In today's accelerating social development, classroom teaching is one of the important tasks, and reflection means turning around and thinking in reverse. How to write reflection? The following is my reflection on the teaching of Sun Quan's Persuasion of Learning in the first grade language for everyone. Welcome to share. Reflections on the Teaching of Sun Quan's Persuasion of Learning in Junior 1

Sun Quan's Persuasion of Learning is a short story in classical Chinese. Although the full text has only 119 words, the characters are vivid and vivid. In terms of narration, the full text only writes two fragments: Sun Quan's Persuasion of Learning and Lu Su's "Discussion with Mongolia". The story is very strong, and there are few obstacles in words and sentences. It is suitable for students to study independently and cultivate their ability to read simple and easy classical Chinese. Focusing on the difficulties in teaching and implementing the effectiveness of teaching, I made the following attempts:

First, read aloud repeatedly to cultivate emotions.

In teaching, students learn independently, cooperatively and exploringly. Under the condition of preview in advance, students are encouraged to develop a good study habit of reading independently. Students can understand the basic content with the help of notes and words, and teachers can inspire and instruct them. Let them discover, explore and solve problems by themselves. In the training of reading, the reading principle of combining reading with thinking has a good effect of self-study. Most students can recite the full text in class and improve their reading ability in classical Chinese.

second, read the text beautifully and feel the emotion.

Reading is the golden key to learning Chinese, and reading is indispensable to learning classical Chinese. In this class, I give students a lot of reading time. I read the text in the form of initial reading-reading-reading-reciting. Students appreciate the beauty of the language in reading, taste the feelings between the lines in reading, clarify the level of the article in reading, and learn the author's language expression in reading. The focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate, and teachers' analysis should not replace students' reading practice. Students should be able to start from their own subjective wishes, freely choose learning content, directly touch and feel the text, and deepen their understanding and experience. At the same time, the cooperation and exchange between learning partners has enhanced their unique feelings and sublimated their personal emotional edification.

Third, perceive characters and practice writing in lowercase.

the purpose of learning classical Chinese is to understand the connotation of the article, perceive the characters and understand the main idea of the article through recitation. In the teaching process, we learned the characters of Sun Quan, Lu Su and Lu Meng in the article through various forms of recitation, Sun Quan's good advice and Lu Meng's eagerness to learn, and Lu Su's sighing about learning showed the theme of "opening books is beneficial" in the article. After learning the article, the students had their own understanding of the benefits of learning. On this basis, homework was arranged in the class and an article to persuade students to learn was written to inspire everyone.

Chinese is a highly comprehensive subject. Teachers must pay attention to broadening learning resources, organically combining inside and outside class, creatively carrying out various activities, enhancing students' awareness of learning Chinese and using Chinese, and comprehensively improving students' Chinese literacy. This is the mission of being a Chinese educator. Only in this way can classroom teaching be full of vitality, and students' creativity can be cultivated in dynamic teaching, so as to realize efficient classroom. Reflections on the Teaching of Sun Quan's Persuasion of Learning in Junior One Chinese 2

Sun Quan's Persuasion of Learning is a short story in classical Chinese, with only over 1 words, but the characters are vivid and vivid. In terms of narration, the full text only writes two fragments: Sun Quan's Persuasion of Learning and Lu Su's "Discussing with Meng", that is, first explain the cause of the matter, and then write the result, not Lu Meng. In the description of characters, we pay attention to expressing characters through dialogue, which is concise, vivid and full of emotion.

In teaching, I use the study of independent cooperation and inquiry to encourage students to develop the study habit of independent reading. Students understand the basic content with the help of notes and words, and teachers only inspire and instruct. Let them discover, explore and solve problems by themselves. In the training of reading, I use the reading principle of combining reading with thinking: initial reading-speed reading-competition reading-study-recitation, and the effect of self-study is very good. Most students can recite the full text in class, which improves their reading ability in classical Chinese.

At the same time, I also pay attention to the expansion training of classical Chinese, because the reading scope of classroom study is small after all. I have carried out targeted expansion training of classical Chinese, such as "Calling a Deer a Horse" and "Mourning", which has consolidated and accumulated many gains in the reading process. Reflections on the Teaching of Sun Quan's Persuasion of Learning in Junior Chinese 3

The lecture on Sun Quan's Persuasion of Learning coincided with the visit of Teacher Zhang Lihua to our school for investigation, so I showed it. This class still adopts the conventional teaching method of learning-discussing-guiding-practicing.

