As a new people's teacher, we should grow rapidly in classroom teaching, and our teaching experience can be summarized in teaching reflection, so what kind of teaching reflection is good? The following is a model essay on the teaching reflection of the song of the text tree that I have compiled for you, hoping to help you. Textbook Song of Trees Teaching Reflection 1

This nursery rhyme "Song of Trees" allows us to know 11 kinds of trees, understand their characteristics, and subtly stimulate students' interest in understanding and observing nature.

Advantages:

1. Creating situations to stimulate interest

When teaching, I am based on the characteristics of children's poems. The teaching design of this course strives to create situations to stimulate students' interest in learning, give full play to students' main role, and let students read and read independently, develop rich imagination and cultivate children's imagination.

2. Read the text in various forms

Pay attention to reading training, so that students can be influenced by emotions in reading since the enlightenment by themselves. Let students participate in the whole process of learning through various forms such as reading, evaluating, speaking and discussing.

Disadvantages:

The time design is unreasonable, and reading the text takes up the writing time, resulting in too little writing time.

improvement measures:

when preparing lessons, pay more attention to preparing students, and reduce the reason for one student and fail to complete the teaching task. Textbook Song of Trees Teaching Reflection 2

Song of Trees is a classified literacy nursery rhyme that introduces the characteristics of trees, describes 11 kinds of trees, and shows the variety and richness of natural trees. It is a favorite rhyme for children. There are only four sentences in this nursery rhyme, which summarize the characteristics of different trees from the aspects of appearance, color, habit and value. This course should combine the regional characteristics, contact the students' living environment and life experience to know a variety of trees, say the names of trees, compose children's songs, and know the Chinese characters with "beside the wooden characters". Therefore, the theme of this lesson is simple, the content is simple, and the emphasis is on literacy.

First, the teaching effect

How to make the students who have just entered the second grade know things, discover and master the laws of literacy through teaching is a solid thing to do in this course. Therefore, with the help of illustrations, I can easily correspond the names of trees in the text with the pictures, thus establishing an intuitive image for children, and then consolidating my understanding of trees through reading aloud. After you have an intuitive understanding, compare the pictures with Chinese characters and find out the law, that is, "beside the wooden characters." Constantly arouse students' thinking, throw questions back to students, and let students go home to look up information. This kind of classroom is not only broad but also deep.

at the same time, strengthen reading. After introducing the writing characteristics of this poem, please ask children to try to grasp the characteristics of things and write a poem, which can be written from familiar things around them, such as vegetables, fruits and flowers … to cultivate students' information extraction ability and generalization ability in reading, and the effect is great!

2. Success

1. This lesson focuses on several big questions, and every time the questions are clear, from the whole to the part, from the outside to the inside, step by step, and gradually train children to find out the trees in each sentence, tell the characteristics of the trees, and further mobilize their senses to find the pictures of the corresponding trees. The enthusiasm of students in this link has been fully mobilized.

2. According to the characteristics of children's poetry, I strive to create situations, stimulate students' interest in learning, give full play to students' main role, let students read and read independently, develop rich imagination and cultivate children's imagination.

3. Design clear teaching objectives, not only for reading and memorizing, but for students to master reading methods and know how to acquire knowledge.

4. In the last stage of composing children's songs, I guided the children to observe the characteristics of tree pictures and demonstrate the composition of children's songs. Then I asked the students to boldly practice the composition and correct it in time, so that the children could have a deeper understanding of more trees and also exercised their oral expression ability.

Third, shortcomings:

The Chinese Curriculum Standard emphasizes that the teaching of literacy and writing in the first period should make students like learning Chinese characters and have the desire to read and write actively. In the teaching of this lesson, I spend more time on text interpretation, which leads to insufficient teaching time for students' literacy and insufficient time for children to practice writing. In addition, the expansion link ignores several kinds of trees in after-school exercises, does not create and edit those kinds of trees into children's songs, and does not expand and extend in the situation. In addition, a few famous sayings about trees after class should also be integrated into classroom teaching as one of the key points.

Fourth, improvement measures

1. Students should be asked to read the text repeatedly. I must take care of it comprehensively, take reading as the basis, and use the morning reading time to strengthen students' reading in the future.

2, further fully prepare lessons, make good preparations before class, and let students preview before class in advance. In addition, the whole teaching of the unit should be done well, and effective study should be carried out around the theme of the unit, so that students can have an overall perception and grasp of the text. Textbook Song of Trees Teaching Reflection 3

Song of Trees is a classified and literate children's song that introduces the characteristics of trees. It describes 11 kinds of trees such as poplar, banyan, buttonwood, maple, pine, cypress, kapok, birch, ginkgo, Metasequoia glyptostroboides and osmanthus, showing the richness of natural tree species.

