"Drawing Star Fruit" Class Reflection 1
I have been preparing the lesson of "Drawing Star Fruit" these days. I feel that this text is very difficult. I don't know where to start. How to put it? When I was preparing lessons, I actually felt that I had prepared too much content. It really corresponds to the saying "Chinese teaching is like a basket, everything is put in it." The class confirmed my expectations and not all the content in class was completed.
In this class, I asked the students to find out for themselves the reactions of the teacher and classmates after seeing "my" paintings, focusing on what they said, their actions and expressions, Compare different attitudes to understand the inner activities of the characters, and provide reading guidance to students to read the characters' words well. Especially the two answers given by the students. The first time they answered: "It doesn't look like it!" "It looks like a five-pointed star!" The second time they answered: "It doesn't... look like it." "It looks like... five... it looks like a five-pointed star." Twice. The content of the answers is the same, but the tone is different. This not only cultivates students' reading ability, but also allows students to deeply understand the hearts of the characters and understand why there are such changes. In this link, the students found the text very accurately, and the children's tone was very good when reading aloud, which made it easy for the listeners to feel the psychology of the characters in the text, which made me very happy. This achieved my understanding of the students' words. Comprehension and reading training objectives.
The biggest shortcoming in this section is: I am not at ease with the students and dare not let the students question. I keep asking questions to the students, but the answers are pretty good. Also, as I expected, the designed content was too much, which made the whole class seem very tight and did not give students too much time to think. As a result, students could not say "seek truth from facts" in the final summary and could only refer to the textbook. Without a deeper understanding of the principles pointed out, this is entirely due to lack of time.
In short, the classroom control ability needs further training and training, and the training of students should be strengthened and students should be let go appropriately. "Drawing Star Fruit" Class Reflection 2
"Drawing Star Fruit" is an intensive reading text. The text is mainly about drawing class. The teacher asked the students to practice sketching carambola. Based on what I saw, "I" drew the carambola to look like a five-pointed star. The students found it funny. Through this incident, the teacher not only inspired us to know that the same thing has different results when viewed from different angles, and was educated in scientific thinking methods, but also taught us to respect the diverse understandings of others and to look at things from their perspective.
In this class, I asked the students to find out for themselves the reactions of the teacher and classmates after seeing "my" paintings, focusing on what they said, their actions and expressions, Compare different attitudes to understand the inner activities of the characters, and provide reading guidance to students to read the characters' words well.
Especially the students’ two answers. The first time they answered: “It’s not like that!” …Pentagram.” The content of the two answers is the same, but the tone is different. This not only cultivates students’ reading ability, but also allows students to deeply understand the characters’ hearts and understand why there are such changes. In this link, the students found the text very accurately, and the children's tone was very good when reading aloud, which made it easy for the listeners to feel the psychology of the characters in the text, which made me very happy. This achieved my understanding of the students' words. Comprehension and reading training objectives.
Then I guided the students to ask questions and think and discuss together: "Why did the teacher's expression become serious? Why did he become friendly in the end?" "Why didn't the teacher tell the students directly the truth? Repeatedly ask questions so that students can explain the truth after on-the-spot observation? ”
Through discussions between teachers and students, students can deepen their understanding of the content of the text and comprehend the principles contained in the text. Finally, I found out what the teacher said to Yan Yuese and what my father said and read it over and over again, from which I understood the profound truth derived from the matter of "drawing star fruit". "Drawing Star Fruit" Classroom Reflection 3
This time the Central School carried out heterogeneous teaching and research activities in the same class, and I was recommended to join in the fun. For students I am not familiar with, what can I do to attract those unfamiliar children? Where are we? After careful planning, I thought of focusing on improving the fun of the class itself and stimulating students' interest in learning. As long as the class is interesting, students will be willing to enter my class and enter a world of learning. How should we come up with “new” ideas in implementing the spirit of the “New Curriculum Standards”? For the lesson "Drawing Star Fruit", if you follow the usual teaching method, it will definitely be boring. The content of the article does not seem difficult to understand, but it is not easy to truly understand it and understand the principle of seeking truth from facts. . How can the design not only be innovative, but also make students happy to accept it, and truly put students as the main body? I pondered over and over again, and finally came up with this set of teaching ideas: game introduction - question questioning - guidance in reading aloud - accumulation of ancient poems.
