Reflection on Excellent Chinese Teaching in Senior One 1 In the teaching of lost and found, I noticed careful presupposition and simulated reappearance of the scene, and the whole class suddenly became active. Following the students' ideas, I connect their ideas in series like a tailor and guide them to the next learning step by step. My classmates' wonderful speeches and profound understanding of the text content make me very happy, and they are combined with the construction of campus environment.
Before, I always thought that senior one children didn't realize the key to the problem and liked to talk to themselves. But in the teaching of this clip, I deeply understand that there are no students who can't speak in class, and only teachers who don't carefully design classes will have silence in class. Although the question of "discussing the disadvantages of littering" was designed in the preset, I never thought that students could answer it. I just think if they don't realize it, they can just tell them. This problem was originally difficult.
But they not only thought of it, but also deeply understood it, which strengthened my belief that wonderful teaching comes from careful "presupposition"! The generated flowers bloom brilliantly in the preset soil!
Reflection on Excellent Chinese Teaching in Grade One 2 of Senior High School "Boat" belongs to Class 32, the second stage of primary school Chinese reading pinyin. This lesson is a wonderful and exquisite children's poem written by Mr. Ye Shengtao. This poem describes what a child sees when he looks up at the bright moon on a clear night, and expresses his good wish to fly to the moon and travel in space. There are two sentences in the whole poem: the first sentence vividly depicts the lovely image of the moon "curved" and "pointed"; The second sentence is imagined by a "boat", which describes the boundless blue sky and twinkling stars seen by children sitting on the moon boat. The whole poem is beautiful in image, harmonious in rhythm and full of childlike interest, which conforms to the thinking characteristics of junior students who are willing to imagine and are good at imagining. According to the characteristics of teaching materials, combined with students' existing knowledge base and learning experience, I have determined the following three teaching objectives:
1. can accurately read the seven new words "boat, bend, two, head, see, flash and blue" with the help of pinyin, and can recognize and read them in the language environment. Knowing the "boat" on the other side can correctly describe "boat, head, look, look" under the guidance of the teacher.
2. Be able to recite children's songs without adding words or missing words, and learn them by heart.
3. Be able to understand the forms of reduplicated words and learn to use them initially.
4. Look at the media pictures, connect with the actual feelings of life, and imagine the dialogue: the curved moon is like _ _ _ _ _ _.
5. Feel the beauty of the clear night sky in the process of reading aloud, and cultivate students' love for nature.
In the teaching design, I try to start from the following aspects:
First, create a childlike life situation so that students are willing to learn.
At the beginning of the class, by showing a static and moving picture situation, the children are brought into a beautiful artistic conception, which makes the students feel novel and interesting, makes them enter the learning state in a relaxed and happy atmosphere, and naturally cuts into the theme, thus stimulating their interest and desire in learning.
Second, the use of decentralized literacy teaching
According to the characteristics of the new textbook for senior one, students' literacy task is heavy, so I adopt the decentralized literacy method, which not only improves students' learning enthusiasm, but also lightens students' literacy task.
Third, pay attention to the main line of training based on reading.
"Chinese Curriculum Standard" regards "like reading" as the first goal in the first grade reading teaching stage. Reading aloud training is a basic language training in Chinese teaching. It is not only an effective means to understand the language, but also helps to enhance and develop the sense of language. In teaching, let students feel and accumulate language directly. Strive to create an atmosphere of "I want to read, I can read, I can read". Use inspiring and challenging words, and give students full affirmation and encouragement after reading aloud. In this way, students have always maintained their enthusiasm and desire for "reading" throughout the class.
Fourth, pay attention to language training and the cultivation of imagination.
In the teaching process of this class, efforts should be made to create a dynamic classroom teaching environment, language training should be in place, the artistic conception should be imagined when speaking, and students should be allowed to speak from different angles to cultivate their sense of language! This poem has rich imagination. The "curved moon" in the first sentence is lovely and interesting. After understanding the relationship between the moon and the ship, immediately guide the students to imagine what the curved moon looks like. In the reading of the second sentence, combined with oral practice after class, "I sat in a boat and saw _ _ _ _ _ _ _ _ _ _ _ _", and expanded my imagination to read "I sat in a boat and saw _ _ _ _ _ _ _ _", and then comprehensively used pictures, language and. It is natural to cultivate students' oral expression ability in this way. Imaginative children talk about Mars, meteor showers, the Milky Way, aliens and so on. The ideal seed for marching into the universe may sprout here and now. Through imagination, the realm of the work is expanded, the image of the poem is more vivid, the artistic conception of the poem is broadened, and the feelings are also sublimated. It played a role that analysis and explanation could not play, successfully highlighted the key points and broke through the difficulties.
