Reflections on the unit teaching of Chinese in the fifth grade 1 People's Education Edition arranges the unit texts by theme, with each unit having a theme.
In the past, when dealing with textbooks, I always tried to cover everything, and the result was very tired and the effect was not good. At the final meeting of last semester, Hu Xiao also reminded us to integrate the teaching materials, and strive to reduce our burden and avoid duplication and ineffectiveness. So I began to try to find the key points, and each text set a key direction.
In the first set of texts, I focus on reading the sentences in "Reading Secretly", and find the sentences that the author likes to read secretly and those that he is eager to read, so as to read and experience; The second lesson "Dialogue between Miao and Da Shu" is an interview and dialogue. After clarifying the content of the text, I focused on reading different roles. Traveling around the world is mainly to master the expression and skills in the text, and the other is to recite guidance and training, supplemented by imitation writing and small exercises; The fourth lesson "My longevity fruit" is skimming the text with beautiful words. I intend to focus on accumulating words.
This unit has a comprehensive learning activity. I do my homework one by one in each class, aiming at giving students enough time to finish and experience.
I hope this awareness can bring better results.
Reflections on the teaching of the second unit of fifth grade Chinese 10 lesson "The Son of Young" is the first time that fifth grade pupils come into contact with classical Chinese, which is not difficult to understand. In particular, students don't know where to stop and need teachers to guide them in time. In class, I ask students to draw diagonal lines in time where they need to pause, and add the pronunciations of some words that are easy to be mispronounced. Then I take the lead in reading for several times, and then I ask students to continue reading. Use the following book "Words and Sentences" to teach yourself the text, and have a preliminary understanding of the text first. Then I asked the students what the text said. As a result, only a few people can say it, which shows that the students' generalization ability is too poor. On the basis of a preliminary understanding of the text, I lead the students into sentence learning. Try to let the students say the meaning of the sentence by themselves with notes and illustrations. I am just a simple guide, and I will explain what I can't really inspire. What feels bad is the last sentence, the difference between "I didn't know peacock was a master of poultry" and "Peacock was a master of poultry". Maybe preparing lessons in this area before class is not enough! After that, I asked the students to translate this article by themselves. Judging from the revised results. Almost. More problems are typos and misunderstandings about "poultry" in the text. It seems that many people don't study hard and cope with the task!
After learning this text, I led the students to learn the exercise book The Story of Peace, and copied two short stories from the textbook on the blackboard. I am interested in Shi Shuo Xin Yu, but I have never seen it bought. In order to teach this lesson well and deal with the problems in the exercise book, I bought a dictionary of commonly used ancient Chinese. Funnily enough, the meaning of "Yi" in "The Son of Yang" was not mentioned in class, nor could it be found in the book. However, there is this problem in the exercise book At that time, I translated it into Yangmei according to the meaning of the sentence, which misled my classmates. Later, I finally found the message: come on, like this. I quickly corrected my mistakes and apologized to the students, only to find that the students' expressions were strange. .......
"Half a Candle" and "Telephone" are skimming classes, but I still want to speak them well. But I always feel confused, one is a script and the other is a cross talk. I don't know how many times I studied the teaching materials, teaching reference materials and teaching plan design before class. There is still no good personalized teaching design scheme, so I feel so sad that I can only let nature take its course. 12 Class "Half a Candle" insists that students read aloud in different roles and read freely. What I do is to stick to reading guidance. Later, after the students got familiar with it, I arranged for six students to rehearse this lesson according to their situation, which was warmly welcomed by the students. From the wonderful performances of the student representatives, all the students realized the wit and courage of Mrs. Bernod's family of three, as well as their composure in the face of Germans, especially the little girl who played Jacqueline. Lesson 13 "Making a phone call" belongs to cross talk, and the students are no strangers to you. Before class, I boldly played the crosstalk between Feng Gong and Niu Niu, which made the students realize the characteristics of crosstalk and brought them joy. After giving the students a certain time to read aloud in different roles, I switched roles with the students to play A and B in cross talk, and then went to the student representative to perform. The most embarrassing thing for me is that I can't sing the drama Liu Sanjie, and there are some student unions. I feel ashamed. It seems that Chinese teachers are really colorful. After learning Making a Phone Call, students know that making a phone call should be concise and clear, and don't be wordy, but they still can't understand the seriousness of the consequences. I asked the students, will Xiao Wang continue to be friends with him? Will you marry him later? The students did not express their opinions. Maybe they are too old to know this knowledge.