In order to complete "Drawing Star Fruit", I cut the vocabulary cards into the shape of star fruit, made text illustrations and slides of dialogues between characters in the text, and borrowed a real star fruit from the teacher who participated in the lecture. After the students have basically mastered the text content, I guide the students to find the key sentences in the text, and then find the key words in the sentences, so as to understand the core of the article again and again.
In this class, I asked the students to find out the reactions of the teacher and classmates after seeing "my" paintings, focusing on finding out what they said, actions and expressions, and comparing them through different attitudes. Understand the inner activities of the characters, and use this to guide students in reading aloud and read the characters' words well. Especially the two answers given by the students. The first time they answered: "It doesn't look like it!" "It looks like a five-pointed star!" The second time they answered: "It doesn't... look like it." "It looks like... five... a five-pointed star." twice. The content of the answers is the same, but the tone is different. This not only cultivates students' reading ability, but also allows students to deeply understand the hearts of the characters and understand why there are such changes. In this link, the students found the text very accurately, and most of the children's tone when reading aloud was good, which made it easy for the listeners to feel the psychology of the characters in the text, which made me very happy. This achieved my understanding of Training objectives for students’ text comprehension and reading aloud.
It is not as easy as it sounds for people to "draw what they look like". They must, as the father and teacher said in the text, "don't take it for granted" and "believe in your own eyes." "You must also read it carefully and draw it honestly like the "I" in the article. After reading and thinking about these principles, students have a deeper understanding and better learning results.
I feel. The shortcomings are:
1. After discussing the meaning of "lifelong use", students were not guided to talk about examples similar to "Painting Star Fruit" that they have encountered in real life, so that students can deepen their understanding. and experience, failed to gain insights and thoughts, and lead thinking to wider areas, so that students can understand that seeking truth from facts can be used in dealing with people.
2. There are too many questions set, and some students are unable to answer them. When asking questions, I did not really understand. I was not at ease with the students and did not dare to let them question. I kept asking questions to the students and did not have too much time for students to think about it in future teaching. I want to extract the most important issues and go straight to the center of the article to avoid the teacher's summary and repetition.
In short, the ability to let go in the classroom needs further training and training, and students should be trained. Strengthen and let go of students appropriately. Teacher analysis should not be used to replace students' reading practice. Students should be allowed to deepen their understanding and experience, gain insights and reflections, and be emotionally influenced to gain ideas. Enlighten and enjoy aesthetic pleasure. Situations should be created to guide students to actively participate in teaching, promote students' active and individual learning and creation, and understand the text through self-reading, self-understanding, and active inquiry. At the same time, as one of the new curriculum reforms. Primary school Chinese classroom teaching should also pay attention to the unity of instrumentality and humanism. In actual teaching, attention should be paid to stimulating students' interest in practice, introducing things that students like to see and hear into the classroom, giving students the greatest space for independent learning, and mobilizing their enthusiasm and enthusiasm. Participate in language practice with full emotions, cultivate interest in practice in practice, master the methods of practice, and gradually form the habit of consciously carrying out language practice, which is very beneficial to the development of students.
"Drawing Star Fruit." 》Classroom Reflection 4
"Drawing Star Fruit" is a reading text. Through the painting of star fruit, the text inspires students to understand the principle of "seeking truth from facts", that is, how to let students pass. To learn and feel this principle, I pay attention to the following aspects in teaching:
1. Character reading and understanding of the content
There are a lot of dialogues in this text, and you have to take time to do it. Guide students to understand the truth contained in the text, so I did not read it in detail, but grabbed the two very special sentences in the text ("Not like!" "Like a five-pointed star!" and "Not... like." Like...five...five-pointed star.") After comparison, guide the students to fill in the blanks to add prompts and encourage students to read aloud in a personalized way. At the beginning, after the students fully understood the changes in the attitudes of the teacher and classmates, it was basically clear that the students were "laughing at each other" "To "Ashamed", seizing this point, I immediately asked the students to imagine how to read these two sentences well. The students boldly expressed their opinions. After that, I imitated the text and conducted a dialogue between teachers and students. During the reading, , and some students also brought expressions and movements, such as: when they were laughing, there were not only those who laughed, but also those who giggled; when they were ashamed, several students even felt as if they had done something wrong. He lowered his head as he spoke. In this teaching episode, students walk into the text in a personalized way, adding prompts to the student section. I consciously guide students to have a dialogue with the text, use their own unique perspective to discover, and combine their own life reality to imagine. Finally, in the open-hearted dialogue, in the expression of reading feelings, in active thinking and emotional activities, Understanding texts and comprehending texts, this kind of generated resource originating from students' "childlike world" is full of vitality - wonderful insights are presented everywhere, glowing with the light of spirituality.
