and further conversations with the students.

 

In the second semester of my first year of graduate school, I was lucky enough to participate in some volunteer projects or activities. The most impressive one was working as a Chinese language teacher at the University of Virginia, where I met excellent teacher Geng, more like-minded buddies, and many lovely students. I think this is a very valuable experience. The weekly group meetings, teaching reflections, and watching the videos of my buddies are all things I remember vividly. I also learned some teaching experiences from them.

 

My teaching experience is very little, and my teaching philosophy is also borrowed from or imitated by experienced teachers, and summarized my own classroom pattern from the classroom. However, I would like to draw my own teaching philosophy from these few teaching experiences. The first and most important thing is that students can have output. All of my teaching goals, teaching process, and teaching methods are based on this one direction.

The second thing is that the students will be able to export and at the same time spread a certain amount of Chinese culture, leading them to learn real communicative scenarios, communicative material, language that can be used in real life and some Chinese customs. The last point of is that as a teacher, I have to devote myself to teaching and think from the students' point of view. Although my teaching philosophy is very little now, I believe that with more teaching experience, I will understand the true meaning of teaching philosophy more and more.

最近两周我尽量使用多种不同的纠错的方法，更注意课程中You do，We do的过程，体会以学生为中心的教学理念。

在教学前认真检查PPT，试讲一下看看有没有问题。除了话题讨论也帮助学生复习生词和语法。大课结束后对之前使用的PPT简单修改之后跟学生上一对一课程的时候，修改后使用更方便了。

我的教学语言也尽量简洁，没有出现特别难的单词，讨论的内容逐渐丰富，让学生多表达自己的想法，描述自己的生活。可以感觉到学生在这个学期学习过程中汉语表达能力增强了，聊天时也比较轻松。目前安利还有最后一次打工的话题没有讨论，咏欣仅讨论了两个话题，其他几位同学本学期的话题都已经结束了。