The last paragraph of this lesson is the most touching paragraph of the whole text. The wonderful experience that the author brought that spoonful of water to the four brothers was vividly displayed, down to every pore and every blood vessel. Reading this article, I can't help but be deeply moved by the author's wonderful details.
The author grasps the word "slippery" to convey the wonderful experience of a spoonful of water from the face to the chest, back to the thighs and knees, and finally to the baseboard, which stimulates every pore and blood vessel of the body. This feeling is getting stronger and stronger, because the body really needs water. If we can teach by reading aloud at different levels, students can deeply feel this strong desire for water in the process of reading, and strengthen the teaching purpose in reading aloud, which can be described as killing two birds with one stone. In addition, in reading aloud, the teacher should ask questions in time: Why does the action of "sliding" appear three times? What is the author's intention in writing this way? Thus, in the classroom, teaching methods and writing methods are skillfully combined to make students understand that in writing, we generally don't use words repeatedly, but sometimes we often use words repeatedly to emphasize our special feelings.
The author of the article is emphasizing the indescribable comfort brought by the preciousness of this spoonful of water. Writing methods are also subtly strengthened.
Reflections on the teaching of the fourth part of the fifth grade Chinese unit "Back from the Market" is a Yi children's song, which adopts a four-quarter beat and one-paragraph structure. The artistic conception of the song is cheerful and lively, with strong Yi music style and characteristics, smooth and vivid melody and certain sense of movement, which shows the happy and excited mood of Yi children when they return with the sunset glow in the western hills. In order to let the students fully understand the emotional characteristics of this song, at the beginning of the class, I asked the children to form a big circle with the beautiful teacher yi dance and the cheerful music of the Torch Festival in July. In this way, the students not only overcame their nervousness and quickly got into the artistic conception, but also learned some simple yi dance movements from the teacher, and entered the classroom unconsciously, which also brought the distance between teachers and students closer. In the whole teaching, I pay attention to feelings and experiences, give full play to students' initiative and enthusiasm, pay attention to mobilizing every student's enthusiasm, participate in and learn to sing in various forms, create a classroom environment full of musical beauty for students, and make students always stay in a pleasant atmosphere and highlight their dominant position. The cultivation of students' creativity runs through all aspects of teaching, and heuristic teaching is adopted to give full play to students' imagination and creative thinking.
Reflections on Chinese Unit Teaching in Grade Five Grandma's Penghu Bay is a ballad written by Taiwan Province Province. This song is lively, full of energy, and vividly depicts the interesting scenes of childhood life and beautiful sea. I adopted the teaching mode of "Happy Music-Happy Teenager" in the whole teaching. At the beginning of the class, I organized the class with slogan-style relaxation and freedom, so that students could immediately enter the happy music environment of grade five. Then I use visual links to play a group of pictures related to the sea, so that students can enter the artistic conception of this class and feel the sunshine, beaches, coconut trees, boats and waves ... and then introduce the origin of this class-Taiwan Province Province, the motherland. I lead students to beat the rhythm of some songs by hand, so that students can feel the change of rhythm. The purpose is to make students feel the lightness and liveliness of music, subtly guide students to pay attention to the change of rhythm, pave the way for learning songs, singing songs and accompanying songs, stimulate students' interest, concentrate students' attention and narrow the distance between teachers and students. A good lesson needs us to constantly improve, sum up and learn from experience and correct shortcomings. As long as we are good at finding problems and solving them with appropriate and effective methods, I think there will be a bright and unforgettable class exhibition in front of leaders and colleagues today, so that we can explore and learn with confidence, improve ourselves and improve our classroom. In the spring of the new curriculum, flowers are blooming.