Of course, this class still has many shortcomings:
1. Beauty reading is not in place. Beautiful articles like this are a great opportunity to cultivate students' ability to read articles beautifully. However, the pronunciation of these two words in the article is not in place-the inflectional sound of "ship" is too stiff and the nasal sound of "star" is too heavy, which greatly reduces the aesthetic feeling of the whole poem. Secondly, although many reading forms are used in the teaching process, they are still not ideal.
2. Enlightening language is too monotonous, and classroom teaching wit needs to be improved. For example, in the teaching of new words, the "first" students mentioned the "two-headed" method of finding friends when exchanging good ways to remember words. I should guide students "What are the two ends?" Infiltrate quantifier knowledge in time. So you don't have to ask the students "What can you say?" Secondly, students didn't point out their mistakes "a tiger" and "a wolf" when looking for friends.
3. Classroom teaching did not grasp the time. Although the original teaching task was completed, it was delayed for nearly 5 minutes. I think it's because I'm too eager for students to participate in a wide range of answers and I don't control the time well. Secondly, I can squeeze out some time from the teaching time of new words.
Reflection on Excellent Chinese Teaching in Senior Three "Painting Hometown" takes five children as the content and shows them the fresh and beautiful landscape of our motherland. The text is illustrated with pictures and texts, and the scenes blend, which can be said to be a landscape painting with great humanistic color and suitable for appreciation and sentiment. Looking back on the teaching of this class, I think there are several small highlights:
First, the guidance of reading methods.
There are five natural paragraphs in this class, and I focus on guiding students to learn the second natural paragraph: Tao Tao's hometown. 1, read the text by yourself and read the sentences you can't read well several times. 2. Read the text carefully and think about it. What scenes did Tao Tao describe in the article? Circle the scenery words. 3. What is the beauty of these landscapes? Read the key sentences. 4. Guide reciting. Grasp the key words and practice reciting. After teaching the second paragraph according to this teaching procedure. Guide students to summarize reading methods. Read this sentence fluently. 2. Find out the scenery words. 3. Read the beauty of the scenery by voice. 4. Grasp the scenic words and practice reciting them. In this way, students can learn the third paragraph by themselves soon.
Second, the cultivation of learning ability.
1, word and sentence training. The related word "... so ... so ..." appears in many places in the text. When learning the second paragraph, I asked the students to practice their spoken English and let them say two characteristics of a landscape. For example, "flowers are so fragrant and beautiful." The second period of teaching, through comparison, allows students to find that "the mountains are so high and the water is so clear." Different from the second paragraph, only one feature of a scene is written. Then, let the students practice speaking. In addition, in the second picture of the text, there are still some scenes that are not described. I ask students to talk about other scenes in the picture with "you _ _ you _ _" and "so" in the text. Some students said, "The river outside the village is so long and clear." Some students also said, "There are many ducklings in the river, which are very cute."
2. Accumulate the language ability. There are many good words and sentences in the text. At the end of each paragraph, I ask students to talk about the words and sentences they want to write down most. Such as "golden, white and green" and "wide and high". I also ask students to talk about the same type of words.
3. Imitate writing. After learning the text, I asked the students to talk about their hometown. After class, arrange the students to draw their hometown, and learn the appearance of one of the natural paragraphs in the second to sixth paragraphs of the text, and add one or two sentences to their paintings, asking them to use the words learned in this lesson.
Reflection on Excellent Teaching of Grade One Chinese 4; For personal reasons, I am teaching Grade One Chinese this year. Looking back on more than one month's education and teaching work, I am deeply touched, especially the pinyin teaching of Chinese. I feel that there is a fixed pattern in pinyin teaching: reading situational pictures-knowing new pinyin letters-reading-learning situational songs. Every link has cultivated some habits and qualities of children. Each part has its function and significance.
I have listened to many teachers' classes, according to my own lessons. I think to have a good Chinese class in the first grade, we must first catch the children's attention. In the first grade, it is best to attract every child's attention through game driving and actively drive them into the game, but the disadvantage is that children are easily overexcited and classroom discipline is difficult to grasp, so teachers are required to control the classroom well. Secondly, establish multiple incentives, appropriate encouragement and praise, and establish your own self-confidence. Thirdly, I think the mental outlook of teachers can also influence and drive the mood of the whole class. Therefore, teachers must first have a good mental outlook.
