Paying attention to "integrity" is the traditional virtue of our Chinese nation, and it is also an important part of the construction of our socialist spiritual civilization today. I have compiled some teaching reflections on the text "I Can't Break Trust". Welcome to appreciate and learn from it. Teaching Reflection on the Text "I Can't Break Trust" 1

This lesson tells a story about Soong Ching Ling when she was a child. In order to abide by the agreement to teach her good friend Xiaozhen to fold flower baskets, Soong Ching Ling gave up going to her uncle's house to see the cute pigeons. This incident shows Soong Ching Ling's honest and trustworthy character. Since this is a skimming text, I planned to let the students learn by themselves. I showed the idiom "One promise, a thousand gold". Most students didn't know its meaning. After I told the students that the meaning of "One promise, a thousand gold" is hidden in the text, I let the students learn it by themselves. Read the text, study the text, and finally everyone ends the study in the conversation of "a promise is worth a thousand dollars". After one class, I said less than half of what I said, but the students were very motivated to learn and the results were surprisingly good. After class, many students wrote their thoughts in essays. For example: Today, I studied Lesson 8 "I Can't Break Trust" and learned that Soong Ching Ling did not go to her uncle's house to teach Xiaozhen how to fold flower baskets. She is a person who keeps her word, and I want to be a person of her word like her. .

Through this lesson, I have two thoughts: First, ideological and moral education should always run through teaching activities. What is taught in the classroom should not only be about literacy, but should also incorporate the principles of life into it. The second is to trust students in teaching and let go when it’s time to let go. In this class, I gave students the initiative to learn and fully mobilized their autonomy and enthusiasm for learning.

At the same time, I also found that in the process of preparing lessons, the study of teaching materials was still relatively superficial. In the future, we should study the teaching materials more solidly when preparing lessons. Text "I Can't Break Trust" Teaching Reflection 2

"I Can't Break Trust" is a skimming text in the second unit of the third grade primary school published by the People's Education Press. The content of the story is close to the students' lives and the language is easy to understand. . I mainly encourage students to use various forms of reading activities such as silent reading, reading aloud, and role-based reading, and guide students to grasp the dialogues and actions in the text to understand the valuable qualities of keeping promises and cherishing friendship, so that the children can be influenced and influenced. Let them get inspiration in life and work, and let students perform performances. From the students' performances, they can be guided to think: Does Soong Ching Ling want to go to her uncle's house? Why did she stop? How did her parents persuade her? What did she say? Then there was a debate on the topic "Is it right for Qing Ling to do this?" and a situation was created for the students: "If you were Soong Ching Ling, how would you deal with this matter?" "Have you ever encountered this in your daily life? Have you experienced something similar? How did you deal with it? What do you think after reading this article? "The students realized the value of honesty and trustworthiness through the constant collision of ideas, and achieved unexpected results.

Through this teaching activity, I have two thoughts: First, ideological and moral education should always run through teaching activities. The second is thinking about role positioning in the teaching process. In this class, I gave students the initiative to learn and fully mobilized their autonomy and enthusiasm for learning. At the same time, we respect students' unique reading feelings and do not treat "alternative" voices in the classroom harshly. Through repeated reading of texts and interactive cooperation and communication between teachers and students, students and students can not only clarify the truth to students who hold opposing opinions, but also give everyone a clear understanding of the truth. An opportunity for students to display and exercise will have better results. Teaching Reflection on the Text "I Can't Break Trust" 3

Honesty and trustworthiness are the basic principles of life. Paying attention to "integrity" is the traditional virtue of our Chinese nation, and it is an important part of the construction of our socialist spiritual civilization today. . Originally, I planned to use one class hour to complete the teaching task, but during the teaching, I only grasped the dialogues and actions in the text to understand the valuable quality of Qingling's trustworthiness, so that the children could be influenced and inspired by their own behavior and work. Some thin.

So in the first lesson, I spent more time on the performance of the textbook drama, and also used a class class to let the children debate on the topic "Is it right for Qingling to do this?" If it were you, how would you handle this matter" and put it into practice, the students realized the value of honesty and trustworthiness through the constant collision of sparks of thinking, and received unexpected results.

Teaching reflection on the text "I Can't Break Trust" Part 4

This class is mainly divided into three parts: main content, mutual questions, and sentences of reflection. Generally speaking, among the three parts, the one that students are most interested in and complete best is asking each other to solve problems. In the first study, students asked three questions based on the content of the article. In class, I ask students to solve their own questions within the group, and then discuss the problems that cannot be solved within the group with the whole class. Because they are the ones who set the questions, the students are highly motivated and hope to defeat their classmates through their own questions, so the students come up with many detailed questions. And these details are not taken into account in the class where the text is skimmed. Therefore, leave these details to students to discover and think about themselves, so that students can better understand the content of the article. However, a shortcoming of this link is that some students' questions are separated from the text itself and extend outside of class. This requires more guidance for students to dig out questions from the text in future guidance.