2. Connect with life and expand your imagination.
Let the Chinese language be broadened, go beyond the textbooks, use resources, and let students search for things like painting star fruits that you have heard or encountered in daily life. And through learning and contacting what experiences and feelings we have in real life, we understand what truths there are. Please also pick up a pen and write down your own experiences, feelings and understandings in general language. Write it on the little bookmark everyone has prepared.
After writing, let the students read it and give the bookmark to the teacher or a good friend so that they can share it with you. It activated everyone’s thinking.
3. Personal practice, thinking and experience.
In order to make "Drawing Star Fruit" a good one, I made full use of natural resources and specially selected a star fruit from the fruit shop. He deliberately placed the star fruit in the middle of the classroom, allowing students to draw the star fruit they saw from their own angles. The students were very interested and turned around to start painting quietly. Show the drawings of the classmates in the middle and the front row and see the difference. Or let students actually observe from the front row seats, so that students can increase their perceptual knowledge and stimulate their interest in reading and thinking. Let students practice and experience the facts mentioned in the text first-hand, and further understand the truths contained in these facts. It is not as easy as it sounds for people to "draw what they look like". They must "don't take it for granted" and "believe their own eyes" as the father and teacher said in the text. They must also be like the words in the text. "I" look at it seriously and draw honestly. "These principles are combined with comparison, reading, thinking and practical experience. Students have a deeper understanding and the learning effect is very good.
"Painting" "Carambola" Classroom Reflection 5
This text contains profound truths and is very close to students' real life. When introducing a new lesson, you can first ask students who have eaten carambola to talk about what they have seen or eaten. Feelings about carambola, and then use the illustrations provided in the textbook to help students understand carambola more intuitively. The teacher does not need to explain it mechanically. The introduction to carambola in the after-school information bag is easy to understand, and students can read it to learn more about carambola.
Since students have been previewed before class, students do not have to read the text freely. They need to check the preview homework of the previous day while teaching. , find out the new words in the text to learn, which not only saves class time, but also provides feedback on the students' preview effect.
When teaching, first teach the correct pronunciation, and then focus on teaching each word. The "su" in "serious" has a flat tongue sound, the "shen" in "scrutinize" has a front nasal sound, and the "晌" in "banxi" has a raised tongue sound and a back nasal sound. Since the new words in this lesson are not Many, and based on the characteristics of these new words, in order to enrich the teaching content, the meaning of "examine", "half a while", and "friendly face" can be explained in the word teaching so that students can understand it and bring it into the text when they study it in depth in the future. Understand in sentences. Although new words are not the focus of teaching, they must be reviewed and consolidated so that students can learn the text based on the correct pronunciation of the words. After preparing the "reading" in the first lesson, the teacher will set out step by step in the second lesson. Questions, guide students to go deeper into the text to better grasp the content of the article and the views that the author wants to express.
Third-grade students should gradually develop their ability to grasp the text of the feature film, and let them understand it during teaching. When students summarize the text content, some students' speeches are not concise, some are not complete, and some are not accurate enough. This requires the teacher to guide other students to provide supplementary guidance or provide appropriate guidance based on careful listening. Correction.
Teachers’ speeches must be targeted and should not ask questions that are vague or not closely related to the above teaching links. They should not give students inappropriate questions or make it difficult for students to think about the problem. < /p>
After the word teaching and summarizing the main content of the text, I arranged for the students to study the first natural paragraph of the text, focusing on understanding the meaning of the word "admonition", so that students can talk about what their parents are doing. When will he exhort us, or use the word "exhortation" to say something. Dad's words in the article: "When you see something, draw it as it is. Don't take it for granted, or the drawing will be distorted." "Let students talk about what it means and understand the word "taken for granted".
In writing teaching, since this lesson requires writing more words, it is not necessary to teach them all. You can structure the new words Classify the words on the page and then focus on specific difficult-to-write characters. For example, "Su" has many strokes, and the stroke order is also difficult. During teaching, students can have their books blank while the teacher writes on the blackboard. Other characters can only be written on the blackboard. Just let the students talk about the key points of writing individual strokes.