The main content of this lesson is to let students perceive the phenomenon of translation with life experience and examples, and judge the translation, and draw simple figures of horizontal and vertical translation on grid paper, so as to cultivate students' spatial concept. The design of this course is based on the students' existing life experience, and through the perception of translation phenomena in life, the image of translation movement is initially formed in the mind. First of all, in teaching, I fully consider students' cognitive level, look for the connection between new knowledge and students' existing experience, and select rich and interesting life examples that students are familiar with-elevators, sightseeing cable cars and sliding windows. Let students perceive translation and let them know the characteristics of translation. In teaching, teachers should cultivate students' ability to sum up and throw questions: "These three movements: up and down, back and forth, left and right,
What do * * * have in common? Students can sum it up, which shows that they have a clear understanding of translation. If students can't sum up for a while, teachers should guide students to express translation with gestures and actions, fully mobilize students' heads, brains, hands and mouths to directly participate in learning activities and deepen their understanding. Moreover, the characteristics of translation in this class are directly mentioned by me, which is insufficient.
The students are still very interested in the content of this lesson. In the pre-class preparation, I arranged for the students to translate the line segments on the grid paper, translate them on the grid paper with smiling faces, and paste the starting and ending positions of smiling faces on the grid paper. At the beginning of class, students can finish their homework well, and they can also know the direction and distance of translation according to their homework. On this basis, the learning of examples is also successfully completed.
There is a problem: let the students translate the graphics on the grid paper. Students will not make mistakes in direction and distance, but ready-made samples will let students translate a few squares in which direction first, and then translate a few squares in which direction to fill in the blanks. Instead, students will confuse the starting diagram with the result diagram.
The reason is that students didn't mark the direction in their intentions when translating. The teacher didn't think of the variant teaching of the topic from the beginning of the preview homework, so that the students only paid attention to the changing results of the graphics from the beginning, without detailing the translation process and variants. In addition, students have a good command of drawing graphics with less diagonal lines, but there are relatively many drawing errors for translated graphics such as trapezoid and parallelogram. The reason is that the teacher emphasized the drawing skills when explaining the simple drawing method, which may be because the simplicity of the figure affected the students and led them to ignore the usefulness of the drawing skills. In practice, students' drawing mistakes before explanation should be properly supplemented, so as to really let them know the importance of skills, but this can stimulate their classroom learning efficiency.
The teaching of decimal multiplication in the eighth part of the fifth grade Chinese unit reflects on the fifth grade, and I think the most successful lesson is the approximation of intercept product The reason why I feel good is mainly the role of new ideas, flexible classroom, more innovation and more thinking, so I won't start here, because there are many shortcomings, so I need to reflect on the past and achieve the future.
Every time I attend class, I always feel that there is not enough class time, and the teaching content is always endless, which is half a beat slower than other teachers; Students who usually have homework will always have procrastination; The correct rate of homework is not high; Repeated calculation errors; There are always students who don't understand the application of multiplicative distribution rate in simple calculation, and there are always people who rewrite the plus sign into a multiplication sign; There is little knowledge about unit conversion, and students are full of mistakes when they meet it.
1. It takes some time to put some oral arithmetic exercises and answers in class, but I think it is necessary. This competitive oral arithmetic practice can enhance students' oral arithmetic ability;
2. Too much knowledge; (more experience, less indoctrination)
3. The form of classroom teaching is not flexible enough; (Various forms should be used)
4. The homework was not fully mastered at the beginning and slack off; (under improvement)
5. There is no strict grasp of the quality of homework, so that students feel that it doesn't matter whether the homework is right or wrong, and if it is wrong, they will change it quickly; New measures are being implemented to improve the quality of work and reject unqualified products.
Reflections on Chinese Unit Teaching in Grade Five and Nine Through the experience of reaching the standard in primary school physical education teaching in recent years and the study of new curriculum standards, I have a profound understanding of experiential exercises in teaching.
In the past, in the process of reaching the standard, students who had difficulty in reaching the standard often showed uncoordinated movements. The lack of physical distribution makes students often have great difficulty because of uncoordinated movements, and also makes students consciously avoid physical exercise. It creates obstacles to the development consciousness of lifelong physical exercise. Is the child not suitable for sports, or is there a misunderstanding in the teacher's teaching? To this end, I have reflected and practiced. Children basically show a positive attitude towards sports activities in their early years, and they are willing and like to participate in sports itself. Especially in interesting sports. With the growth of age, personality and hobbies are gradually inclined. Even people who are no longer engaged in exercise are willing to participate in it under certain circumstances and conditions. This shows that everyone can realize lifelong physical exercise, which is based on their psychological and physical needs. The introduction of the new curriculum standard requires sports workers to turn this emotional occasional exercise into a lifelong physical exercise that begins to cultivate and guide habitual and independent from an early age. Doing this work well has a long way to go.