In teaching this lesson, I have made the following teaching priorities: reading aloud and reciting nursery rhymes, mastering the eight new words beside the wooden characters by using the characteristics of pictophonetic characters, and getting a preliminary understanding of the characteristics of trees. In teaching, after guiding students to read nursery rhymes, I circle the names of trees in nursery rhymes, and then they correspond to the illustrations one by one. From these words representing tree names, the new words "Wu, Tung, Maple, Pine, Cypress, Betula, Cunninghamia lanceolata and Guangxi" are derived, and the Chinese characters with the same radicals are classified and literate by using the word-formation rules of pictophonetic characters.

This nursery rhyme is short and catchy to read. And it is full of strong interest. The selected trees are representative and close to children's lives. After learning the text, I expanded and listed some common trees in life, and asked the children to talk about the characteristics of these trees and consciously imitate the Song of the Tree. For example, "poplars are straight, banyan trees are luxuriant, and willow leaves are curved like eyebrows." "The elm tree is tall and the locust tree is strong, and the leaves of the phoenix tree are like palms." "Pomegranate blossoms like fire, and osmanthus trees bloom like thyme." Stimulated students' enthusiasm for speaking.

In class, I also attach importance to the guidance of students' recitation. By filling in the blanks, students can recite simply first, and then through various forms of recitation, students' memory can be strengthened. Most students can recite this nursery rhyme in class. Of course, there are also some problems in the classroom, that is, the guidance on the writing of new words is not enough. A few students confuse the words "Gui" and "Gua", and some students are not standardized when writing the word "Song". The position relationship between the "Gong" and the "Si" on the right is wrong. I will strengthen the guidance on the writing of new words in the future classroom. Reflections on the teaching of the song of the text tree 4

This is a poem that expresses the love for nature and life through the mouth of poplar. This poem is beautiful in artistic conception, strong in rhythm, catchy to read, and suitable for students to read aloud. The design of this course, I pay attention to reading-oriented, pay attention to students' personalized perception.

First, read instead of speak to stimulate imagination

First, I let students read poems freely and exchange preview results with each other in groups. Then let the students talk about their initial understanding of this poem and what they have learned from it. In the dialogue between teachers and students and in the text, the children learned about the appearance characteristics of Populus macrophylla and fell in love with its lovely character.

When teaching the second poem, the children easily understood the thinking question after class: "What did it sing in the song?" I further inspired the students: "Who else is Dayang singing to?" The children rushed to answer: "Sing to the white clouds in the sky to accompany its dance", "Sing to busy parents to relieve their fatigue of the day" and "Sing to the children who planted trees to thank them" ... I made an inspiring evaluation at the right time, which made them even more happy. In the language rendering and the collision of thinking, children's imagination flies freely. I introduce students into the artistic conception in a timely manner, and turn my feelings into emotional reading, thus cultivating a sense of language and imperceptibly influencing my feelings.

second, expand the classroom, and get into the mood

In order to deepen the understanding of poetic artistic conception, I organize students to know their favorite trees before class. Let students listen to poplar singing and observe the appearance of Populus macrophylla through courseware in class. Understand their role in people's lives. Then let the students read it again, which naturally leads to the center of poetry: in fact, there are many people who contribute silently like Dayang in life, and they are also living happily while bringing happiness to others! Let the children read poems with deep affection again with their praise.

Song of Poplar is a poem with beautiful artistic conception and strong rhythm, which is suitable for recitation and requires recitation. After studying, some students can recite poems immediately after class on the basis of familiar reading, and they can also read the charm of poems in the process of reciting; Most students can recite poems fluently and emotionally in the morning reading the next day; But a small number of students can only recite one and a half sentences, or stutter for half a day before they finish. What should we do with such a big difference? I praise those students who master quickly, but should I blame those students who fail to recite? Can you recite it by accusing them? No, I believe that all people are eager to get the understanding and respect of others. Maybe they tried their best, but they were given too little time to memorize. So, I told them: You are very emotional when you read this poem aloud. As long as you put your mind to it and read it several times, you will be able to recite it. The teacher believes that you can do it. When will you recite it? Come to the teacher and recite it yourself, okay? In the next few days, a few students came to me one after another to recite, and some students' performance even exceeded my expectation.