This is a story-telling classical Chinese. The obstacles in words and expressions have been dealt with in the first class, and students have been able to grasp the main idea of the article. Therefore, I will take "trying to figure out the dialogue description of characters in the text and savoring the expression effect of characters with dialogue" as the important and difficult point of this course. According to the teaching needs of classical Chinese, I will adopt the method of reading and exploring to start teaching, so that reading can run through the whole classroom. The specific teaching process is as follows:

lead in new lessons, check and review, read through the text (stop reading accurately), explore in cooperation, read the language, analyze the characters, and reflect and comprehend.

Reflecting on this lesson, from the teaching process, there are both successes and shortcomings.

Success:

1. Pay attention to the implementation of basic knowledge. Check and review the situation, including the understanding of the author and other relevant literary common sense, the reading and writing of difficult words, the interpretation of key words and the translation of sentences;

2. Pay attention to the text reading, emphasize the pause of the sentence, show the pause of the sentence on the big screen, and ask the students to read the pronunciation and rhythm accurately. And in the process of question inquiry, I have also been giving instructions on sentence reading.

3. Discuss the questions to be explored by group cooperation (four groups before and after), arouse the enthusiasm of the members in the group, and make every student in the class devote themselves to the Chinese class.

Disadvantages:

1. Reading sentences in classical Chinese. Classical Chinese pays special attention to reading aloud, and the pause of sentences is the focus of reading aloud in classical Chinese. In class, students should be given enough time to read aloud, and the pronunciation and rhythm should be aligned. In the process of students' presentation, if a student's reading rhythm is inaccurate, it should be corrected in time until he reads accurately, so don't rush to pursue the next step.

2. Give students full practical exercises. For example, students answered Sun Quan's question about how to persuade students to learn, and the tone of reading every sentence was also displayed on the big screen, but students were not given time to practice reading again in class. Teacher Zhang suggested that a few minutes can be set aside for students to do free exercises, either individually or in groups.

3. Don't ask questions and let students answer them directly in class. You should give students some time to think. For example, analyze the personality characteristics of the three characters in the text. In class, students are asked to raise their hands directly to answer the characters' personality characteristics. It should be time for students to think and analyze the characters' personality in combination with the sentences in the text before returning to the textbooks. Then there is the question of "the enlightenment brought by the change of Lu Meng", which has also made the same mistake. Students should be allowed to think fully before answering.

4. The content of the class is a little more substantial. Combining with the changes of Lv Meng, some short historical stories are added, involving interesting stories of historical figures, etc.

Benefits:

Through the comments of Mr. Zhang and other Chinese teachers, I have new inspiration for the classroom teaching of classical Chinese:

1. Teachers should be full of passion when teaching. Classical Chinese teaching pays attention to reading aloud, and it is best for teachers to read aloud with sound and emotion.

2. When asking difficult questions in class, students should be given enough time to think.

3. No matter whether the article is long or short, you should go back to the text and find the basis to answer the questions from the text, so that you can have a deeper study of the text. Reflections on the Teaching of Sun Quan's Persuasion of Learning in Junior One Chinese 4

How to teach classical Chinese has always been a headache for Chinese teachers. How to teach students how to make them like listening and willing to recite? Many teachers are searching, and I am naturally one of the many Chinese teachers who have a headache. Recently, I taught Sun Quan's Persuasion of Learning, which made me quite touched.

It should be said that Sun Quan's Persuasion on Learning is not difficult. The plot of the article is simple, and the characters are not difficult to grasp. Although the language is a little difficult for the students in Grade One, it is not a problem for them to solve it by themselves because they are familiar with the background of the times. For articles like this, the general teacher's treatment method is probably to help students explain and translate "every word in place" and teach them to analyze the characters reflected in the dialogue. Guide students to read in different roles to appreciate the psychology of characters' tone and demeanor, and finally urge them to recite and consolidate. Teachers who pay attention to ideological content may also extend the idea for students to talk about their own enlightenment. This is true, and this is also the teaching suggestion of our teaching reference books.

The problem is that students don't like it. They think it's boring. They are impatient to listen to your sermon, and they are too lazy to try to figure out what they are not interested in at all. Therefore, the class is not energetic, and students may not consolidate it as the teacher wishes after class.

