In the era of continuous progress, one of our jobs is classroom teaching, and reflection is to think about the past and sum up experiences and lessons from it. How to focus on reflection? The following is my careful reflection on the teaching of "Chinese Garden 7" in grade four. I welcome your reference and hope it will help you. Reflections on the Teaching of Chinese Garden VII in Grade Four 1

The teaching of Chinese Garden can not only implement the language and writing training points and lay a solid foundation, but also help students reveal the laws and expand the learning ways, so that students can learn and use Chinese in their lives. Let the Chinese garden become a "paradise" for students to learn.

Chinese Garden VII closely follows the main line of the story of growth, and arranges a flexible structural model of comprehensive learning (exhibition platform), main line+exhibition platform, so that students can fully feel, experience, think and understand life, and at the same time experience the fun. In the "My Discovery" section, the editors all inspired the students in the form of "dialogue". In the exhibition platform, the Chinese learning resources inside and outside the class are integrated, and the Chinese practical activities such as reading, oral communication, exercises and comprehensive learning are organically combined. Because of the existence of the exhibition platform, students' enthusiasm for learning is fully mobilized, and the knowledge in class is extended to extracurricular activities, and students' creativity, innovative consciousness and practical ability will be fully displayed. What teachers should do is to let go boldly and guide students to discover and create for themselves.

In these two classes, I paid attention to the following good lessons:

First, I recalled what I had learned and summarized the reading methods.

First of all, let the students recall the text they have learned in this unit, think about what they found in the learning process and share their findings with you. Let's take a look at the findings of Xiao Lin and Xiao Dong. Let's share their findings together. Then, let teachers and students summarize the reading methods. For example, when reading, if you think deeply, you can often find problems by asking "why" without floating on the surface. When solving the problem, we can use methods such as searching for information, understanding the background of the times and contacting the author's actual situation. Finally, let the students summarize the reading methods from their own reading examples. Cultivate students to be conscientious, discover more and gain more in their studies.

second, accumulate growth quotes to encourage students to grow.

We have also learned many famous sayings and aphorisms when we understand the growth stories of celebrities. Who can tell us what you will learn? Let the students talk freely in the group, and some are listed in the book. Let the students exchange their understanding of famous sayings in the group, and choose one sentence to talk about their understanding, and talk about their experience with examples in real life.

In order to enrich the content, during the Chinese activity class, I also held a calligraphy contest and a bookmarking contest for famous sayings, and created a corner on the blackboard newspaper in my class to realize one famous saying every week. At the same time, I also educated students to write their favorite sayings where they could see them at any time to encourage themselves. Even put it in your own article to make the finishing point.

third, various forms, showing the results.

The teaching of the exhibition stand is the most worthy of my reflection. In improving the exercise, the primary school Chinese curriculum standard puts forward clear requirements for students' composition training, especially for students' ability to correct their own compositions. For middle school students, it puts forward that "sentences with obvious errors in the exercise can be corrected". I asked the students to copy the revised composition one week in advance. In class, I have selected six students to show them, including three aspects of the growth story, ideas from Wuta and faithfulness. While the young author is reading, the teachers and students are commenting. At the same time, the teacher's camera is pointing and asking questions to guide the students to pay attention to the selection of materials. Finally, the teacher introduced these different types of articles.

act out this piece in the growth story. First of all, let the students collect some things they have seen, heard or experienced, and ask them to write a good draft and sort out the contents of the performance. Then, I use the usual Chinese activity class and class class class to rehearse and select the best ones for them to perform in class.

growing up, handwritten newspaper. I let the students find the relevant materials first, and then discuss with the art teacher, and let the art teacher give directions on the layout, and let the students show and talk about their ideas in class.

In addition, in class, I will talk about the growth record bag in the self-management of our school and reflect on my happiness in the process of growing up.

In the teaching of three sections, namely "My Discovery", "Accumulate Over a Long Period" and "Showcase", have you paid attention to the novelty and vividness of the training methods and the appropriate expansion of "from here to there", because this type of teaching materials has always been positioned at the level of "basic training" in traditional teaching, and the main teaching strategies have not jumped out of "familiarization and memorization" for a long time. Nowadays, under the new curriculum concept, our teaching should give these "dead" textbooks a "lively" interest and make them deeply attract students.