I remember in a u iu's class, I was really in poor spirits because I was not feeling well. The classroom effect is really not very good. The next day, I found that most of my classmates didn't master it well, which really made me feel bad. Later, when reviewing, I fully mobilized the enthusiasm of the children and achieved good results. So I think the mental outlook of teachers is also very important. So for the sake of children, we should also be kind to ourselves and stand on the podium in the best state. ...
These are some of my reflections and feelings, which may not be mature enough. Of course, there are many problems that need to be paid attention to in the first-grade class, which require careful preparation by teachers and patience. I often say to myself: if you don't set limits for yourself, there will be no barriers in life that limit your play.
Reflection on Excellent Chinese Teaching in Senior One and Five "Chinese Curriculum Standard" clearly stipulates that the basis of literacy, writing, reading and writing is the teaching focus of 1-2 grade. The first-year students who just entered the school this year use the Chinese textbook of Shandong Education Publishing House, in which the first volume requires them to know 380 Chinese characters and write 106. This arrangement embodies the principle of separation of recognition and writing, knowing more and writing less. Its purpose is to let students know more Chinese characters as soon as possible, quickly remove the obstacles of reading and writing, and enter reading and homework as soon as possible. Therefore, according to the requirements of Chinese curriculum standards, I mainly do literacy, reading and writing in the Chinese class of grade one.
(A) literacy teaching: high-rise buildings have sprung up.
What I attach most importance to is the first-grade literacy teaching, and two units of literacy classes are arranged in the textbook. However, throughout the book, we will find that literacy teaching is everywhere. Chinese teaching in our first grade is a process of teaching students never to have a meeting, but this process adopts different methods.
In my nearly three-month literacy teaching class, I mainly take the following ways to carry out the course: First, guide students to discover literacy methods and laws. For the words to be recognized, especially the words to be written and the words that have been learned, students should be guided to find the similarities and differences of Chinese characters in contact and comparison, and constantly find the literacy methods that suit them. Accumulated bit by bit, it will form a relatively strong independent literacy ability. For example, the literacy method of changing radicals and adding a guess is interesting and efficient. For example, when I learn the word "Shang", I guess a riddle first: one point and one horizontal length, the point stays in the center, the mouth is wide open, and the small mouth wears a hat. As I write and speak, the students will soon remember this difficult word! The second is to guide students to take the initiative to read after class and in life. At school, at home, in the street, in the community, through reading, reading newspapers, watching TV, reading trademarks, signs, advertising words ... as long as you see Chinese characters, you have the desire to read and consciously remember. Teachers should always show students the opportunity and stage of extracurricular literacy, so that students can constantly exchange the achievements of independent literacy. Adhering to this guidance, students not only learned a lot of Chinese characters (even more words after class than in class), but also gained a lot in learning interest, methods and habits. The third is to guide students to consolidate their literacy in reading and application: children can read, recognize quickly and forget quickly. Therefore, repetition is an important way to consolidate literacy. Putting the words of knowledge into the language environment can achieve the best consolidation effect. On the one hand, teachers can compile the words they need to know into sentences, nursery rhymes and short essays for students to read, encourage students to form words and sentences, and consolidate their literacy in reading and using.
(2) Reading teaching: be familiar with reading and think deeply about self-knowledge.
When I entered the first grade, I found that many students could not read. This problem is manifested in: drawling aloud, singing numbers instead of reading aloud, incoherent reading sentences, no sense of intonation, no dialogue between characters, and inability to answer questions from the text. All these reading phenomena make it impossible to complete the teaching task and achieve certain teaching results in the process of Chinese teaching. I often think about these questions after class. How to improve students' reading level and reading ability? Through observation, it is found that the first reason why students can't read fluently is that they don't firmly grasp the new words in the text, that is, the literacy is simply not enough. First-year students have just come into contact with the text, and the number of new words in each lesson is increasing, which is difficult to remember. Especially this semester, the task of literacy is bigger and the word lines are complicated. Some people find it difficult to find a good way to recite, and have no literacy experience, so they can only learn by rote. Therefore, in order to deal with this problem, in addition to providing students with more literacy methods, students should read more books. I ask students to go home and read "Little Bear Crossing the Bridge" to their parents every day, so that parents can read fairy tales to their children and make them progress. Another reason is that students don't understand the feelings of the article, and when reading sentences, they don't stop, don't change their tune. I think this is related to students' comprehension, which requires our teachers to make great efforts to teach children to read with emotion in teaching. For example, in the lesson "How I Want to See", I first told the story that my children were in the countryside and couldn't go to Beijing, and then I told the spectacular flag-raising ceremony, so I put myself in my shoes and asked my classmates if they wanted to see it. The answer is yes, so I took the opportunity to let them read their desires, so that my reading effect was achieved! How to read beautiful tones, create situations on the basis of students' understanding of the meaning of the text, let students enter the role, and use them in texts with more dialogues, with good results. Reading teaching is to teach children to read with emotion, and students can read texts vividly, which also meets the teaching requirements.