When summarizing the main content, I found that students' summarization ability needs to be improved. Many students cannot simply summarize, but retell the entire story. In the subsequent teaching, how to enable students to better grasp the main content and master the summary method is a question worth thinking about. Should we directly tell students to summarize according to time, place, people, and things (cause, process, and result), so that students can initially understand the six elements of things and initially form a complete concept of things, or should we let students explore on their own and learn through many times Your own summary gradually progresses from retelling the story to summarizing the content. How do you learn it yourself? But letting students learn by themselves is very difficult for underachievers. How to coordinate the relationship between the two?

In the sentences of reflection, the students basically grasped Soong Ching Ling’s language and actions to understand that she is a trustworthy child. Based on the students’ communication, I pointed out the language and actions that belong to the character, and Connect it with the teaching of the exercise, and remind students to describe the character's language, movements and expressions before writing this thing, echoing the requirements of the second exercise. When students shared their insights, what surprised me the most was that students were gradually able to master the answer method of "What did I think of from this?" Many students thought of four-letter words and famous sayings about trustworthiness and even their own personal experiences. These gratifying changes in the students have allowed me to truly implement the concept of reading to introduce reading in the student textbook. I sincerely hope that students can accumulate more vocabulary, famous quotes, etc. through this link. Teaching reflection on the text "I Can't Break My Trust" Part 5

The text "I Can't Break My Trust" is a skimming text. The teaching goal of this lesson is to cultivate students' ability to read independently. When teaching, I focus on students' self-reading and self-realization, allowing students to read and think independently.

First of all, I read the text to the students and asked them to listen and think about it to find out when the incident happened and the relevant characters.

Secondly, let students read the text by themselves, grasp the whole text, and gain an overall perception. Find out what the text is about and try to summarize the main content in your own words.

Next, let students read the text silently, grasp the words and sentences, and explore step by step. Let the students learn. I present questions to the students and ask them to circle around the problem, underline the relevant sentences, or write down their experiences. You must give enough time to write and think, so that students can read, think and comprehend by themselves.

Then, let the students read the key paragraphs emotionally and experience it while reading. while exchanging their respective views and feelings. The teacher acts as an audience and does not evaluate at first, but only makes comparisons. Let students evaluate whether it is correct or not. Find the basis and reasons from the text.

Finally, the group divided the characters into reading the text aloud to fully appreciate the experience and feel the valuable qualities of the characters. Understand that writing about a person can be expressed and described through a person's language, actions, and expressions. Only sufficient reading and repeated reading in class can allow students to enter and deepen the text. On this basis, I also arranged improvisational performances for the students.

Through teaching, I feel that skimming the text cannot be as intensive as reading the text intensively. The teaching of reading the text focuses on "letting go". Return the classroom to the students and return time to the students. If teaching is conducted without prioritization, the editor's intention of designing skimming texts will be lost. But it must not be just talking in general terms, without asking for in-depth explanations, and simply going through the motions. Pay attention to the training of reading methods and the guidance of reading skills.

In addition, the teaching of reading texts cannot ignore "reading", "understanding" and "writing".

This unit reflects the psychological activities and personality characteristics of the characters through action description. In the guidance of reading and writing, the detailed movements and expressions between characters are often the highlight of the article, which is also the author's wonderful writing skills. Words that capture key points, such as "pump" and "laugh", allow students to understand the character's inner world and personality traits through these few actions. Text "I Can't Break Trust" Teaching Reflection Chapter 6

"I Can't Break Trust" is the second skimming text we have entered into the third grade. Students have already learned certain reading methods in the first unit, so, When studying this article, I guided students to review the learning method of skimming the text, and tried to enable students to understand the content of the text and understand the central idea expressed by the author on the basis of independent reading. Reflecting on my teaching in this class, I think I designed the questions in this class better when guiding students to learn to skim the text. The story content of this article is more popular among students and is also very easy to understand. In the first reading experience, I designed a few small questions like this:

1. Read the text softly by yourself with the help of pinyin, and read the parts that are not fluently read several times to make the text read smoothly and fluently.

2. Read the text aloud by name in natural paragraphs and check the self-reading situation.

3. In groups, focus on the "Think about what the text says and what the story tells us" mentioned in the introduction at the beginning of the text.

Next, I asked the students to further read the text silently to deepen their understanding: Does Soong Ching Ling want to go to her uncle’s house? Why did she stop? How did others persuade you? What did she say? What inspirations did you get from it?

On the basis of students’ full reading and independent learning, conduct whole-class communication. Most students can grasp the dialogues and actions in the article to understand Qingling's valuable quality of trustworthiness. This topic was debated and situations were created for students: "If you were Soong Ching Ling, how would you deal with this matter?" "Have you ever encountered similar things in your daily life? How did you deal with it? Read What do you think after reading this article? "The students realized the value of honesty and trustworthiness through the constant collision of thinking sparks, and received unexpected results.