In view of this understanding, when preparing lessons, I'm going to do some thinking and trying to stimulate students' interest and enliven the classroom atmosphere. First, I'm going to give it to students, organize students to cooperate independently in groups to solve difficult words in the article, and hold a translation competition. Secondly, on the basis of students' understanding of the content of the article, I turned the study of the characters in the text into an activity-rewriting the text into Lv Meng's diary, and after the students fully imagined and created their roles, I threw a scene setting performance to the students-what kind of dialogue would they have if Lv Meng met Zhong Yong?

in the process of teaching, it is not satisfactory. First of all, in the "self-questioning" session, students were asked to ask words they didn't understand. Originally, they were worried that there would be students questioning. Unexpectedly, students raised their hands repeatedly to ask many questions about the words in this short article, so this session took a lot of time. Secondly, in the process of checking sentence translation, because of the fear that students don't understand translation, teachers repeatedly explain it, which takes time. It can be said that the teaching language in the classroom is not concise enough. Third, because it took at least 22 minutes in the last link, I didn't take it easy enough in the key link of "taste". I always worry that there is not enough time to recite to the students. Therefore, there is not enough time for students to "taste" when guiding students to ponder the tone of characters and analyze their personalities, so students do not have a deep understanding of the feelings of Sun Quan, Lu Meng and Lu Su.

Although the course was not satisfactory and didn't achieve the expected results, I also got some enlightenment: First, in the preset teaching objectives, we must proceed from the reality of students, and teachers can't take it for granted. Secondly, teachers give some guidance to students' learning methods in the process of teaching. Third, in fact, students don't refuse to learn, but they refuse to learn the way they don't like, and so does the teaching of classical Chinese. Therefore, Chinese teachers should also think about how to change our old teaching mode of classical Chinese when they have a headache that students don't like to learn classical Chinese: Maybe we should let students enjoy classical Chinese; Perhaps classical Chinese teaching also needs to create scenes; Perhaps classical Chinese teaching can also be transformed into activity classes; Yes, classical Chinese teaching can also be wonderful. Reflections on the Teaching of Sun Quan's Persuasion of Learning in Junior One Chinese 5

Sun Quan's Persuasion of Learning is a classical Chinese article, which mainly describes that Lu Meng was persuaded by Sun Quan to "start school", and his talent soon became surprisingly long, which made Lu Su gasp in admiration and make friends with him. The article is concise and vivid, and a few words describe the tone, modality and psychology of the characters when they speak. In teaching, there are both successes and shortcomings.

The successes are as follows:

1. Strive to achieve reading-oriented, and adopt various reading forms such as collective reading, naming reading, group reading, model reading, score reading, role reading and performance reading, that is, grasp the characteristics of classical Chinese, let "reading" run through the classroom, and let "chanting" restore China's voice. -Xu Jianshun ".

2. Pay attention to the improvement of students' autonomous learning ability. The content of the text is relatively simple. When dredging the understanding, let the students learn independently and cooperatively, put forward difficult words and phrases, and the teachers and students will answer them together. It is easy to find and solve the difficulties in students' study, and also cultivate students' awareness of autonomous learning and arouse their enthusiasm.

3. Guide the migration and expand the extension. On the understanding of the main idea of the article, I designed an extended link: What other stories of famous people reading books do you know? Or celebrity quotes? Students don't know much, but it may inspire them to study.

There are some shortcomings:

In the process of dredging the meaning of the text, students' preview is not sufficient, and students' questioning ability and team cooperation ability need to be cultivated. In the process of imitating the tone of characters, the process of guiding students to imitate reading is too hasty. Each group should be given time to discuss and imitate reading, and students should be allowed to find out the relevant sentences and then translate them into modern Chinese before trying to figure out the tone of characters, so that students can understand them more easily. In short, in the future, we should work hard on the excavation and analysis of teaching materials and the skills of classroom instruction, not just on the study of classroom forms. Reflections on the teaching of Sun Quan's Persuasion of Learning in the first year of junior high school 6

Sun Quan's Persuasion of Learning is a classical Chinese article in the second volume of the first year of junior high school. In order to better enable students to master the basic knowledge and improve their ability, I thoroughly studied the teaching materials, carefully prepared lessons, carefully designed teaching links, adopted new teaching concepts, applied efficient classroom models, and used multimedia teaching art, through self-study, testing, exploration and doubt-solving. Success:

1. Make full use of the advantages of network resources and use multimedia teaching art to mobilize the enthusiasm and initiative of students and improve classroom efficiency.

2. Adopt new teaching ideas, and through the learning mode of autonomy, cooperation and inquiry, it embodies the three main principles of taking teachers as the leading factor, taking students as the main body and taking the classroom as the main position, and truly return the classroom to students, so that students can improve in cooperation, develop in inquiry and truly become the masters of learning.

3. The introduction at the beginning is interactive, which attracts students' attention, improves students' interest and lays a foundation for students to learn this lesson better.

4. Constantly update the educational concept and carefully design the textbook drama. I asked students to write and perform their own drama, which not only broadened their knowledge, but also deepened their impression. And the students' performance was very successful, and they grasped the characters' personalities in place, which left an excellent and deep impression on the teachers and students who attended the class.

5. Design "False"