Therefore, we might as well design different levels of requirements according to the differences of students, so that they can touch their respective fruits of victory by jumping and reaching out. The same is true in literacy teaching. Some students can write words that require knowledge once, so there is no need for them to copy them many times. Some students can't write it twice or three times, so they should be asked to write it several times until they master it.

Every student has a dress that suits him. Teachers should be good tailors, treat each student objectively according to their aptitude, and promote each student's progress and healthy growth. Reflections on the teaching of the song of the text tree 5

Today's class is more interesting. (I thought so when preparing lessons …) The whole class went smoothly, and the teaching ideas were in the courseware. When preparing lessons, I modified the lead-in method, changed it into guessing lead-in, and reviewed the lead-in with the familiar poem "Singing Willow", which led to the object of singing willow. Reveal the topic again: a children's song brought to you today also introduces various trees. Please read the topic together: Song of Trees. Let's get to the point.

link 1: literacy teaching

read the text by yourself and think while reading: ① how many sentences are there in the children's song? (2) how many trees are mentioned in children's songs? Draw it with a horizontal line.

Then classify these words with wooden characters and concentrate on literacy. Then classify the remaining new words and recognize them. Finally, the little game picks up the leaves and reviews and consolidates them.

Step 2: Go into the text

Show the pictures, identify the tree species with the pictures and read the sentences aloud. When it comes to "Indus leaves are like palms", the camera introduces the rhetorical devices of metaphor, and then uses the sentence pattern of "what is like what" to practice speaking. "Pines and cypresses are dressed in green all the year round", and the camera introduces personification. Finally, read the text together to strengthen your memory.

Step 3: Read the text carefully

1. From what aspects do children's songs write trees? Add some key words and get the conclusion that they are written from four aspects: appearance (mentioned in metaphor), color, habit, value or function (this is difficult).

2. Famous sayings related to trees: Show them sentence by sentence and ask the students to explain themselves. Correct the answers after communication. Supplement: "The tree wants to be quiet, but the wind will not stop, and the child wants to raise it, but not stay close to it" (I added it at random. ) Learn famous sayings by heart.

3. At last, after class, "read and write down", think about the characteristics and make up children's songs. It's not good here. I'll basically say it myself. )

reflection: ① lack of emotional drive in class, sometimes a little facial paralysis. (2) there is no research unit goal, so far this class, none. Reflections on the teaching of Song of the Tree 6

The key content of the teaching of Song of the Tree is literacy teaching. There are many new words in this lesson, and most of them are with the word. In the process of literacy, I guide students to know pictophonetic characters. Use the characteristics of pictophonetic characters to help students memorize new words and find out what these words with wooden characters are related to. It is much easier to learn new words by classification.

Let students know the appearance and characteristics of various trees with pictures. And guide the students to connect with the reality of life and tell them what trees you know. What are these trees like? What are the characteristics? Say it according to the content of the text. I think this class not only exercises students' language expression ability, but also stimulates students' awareness of loving nature, protecting trees and protecting the environment. 7

In the first class of teaching Song of the Tree, I mainly read poems and teach literacy, and at the same time take the children to know the shapes of different trees. Trees can be seen everywhere in nature, which is close to children's real life. Children became interested in the texts when they were in Yuxi, and some students even took the initiative to ask me about the growth characteristics of these books. This also lays a good foundation for the teaching of the second class and understanding the characteristics of all kinds of trees.

In the teaching process of the second class, I basically gave the class to the children to find out the characteristics of all kinds of trees by themselves, and at the same time, let them exchange and discuss in groups, learn together, say and grasp the key words of the text. In addition, after the first class, I strike while the iron is hot, guide the children to look for related trees in nature, and collect some leaves of these trees, which can be brought to class for exchange and sharing. The children were very active in completing this learning task and collected a lot of fallen leaves. Some children even made these fallen leaves into beautiful bookmarks. They stick the leaves on the bamboo board and plastic seal them up, which is quite ingenious.

At this exchange meeting, what impressed me the most was a girl who collected some ginkgo leaves. During the exhibition, she found that the ginkgo leaves were mainly green with yellow edges. She said: "I saw the change of seasons, from midsummer to early autumn." She has a keen eye, is good at discovering and dares to express. Such a small leaf, children see the change of seasons, other children listened to her introduction, all admired.

Finally, since it is a song, we should also read it beautifully and master the beauty of rhythm on the basis of familiar reading. The words "Zhuang, Zhang, Zhuang, Fang, Jiang and Xiang" in the text are all vowels ang. Let the children read it. In addition, pay attention to after-school exercises and understand three sentences, such as "it takes ten years to plant trees, but it takes a hundred years to cultivate people"