In the future, in reading teaching, we must also consciously mobilize students' autonomy and enthusiasm, so that students can have their own unique reading experience and listen to students' learning effects. Over time, students' reading level It will also gradually improve. Text "I Can't Break My Trust" Teaching Reflection Chapter 7

The lesson "I Can't Break My Trust" tells a story about Soong Ching Ling when she was a child. Soong Ching Ling gave up going to her uncle in order to keep her appointment to teach her good friend Xiaozhen to fold flower baskets. Watching cute pigeons at home shows Soong Ching Ling's honest and trustworthy character.

In the teaching of this class, I first let the students read the text for the first time, try to summarize the main content of the article, exercise the students' generalization ability, and then let the students understand the qualities of Soong Ching Ling. Most of the students Being able to talk about "keeping one's word", we started a discussion around keeping one's word and used the context to understand how Soong Ching Ling kept one's word.

First of all, doesn’t Soong Ching Ling not want to go to her uncle’s house? Discussed in context, the answer is in the first natural paragraph: The second daughter Soong Ching Ling seemed particularly happy. She had long been looking forward to going to this uncle's house. The pigeons raised by my uncle’s family have pointed beaks and red eyes. They are so beautiful! The uncle also said that he was going to give her one! These sentences directly or indirectly express that Soong Ching Ling really wanted to go to her uncle's house.

Secondly, Qingling suddenly stopped when she was about to go out. She remembered her appointment with Xiaozhen and decided to stay. She understood the context and understood Song Qingling’s determination without any hesitation: "No, no! Xiaozhen is here. It will be in vain, how bad it is!" Song Qingling said as she pulled her hand back. The word "pull it back" clearly expresses Qingling's determination without hesitation.

Again, this can be understood from the sentence "No, Mom. If I forget this, I can apologize when I see her tomorrow; but I have not forgotten, I can't break my promise!" Soong Ching Ling's trustworthiness. At the same time, when students find this sentence, they ask: In addition to Soong Ching Ling's trustworthiness, what else does this sentence say? Answer: Honesty.

Finally, the theme is revealed, emphasizing Soong Ching Ling’s noble quality of honesty and trustworthiness, and hopes that this quality can influence all students present.

Text "I Can't Break My Trust" Teaching Reflection Chapter 8

"I Can't Break My Trust" tells a story about Soong Ching Ling's childhood. Soong Ching Ling gave up visiting her uncle's house in order to abide by the agreement to teach her good friend Xiaozhen to fold flower baskets. The pigeon incident shows Soong Ching Ling's honest and trustworthy character.

Because this is a skimming text, I let the students learn by themselves and showed the idiom "a promise of a thousand gold". Most students knew its meaning. I told the students that this idiom is hidden in our text. inside. The students read and studied the text by themselves. Through group cooperation, they found places that could express Soong Ching Ling's "a promise of a thousand dollars". They organized exchanges of feelings and gradually understood the principles of the text. This class implemented the teaching method of skimming the text and handed over the class to the students. The students were highly motivated and the results were surprisingly good. Finally, I arranged a small essay practice, asking students to talk about things in their lives about keeping promises. A few children with strong expressive skills talked first, and then everyone practiced writing essays. During the in-class guidance, we found that many children wrote down their own thoughts and expressed that they also wanted to learn from Soong Ching Ling and be a trustworthy person.

Through the teaching of this class, I have two thoughts: First, ideological and moral education should run through our teaching activities. As the saying goes, moral education is everywhere in life. Second, grasp the skimming texts of each unit so that students can appreciate the fun of reading in independent learning. As the saying goes, let go when it is time to let go. Teaching Reflection on the Text "I Can't Break Trust" Chapter 9

The text in this class is an optional reading text, so I have been thinking about how to teach this type of text. I completely let students learn by themselves. I am afraid that students will not learn well. I don’t know how to learn and can’t control myself, so I act as a host and supervise the host. First, I let the students understand Soong Ching Ling, and then they have a major question through the reading guide. Then the students read the text by themselves and read the correct words, and the teacher reads it again. , then the students will practice self-reading, and then give the students fifteen minutes to write down their own experiences while reading each paragraph. After that, they will be given five minutes to ask three nearby students to share their experiences with each other. The last ten minutes will be left to me. Simply ask a few main questions, which is equivalent to a whole class report. During the report, students discuss the reading method, and then focus on reading some sentences. After learning, students will talk about their gains from this lesson.

After one class, students can understand the main content, know what story the text mainly tells, and can tell what the story tells us. They read the first natural paragraph well, but the dialogue is not well handled. , students can only understand and read, but cannot emotionally understand the mood of the characters and perform them. Next time, be more open-minded when preparing to read the text, but the guidance must be precise.