"Drawing Star Fruit" Classroom Reflection 6
In the classroom, the teacher is the guide and guide of knowledge. Middle school teachers should be good at grasping teaching materials, tactfully discover problems existing in students' learning, and flexibly guide them. Teachers who can deal with problems tactfully in class will liven up the entire classroom atmosphere. I deeply understand that the teacher’s wit is the soul of the classroom. Because my teaching is not smart enough, many highlights in the classroom do not come out. I think it is necessary to improve the wisdom and evaluation of guidance in the classroom.
1. Improve the tact of evaluation
When teaching the lesson of "Drawing Star Fruits", due to the lack of tact of evaluation, students did not fully understand the problem. For example, a student talked about whether he liked it. When talking about the classmates in the article, he said: "I both like it and I don't like it. I like it because the students love to laugh, but I don’t like it because they didn’t see the angle from which it was drawn. "When I dealt with this problem of students, my evaluation was not adequate, resulting in an unsatisfactory solution to the problem.
If the teacher guides "laughing" in this way, there are many ways. We all hope that we can laugh often. You must also like to laugh, but what kind of laughter do the classmates laugh in the article? The student replied: "It's a joke." "So do you still like this kind of laughter from your classmates? This natural guidance allows students to distinguish right from wrong when talking about "laughing", and then the teacher guides accordingly. What do you want to say to those laughing classmates at this time? And the teacher in the article How do you view this matter? This makes the transition smooth and guides students to understand the core of the article.
Another example is when a student talked about his own experience in connection with real life: " After understanding other people's thoughts, laugh at others if they do something wrong. "This view is incorrect. The teacher did not evaluate the student's statement in time in class. Due to his impatience, a teaching bright spot was extinguished. If I can let other students evaluate this student in time, Evaluate his statement and say whether you agree with his point of view. Students will express their opinions and explain their own opinions. Different voices will appear in the class, and the thinking will collide. At the same time, the theme of the article will be further deepened: when others think about it. , when your ideas are different from yours, don’t be too busy laughing, but see how others see it.
2. Improve the tact of guidance
The guidance of teachers in the classroom is particularly important. Importantly, it can make students' messy thinking orderly and profound; at the same time, it can also make the mastery of knowledge more organized. However, when I was teaching the lesson of "Drawing Star Fruits", I just ignored the guiding role of students. When students summarize the main content of the article, they do not use concise language to describe it, but when they retell the text. I would do it better this way: find another student to use summary language to talk about the main content, and then guide, we are talking about the article. When it comes to the main content, it would be better if you can describe it in a short and summary language, and you seem to be retelling the content of the text. This will guide students to know how to talk about the main content of the article, and it will also serve as a guide for other students.
Another example, when teaching to understand a passage of the teacher, students’ understanding will be deeper if this is done in this way. Let the students read the passage that the teacher said and then talk about their own. Understand and experience, students' ideas will be clearer, and their understanding will be smoother. When guiding students to read aloud, when they find that students' reading is not ideal, the teacher will demonstrate reading aloud, and the effect will be different.
< p>After taking the lesson of "Drawing Star Fruit", I think I need to improve myself in the following aspects:1. Delve deeply into the teaching materials and handle them flexibly.
2. Improve your classroom teaching skills.
3. Study your weaknesses in depth and improve your ability to evaluate.
In short, classroom teaching is an art. Will continue to improve in the palace of this art
"Painting Star Fruit" Classroom Reflection 7
In this class, students are very engaged in learning, their thinking is active, and the atmosphere of classroom inquiry is strong. The success lies in the fact that teachers grasp the dynamically generated teaching resources when students read texts, making the classroom exciting:
1. Pay attention to the spirituality of life and grasp the generated resources
Children's education. It is a matter full of uncertainty. In classroom teaching, unexpected things often happen. At this time, if the teacher only focuses on his own assumptions and ignores the unique experience of the students, the spiritual life of the students will be submerged. In the teacher's indoctrination. In the above teaching segment, the teacher attaches great importance to generation, adjusts his own assumptions in a timely manner, accurately grasps the generated classroom resources, respects students, and gives them the right to express their opinions, while he uses his own experience as a participant. Identity is invested in students’ inquiry into the problem. Students understand while reading, read while understanding, use their mental vision to read, understand language and characters, and resonate with the text through multiple imaginations, so that the vitality of their lives surges in generation. If teachers do not care about students' unique feelings and conduct classroom teaching strictly according to the established preset plan, then the students' spirituality will be completely wiped out and the classroom will be lifeless.