In short, the teaching process of Chinese Garden is a targeted and planned activity, and the teaching operation also needs certain procedures, so it is closed to some extent. How to realize the contradictory unity of presupposition and generation, closure and opening in the teaching process of Chinese Garden; How to develop and integrate and realize the life-oriented teaching content; How to interact with situations to realize the life-oriented teaching methods; How to extend and realize the life of teaching time and space; How to make multiple evaluations and realize the life-oriented teaching evaluation. This is worth my further practice.

This oral communication and exercise are arranged together, providing three alternative activity angles: speaking and writing their own or others' growth stories; Exchange ideas on reading Wuta and write "What I thought from Wuta"; Discuss the problems in the letter and write back. The three activity suggestions all contain the contents of oral communication and exercises, which are based on comprehensive learning activities and combined with students' actual life and thoughts, providing a good opportunity for students to deeply think and exchange growing stories or problems.

Teachers can choose one of the following two ways to guide students in oral communication.

One way is to guide the whole class to talk about a topic of interest. After reading the requirements of oral communication and exercises, students discuss which topic they are most interested in, and then carry out in-depth exchanges around this topic.

Another way is to guide students to freely combine and freely choose the content of communication from the three topics provided in the textbook. First, fully communicate in the group, and then the whole class will communicate with each other.

Students should also be encouraged to choose their own content. You can let the students talk about what they are going to write first and exchange their writing plans, and then the students will work separately. When commenting on exercises, we should pay attention to three topics in the textbook, and strive to make every student gain something. In addition, because this is the first time for students to practice writing letters, they should properly highlight the letter format when commenting, so that students can understand how to write letters through communication.

This "My Discovery" reveals the reading methods and habits of thinking while reading through the dialogue between Xiaolin and Xiaodong. From the conversation between two people, we can realize that we should think deeply and be good at finding problems when reading; After finding the problem, we should find ways to solve it, for example, we can consult relevant information to help solve it, and we can contact the context to deeply understand it. This is an important way to read articles intensively. We must dive down and carefully understand and ponder the words, sentences and details described in the article, so that we can understand the article deeply and gain something in language expression. Therefore, it is very important to guide students to exchange their reading experience in this area.

In teaching, students can first read the dialogue between Xiao Lin and Xiao Dong by themselves, and then exchange their own reading methods. After students know these methods, they can expand them and let them talk about their own reading experience, how they thought deeply when they were reading, found problems, and what methods were used to solve them after they found problems, so that students can deepen their understanding and transfer them in practical examples. If students talk about other reading methods, for example, imagining while reading, not reading with pen and ink, as long as what they say is reasonable, they should also be affirmed, but the focus should be on guiding students to communicate around reading methods while thinking.

This time, some famous ancient sentences are arranged, which shine with the wisdom of the ancients and show their positive views on growth and life, which will greatly inspire the growing teenagers.

In teaching, students should be guided to recite on the basis of repeated reading, and they can also talk about their own understanding of these famous sentences, or talk about their experiences with examples from themselves or others. If students have collected other famous growth sayings in comprehensive learning activities, they can also communicate with you and enjoy them together, so that everyone can be inspired. Students can also be advised to choose their favorite or most targeted famous sayings to write cards, bookmarks, calligraphy, etc. according to their own situation, and put them in places where they can often see them to motivate themselves to move forward at all times. Students can also be encouraged to prepare a notebook of famous sayings and write down their favorite sayings to accompany them to grow up. Reflections on the Teaching of Chinese Garden VII in Grade Four Part 2

Chinese Garden is a unit summary and promotion. This unit * * * arranged three sections, namely: communication platform, the use of words and phrases, and the accumulation of time. The first section "communication platform" aims to find ways to summarize the main contents of the article through communication and cultivate the ability of generalization. The second section "the use of sentence segments" arranges two contents. The first item is an idiom, which is intended to feel the difference of parts of speech; The second item is a different statement of the sentence, which expresses the same meaning but different emotions. The third section is "Accumulate over time", which enriches students' language accumulation and cultivates their sense of language by reading Bie Dong Da, and is influenced by traditional culture.