Reflections on Chinese Unit Teaching in Grade Five: The Success of 10;
Make the key sentences of this lesson into sentence cards and type them on the screen; The teacher put the headdress of Simon's family on the blackboard, and asked the students to put the cards of what everyone did under their heads. In this way, the students can clearly know what Simon's family has done, at a glance. Ask the students to describe what Simon and his family have done and what they are going to do in sentences. It is also vivid and easy to understand on the blackboard.
The design of this lesson follows &; Ldquo is ahead in listening and speaking, and keeps up in reading and writing &; Based on the teaching principle of "experiential learning", the author of rdquo actively creates a real, natural and pleasant atmosphere, cultivates students' comprehensive language application ability in listening, speaking, reading and writing, and advocates the learning mode of experience, practice, participation, cooperation and communication, thus realizing the teaching objectives of this course.
Disadvantages:
However, there are some shortcomings in this class, such as: the evaluation methods are not diversified enough, and only personal evaluation is paid attention to. Secondly, considering the time and individual differences of students, we only do appropriate exercises in the extended part, instead of providing certain words and phrases as originally envisaged, so that students can independently complete the practice of writing a complete reply. Otherwise, the effect should be better.
Reflections on Chinese Unit Teaching in Grade Five 1 1 This article written by the author seems simple, but it is not easy. After reading the students' compositions, I found many problems:
1. There is nothing to write.
Most students can't remember what happened with the teacher. Only by asking can we know that the teacher's care, love and consideration for them are the things, and the students with poor grades can't think of anything to write about. )
2. I don't know how to use action, language, psychology, etc. To portray them, so that they can live, but to complete what I know.
I am not familiar with the details. Many students think that small things in daily life are not typical, and earth-shattering events can reflect the quality of teachers, which is also the main reason why students have nothing to write and articles are empty.
4. The students lack vocabulary. The accumulation of students' original words and sentences is less, which also causes students to write good articles; Students usually read less and have nothing in their stomachs. How can they write well?
In order to solve these problems, I have strengthened the guidance of "portraying characters with action, language and psychology to make them alive" and "portraying characters with trivial matters", so that students can learn to depict characters with details and depict characters with trivial matters to make their own characters alive and master the most basic methods of writing people. In addition, teaching students to write an outline is also a shortcut to write a good composition.
Reflection on Chinese Unit Teaching in Grade Five: 12 "Learn interestingly, move flexibly and live in an orderly way" is the goal of this class. Because the teaching design of this course not only retains the essence of traditional teaching, but also makes innovations and breakthroughs in the form of activities, which makes students "excited and excited" and allows students to experience the teaching content of "entertaining, entertaining and learning" in class, which is full of interest and beyond words. Through the activity of "throwing paper planes and small paper balls", we not only introduce and review the two throwing actions of "bending elbows and shoulders" and "swinging arms" to achieve the purpose of connecting the preceding with the following, but also take them as the teaching focus to solve this lesson. In the game of "Shuttlecock Throwing More", shuttlecock is thrown over the fish pond, and "throwing far" is reviewed, followed by "throwing softball over the 2m horizontal rope" and "throwing softball over the target", which further embodies the practice goal of "throwing far". After some interesting activities, through the game of "choosing the target of throwing activities", the problem of "fast and powerful throwing", which is a difficult teaching point of this course, can be solved, so as to better integrate skill teaching into interesting activities.
This lesson deepens students' memory and improves students' interest in learning through students' inquiry learning. By learning while learning, students' own conclusions deepen their impressions and improve their learning efficiency. But every link of students' actions is incoherent and out of touch. In the future, we should adopt freehand imitation to improve the consistency of action.
Reflections on the Teaching of Chinese Unit 13 in Grade Five "Sharing Bread" is the content of the second lesson of Unit 3 of Book 9 of Grade Five Mathematics in Beijing Normal University Press.
In this lesson, I will combine the situational activities of making cakes with the teaching materials and teach them at two levels. Through two activities, let students understand the meaning of true score, false score and scored score. On this basis, students are required to read and write this score correctly and understand the relationship between false score and scored.