2. Build a dialogue platform to present wonderful production
Reading teaching is a process of dialogue between students, teachers, and texts, and it is a personalized behavior of students. Teachers should value students’ unique feelings, experiences, and understandings. In the above teaching clip, students enter the text in a personalized way─adding prompts to the teacher-student dialogue part. Teachers consciously guide students to have a dialogue with the text, use their own unique perspective to discover, and combine their own life reality to imagine, and then omit the filler. Finally, in the open-hearted dialogue, in the expression of reading feelings, in active thinking and In emotional activities, you understand the text, comprehend the text, and realize that you cannot laugh at others at will, and you should think more from the other person's perspective when encountering problems. This kind of generated resource originating from the childlike world of students is full of vitality--presenting wonderful insights and glowing with spiritual light everywhere. "Drawing Star Fruit" Classroom Reflection 8
This is an intensive reading text. It talks about what happened when practicing drawing star fruit in the drawing class.
"It inspires students to understand that when looking at problems or doing things, they cannot rely on imagination, but must adhere to scientific thinking methods. Everything should be based on objective reality, seek truth from facts, and do not jump to conclusions.
Finished " In the lesson "Drawing Star Fruit", I felt that the students in today's class were very dedicated to their studies, and the learning atmosphere in the class was strong, which made me feel a little gratified. This is also what I feel satisfied with. I prepared 3 self-study tips before class: Thinking
1. “How do I draw star fruit? 2. How do students evaluate my paintings? Why did the teacher's expression become serious? "3. Do you know how similar the father's words are to the teacher's words? I asked the students to solve the problem step by step through reading the text. There are two dialogues between the teacher and the classmates in this lesson that are very distinctive. The content of the two dialogues is the same. The classmates The answer was word for word. The first time he answered: "No! "Like a five-pointed star!" ", the second time he replied: "No? "Like a five-pointed star." "So, during teaching, I guided the children to pay attention to punctuation marks, and experienced the inner activities of the characters and the changes in mood during the reading: before, the children were self-righteous, triumphant, and ridiculed in their language, but later they discovered that they were wrong. I feel embarrassed and ashamed, and I hesitate when I speak. The passage the teacher said in the text is the key point and the difficulty in understanding the whole text. This passage talks about three points: First, look at the star fruit. The second is to say that when others draw star fruits into five-pointed stars, don’t be too busy laughing at others; the third is to say that you should seek truth from facts. In order to deepen students’ understanding, we guide students to read and understand this passage repeatedly. After that, I asked the students to read the article repeatedly and observe and discover the different meanings of the three sentences. Here I use the poem "Looking at the mountain side to form peaks, with different heights" from the poem "Inscribed on the West Forest Wall". We further understood what the teacher said about "Looking at problems from different angles, the results will often be different." Then compare: In what ways are the words of the teacher and the father similar? Through comparison, students understand the principle of "seeking truth from facts." Then think about it again: Which of the teacher’s words are different from what the father said? Through reading and comparing, I understood the meaning of "looking at problems from different angles" and the principle of seeking truth from facts. After the students understand the truth revealed in the story, I then guide the children to discuss with life and combine the dictation of new words before class. What I pay attention to in students' correction is to seek truth from facts. Then, a passage from the author Cen Sang was shown to once again let students feel the importance of seeking truth from facts. Finally, the lesson ends with the famous saying "Seeking truth from facts is the foundation of being a human being".
Of course, the things I worried about before class still happened, which was also the downfall of this class. When asking students to compare the dialogue with the teacher, I asked the students to observe the punctuation marks and pay attention to the tone of the characters, but I did not tell them that different punctuation marks have different meanings in the same tone. I should present these two conversations on a small blackboard for them to compare and read aloud. Through comparison, the children found that the punctuation was different and the tone was also different. in addition. The overall structure of the article is echoed in the way it is written. It was prepared during class preparation, but it was not stated. There are not many opportunities for personal presentation when students read the text aloud, and the lead-in time before class is too long, etc. I think these are all related to the ability to control the classroom and time allocation. These are the areas I will pay attention to and improve in the future.