(C) Writing teaching: from ignorance to practice.
In the first grade writing teaching, I think the teacher's demonstration plays an important role for students. In view of the characteristics of first-grade primary school students who are good at imitation, teachers should give full play to their leading role in teaching, and combine words and deeds with examples. The contents demonstrated by the teacher include sitting posture, pen holding, writing action, strokes, structure and so on. The most important thing is classroom demonstration, which is the most basic and main method. Before the students practice, the teacher first explains the demonstration in public, so that the students can form a correct visual image, and then let the students imitate the blank strokes in the book, and then practice drawing red. Some difficult new words should be demonstrated separately. After the public demonstration, some students still can't master the correct writing essentials, so the teacher has to give individual counseling. Because it is face to face, students often observe the teacher clearly and can correct their mistakes quickly. Of course, some children have to demonstrate by hand. This method is aimed at primary school students who have just started writing. The teacher directly acts on the students' fingers by holding them, so that they can quickly form correct writing movements. Although teachers use a variety of different demonstration methods in class, students will still have some problems in their homework, which requires teachers to demonstrate or modify beside the original words when correcting homework, and summarize them in time, so that students can clearly understand their own shortcomings.
Time flies, time flies, and a short month will pass. Looking back on this month carefully, I suddenly found that my children have grown a lot, and I have grown a lot. At first, the children didn't develop good study habits, but now they can study quietly in the classroom without a teacher and complete every task assigned by the teacher well, so the children have grown a lot. Comparatively speaking, I grew up a lot and began to sum up my experience, knowing that good children are obtained through encouragement and good students are obtained through 70% care and 30% education.
In the past month, we reviewed Chinese texts, consolidated our knowledge and paid attention to students' practice. We almost reviewed a knowledge point and took the exam once. We find that children like this teaching mode more and more. They think it's a challenge and start to compete. Everyone wants to do better. This surprised me, indicating that their own teaching mode is still necessary for them.
No pains, no gains. Children know that you have to pay to get something. So everyone is trying to finish every task. It is not easy for them to finish their tasks beautifully in cold winter and snowy days, which makes me very moved. Their hands are red with cold. Looking at innocent faces, they are full of curiosity, which makes me love them more. It takes more than an hour to walk home by mountain road every day, and I have to finish the homework assigned by the teacher seriously. I feel ashamed to get up before dawn every day and come to school with a flashlight. So, I learned to be strong again from them.
This month, it seems that the child still can't stand it. They should not only regain forgotten knowledge, but also remember it. Almost every afternoon, children will stay for dictation and dictation. It seems that the task given to them is still too heavy. But because I didn't notice the consolidation of knowledge in my previous teaching work, it will increase their review difficulty. Therefore, I will keep this in mind and try to make children learn more easily.
Reflection on the Excellent Chinese Teaching in Grade One and Grade Seven; Reading teaching is guided by learning interest, based on students' existing experience, and focused on reading development. In lively learning situations and activities, we should promote the synchronous development of language and spirit, learn Chinese and be a man, and comprehensively improve students' comprehensive Chinese quality.
Create an ideal situation to stimulate reading interest. Situational teaching has the characteristics of "real form", "intense emotion", "profound meaning" and "integrating reason into it", which can make students feel relaxed, interesting and vivid, thus improving the interest of classroom teaching, promoting the profundity of text understanding and ensuring the effectiveness of language practice. So as to optimize classroom teaching and improve classroom teaching effect.
Learning in real life environment or similar virtual situation is an ideal learning realm for students. In teaching, we should create the best learning situation according to the needs of learning, lead students into the text, lead them to autonomy and lead them to success.
Reading teaching in lower grades is the primary stage of learning to read, but the text itself is abstract, unlike pictures and objects, which can directly cause visual pleasure. This brings some difficulties to children aged six or seven. Therefore, it is very important to cultivate junior high school students' reading interest.
The texts selected in the experimental textbooks are closely related to modern life and full of modern flavor. There are various genres, such as nursery rhymes, stories, fairy tales and nursery rhymes, which are very interesting and deeply loved by students. In teaching, teachers can use this feature and their own attraction to penetrate into the inner world of students, so that students like reading and take the initiative to read, and regard reading as a kind of fun and enjoyment.