In this lesson, I first introduce the story of Pig and Bajie sharing cakes, and ask questions, so that students can participate in the whole learning process together with the questions. In the whole teaching process, I let students solve problems through hands-on practice and group discussion. In the two practical activities, students can actively participate and the classroom atmosphere is relatively strong. To solve the problem of sharing nine cakes among four people, with the previous experience of sharing a cake, students can express it easily, but it is more troublesome to express it in fractions, and individual students can't express it in 2. Students seem to have the illusion of three grades. I don't know what grades are made of. So it takes a long time here.
Reflecting on this lesson, the group activities are carried out smoothly. Thanks to the usual training and the arrangement of this class, children have the courage to express their views, show their creativity and personality, and collective activities are carried out in disorder. This is the biggest progress compared with the last few public classes. However, due to the long reporting and communication time, the practice time was diluted, which made the arranged training questions unfinished. In the future, we should think more about the time schedule and use the limited classroom time on the cutting edge.
Reflections on Chinese Unit Teaching in Grade Five 14 This paper is based on the superb skill of "brushing plum". As a strange man, there are many anecdotes, but the author only chooses one little thing to write, and uses a very dramatic little thing to get a glimpse of the superb skills and wisdom of the characters.
1, this article is easy to understand. In teaching, I let students read the text by themselves according to the requirements of reading tips. On the basis of students' full reading of the text, where are the superb skills around "brushing plum blossoms"? How does the author write about his superb skills? What are the most suitable sentences to describe?
2. In order to help students really understand where the superb skill of "brushing plum" lies, I adopted it.
(1) Grasp the scene that directly describes the key sentence of "painting plum". Organize students to read aloud sentence by sentence and imagine the scene while reading: the action when painting the wall is like dancing, the sound when painting the wall is like music, and the finished work is like a seamless barrier.
(2) Focus on questions that students are interested in, such as "Why is there no white spot on his black clothes after he finishes painting?" Through focused discussion, students can learn from each other's strong points and feel that "the skill of brushing plums is superb."
3. Expansion: Read articles similar to this article, such as bricklayer Zhang and fast hand Liu.
How you feel after learning: If you want to be proficient, hardworking, diligent, eager to learn and delve into-this is especially true for learning.
Reflections on the teaching of Chinese unit 15 in grade five; several texts in this group have introduced the unique folk customs of different regions and nationalities. I feel that students should be very interested in learning the content of this unit, and the result is as I expected. The article "Tibetan Opera" is deeply touched. Now I write down my reflection on this lesson casually, which may have many shortcomings. I hope colleagues from all walks of life can put forward valuable opinions.
Because this article is very ethnic, at the beginning of the class, I used an infectious lead to bring the students into the situation. The students were deeply infected, and then they all introduced the information they collected about Tibetan opera. Next, the students entered the text with great interest, understood the main content of the article and learned related words. Then students ask questions according to the content of the text, and then solve difficult problems through group cooperation, and solve simple problems at any time. Then, they appreciate the article, read the article and talk about their feelings. Students feel deeply about this link and have a strong interest in the folk customs of ethnic minorities and a desire to collect them. The whole class is surrounded by thick Tibetan opera. However, there are still some shortcomings in this course, such as insufficient questions, insufficient participation of students, and insufficient evaluation. I will gradually improve in future classes.
Reflections on Chinese Unit Teaching in Grade Five 16 In this class, I try to highlight "reading". "Read it a hundred times and you will understand what you mean." I guide students to feel and understand in reading.
After reading, I feel that only by reading an article in multiple levels and forms can students enter the state with emotion, and only by reading with emotion can students deeply understand the text. Arouse emotions * * * really feel something. In particular, guide students to read individually, such as "there is only a narrow wooden bridge in the north." Students grasp "only", "narrow" and "wood" respectively, and read different understandings and different charms. "The old man's thin face was dripping with rain.
He didn't speak, staring at the noisy crowd. He is like a mountain. Students understand from different aspects such as "he doesn't talk" and "he is like a mountain", and then read his character. There are also different understandings of the word "roar" in this paper. Students say, read anger, read criticism, read orders, read majesty, read indisputable, and so on. The second word "roar" should read the old man's "love" for his son and his urgency. Let the students realize that even the same word has different meanings in different environments. Reading is not only a practice, but also a training, with both feelings and experiences. Students have both understanding and experience in it, and they have learned a lot in the process of reading.