First, the teaching effect

According to the accumulation of students, the training focus of this unit and the preset content of the Chinese garden of this unit, the ideal effect has been achieved, which is summarized as follows:

1. Focus on the first section: communication platform.

first, guide the students to observe and find out what the topic of this unit is. Finally, summarize: the method to grasp the main content of the article. Create a situation to communicate, other students listen attentively and feel the way to understand the main content of the article. Mark the key words freely and copy them again to deepen your impression. Select a few texts and guide students to understand the content of Unit 2 by summing up.

2. Focus on the second section: the use of sentence segments.

this link is carried out in two steps. The first step is to complete the first part. First, guide the students to read freely, first pronounce the pronunciation correctly and check at the same table. Then show the requirements: read and think about who these words are commonly used to describe. With the help of relevant materials, first understand the meaning of words, and then summarize them. These words all contain a sense of justice, praise, praise, support and so on, and belong to commendatory terms. Try to create a situation to say a paragraph or a sentence, use a few words in it, and feel the emotion of words in the experience. The second step is to complete the second part. Free reading requirements, what is the deskmate communication training point? Read aloud as required to understand the differences in tone between the two groups of sentences. Students read aloud, teachers patrol, spot-check students' understanding and guide them in time. Finally, it is concluded that the sentences have different expressions, but the meanings are exactly the same, but the expressions are also different. This is the conversion between declarative sentences and rhetorical questions. Read aloud again, read different tones and cultivate a sense of language. Next, write sentences freely by imitating example sentences. When students create, teachers patrol back and forth, discover students' thinking trends in time, correct mistakes, and find excellent ones to show in the class. Through this link, let the students feel again that different expressions sometimes have the same meaning, but the tone of expression is different, the effect is different and the appeal is different.

3. Focus on the third plate: accumulate over time.

this time, I chose Bie Dong Da. This section uses reading, reciting and silently to guide students' learning and cultivate their self-study ability. In order to encourage children to memorize quickly and accumulate rich language sense materials, I take the incentive measures of reciting and homework-free for boys and girls-that is, the top ten students can get homework-free rewards. In this way, the enthusiasm of students is very high. In less than 1 minutes, only three or two students are still trying to recite. Then write silently, and of course you can get the right to avoid homework if you are all right.

Second, the success

There is a relatively active learning atmosphere in the classroom, and the recitation is also very fast, which effectively cultivates the sense of language.

Third, the shortcomings

It is difficult to understand the main content of the text, and the training is not solid enough.

Fourth, teaching reform measures

If I have the opportunity to take this class again, I will choose more texts to guide students to understand the main content. Reflections on the Teaching of Chinese Garden Seven in Grade Four Part 3

After learning Chinese Garden Seven with students, I think the most difficult thing to grasp is oral communication.

The topic of this oral communication is "Protecting beneficial small animals". With the topic, we should be good at opening students' "chatterboxes". By playing animation courseware of various small animals or showing wall charts, the situation can be introduced to arouse students' desire and impulse to speak. On this basis, let the students speak. In the process of speaking, it is necessary to induce the camera, activate the thinking, broaden the thinking, and let the students take it easy and go further.

The basic content of this oral communication includes the following three aspects: First, "say the names", that is, say the names of small animals you know, and the more you say, the better; The second is "being reasonable", explaining how the small animals listed are beneficial; The third is to "find a way", that is, to imagine specific ways to protect beneficial small animals. Maybe some students' methods are naive, so teachers don't have to be strict about their feasibility. What is important is to enhance students' awareness of protecting beneficial small animals.

Teachers should create communicative situations in various forms and angles, realize the real interaction between students and teachers, and let students fully "talk". For example, arrange deskmates to talk to each other, discuss in groups, and make dialogues voluntarily, and organize a small "debate".

the following links can be arranged.

1. Show pictures or videos of "Birds Flying" and "Animal Paradise", create situations and introduce a new lesson: What small animals do you know on the screen? Besides these small animals, can you name other small animals?

2. Have a quiz at the same table. What are the benefits of these small animals to human beings?

3. Four-person group discussion: How should we protect these lovely animals? Students decide for themselves what kind of small animals to discuss; Teachers patrol, randomly encourage all members of the group to participate, and give instructions on camera)

4. Feedback exchange: the group sent representatives to introduce the results of the group discussion. Teachers should encourage students to express themselves boldly, and the methods discussed by students can be eclectic as long as they are reasonable. The rest of the students can question the students who speak)