To do this, we must first establish a new harmonious relationship between teachers and students and create a democratic classroom atmosphere. In the process of teaching, teachers put students in a free and relaxed space, and they enjoy "free participation" and "free expression". This is the need to establish an equal, harmonious and democratic relationship between teachers and students in the classroom. Only by establishing an equal, harmonious and democratic relationship between teachers and students can teachers and students get along in dialogue, tolerance and equality and actively cooperate, and students can form a free, independent and active exploration mentality. When students are relaxed, their thirst for knowledge can flourish and their thinking can be active and smooth. In this way, students dare to think, ask and say, and the student group has a warm atmosphere of "eager to try".
In operation, the teacher tries to be kind. Students regard the teacher's kindness as a kind of reward and encouragement, from which they feel warm and sweet, which brings the psychological distance between teachers and students closer. Give praise and encouragement to students when they have wonderful performances; Encourage students when they make mistakes in their answers, because they dare to express their views. Only in this way can students actively think, dare to think, dare to speak, dare to ask, have no scruples, actively participate in the teaching process, and achieve the purpose of acquiring knowledge, experiencing emotions and promoting development.
Secondly, stimulate students' enthusiasm for actively participating in reading teaching. Psychological research holds that children's thinking in images is the main body, and they are interested in intuitive things. They like all kinds of activities (such as painting, jumping, singing and performing). In teaching, teachers design some game activities according to the diversity of text genres, and introduce activities such as painting, singing, performance and speech into the classroom, so that students can experience the fun of reading teaching. According to the characteristics of first-year students, reading teaching can adopt the following methods.
1, painting promotes thinking
Thinking in images is the main form of children's thinking, and children like to express their understanding of the world through painting. Restoring the language into a picture can deepen the understanding of the text and is also a process of re-creation. The illustrations in the new textbook are bright and beautiful, and children like them very much. We can encourage children to make up the ending of stories for some texts, make up their own stories and express them with illustrations.
According to the characteristics of love figure, a first-year student, Mr. Liu used the intuition of pictures instead of rigid text reading, so that students could talk about the characteristics of various animal tails, and children's personalities were fully displayed in the observation of pictures.
Step 2 create opportunities for discussion
In class, teachers should grasp the key issues and organize students to discuss according to certain purposes. In the process of discussion, teachers should not rush to "block" students' further thinking with their own best answers, but should let students fully express their opinions. Even if students make incomplete and incomplete speeches, teachers should not interrupt them in a hurry, so as not to dampen students' enthusiasm for learning and cut off their thinking. When students speak freely, it is possible to break through the habit of thinking, put forward original ideas and further inspire teachers, so as to correct inaccurate and imperfect understanding in advance, adjust plans and make teaching activities develop in depth. Implement intensive reading and pay attention to cultivating language sense
Teacher Yu Yongzheng once said: "Chinese teaching is based on students' practice of reading the original text, that is, connecting students' original knowledge and experience in various ways and understanding the connotation of the text."
The process of students' language learning is the process of internalizing model language and accumulating language sense experience. The most important and basic means in this process is reading aloud. Reading aloud (reciting) has always been placed in a prominent position in experimental teaching materials, and the understanding of text materials is also attached great importance. Teachers must guide students to read aloud in order to make them feel the rich connotation of the text and cultivate their keen sense of language. Strengthen reading guidance in the process of in-depth reading, so that students can gain unique experiences and feelings in the process of reading.
First of all, we should implement reading in a down-to-earth and meticulous manner, so as to be reading-oriented. It is necessary to break teachers' thinking of teaching reading, establish students' reading thinking, give students the right to read, and fully trust students to understand and read the text well. When reading aloud, we should reflect the hierarchy and have different requirements every time we read aloud. Students can be guided to try various reading forms, such as individual reading, group reading, role reading, free reading and competition reading. On the basis of emotional experience, students can freely choose the object and method of reading aloud. Teachers should also teach students effective reading methods, so that students can read fluently, enter the state in love, and finally become familiar with reading. Let students learn to read in their own reading practice.
Secondly, let students deepen their experience, feel things, be influenced by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities. Teachers can guide students to understand, experience and feel by tasting keywords, and can also guide students to think while reading. Through the joint processing of vision, recitation, listening and thinking, the people, events and scenes in the story are organically combined, which activates the mind and thus has a three-dimensional and all-round feeling. "Chinese Curriculum Standards" clearly points out: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice." Therefore, teachers should respect students' emotional experience, their ideas and cherish their unique feelings, experiences and understanding.