As the saying goes, "Reading a book a hundred times is self-evident." In "Teaching Village", I first brought the students into a teaching scene with green grass, flowers and flowers. In this beautiful spring, various reading forms (such as individual reading, group reading, group reading, competition reading, etc. ) Let students appreciate the charm of ancient poetry. On the basis of the initial perception of the whole ancient poem, teachers and students recited the ancient poem in sign language. With the help of body language, students further understand the meaning of ancient poetry and create a unique artistic conception of ancient poetry in their own minds.
In the whole class, the teacher didn't ask the students to talk about ancient poems, nor did he explain them sentence by sentence. Instead, let students feel the language in reciting ancient poems, imagine the artistic conception in singing and create pictures in dancing. The students are full of interest in learning, and this class is over, but the charm of ancient poetry lasts forever.
The new Chinese curriculum standard clearly points out that Chinese subject is instrumental and humanistic. This ancient poetry teaching class guides students to master the methods of learning ancient poetry, which is a concrete embodiment of the instrumentality of Chinese subject. "It is better to teach people to fish than to teach people to fish." In the teaching process, we create situations and build a platform to let students understand the meaning of words and read them repeatedly, so as to further understand the poet's thoughts and feelings.
Judging from the teaching of the whole class of "Yong Liu", the process is very smooth. From the understanding of "Yong Liu" to the understanding of willow from far to near, from the author's observation of willow to his wonderful imagination, the author's infinite love for spring is reflected. The disadvantage is that teachers show more, students play less, not students-oriented, supplemented by teachers. In the future teaching, students' subjectivity must be highlighted.
Reflection on Part 2 Chinese Teaching in the second volume of Grade Two When I was teaching this class, I adopted the following methods and achieved good results:
First, guess riddles into the topic, stimulate interest
Second, hand-painted style
In this link, I introduce painting into Chinese teaching, so as to have passion, understanding, extension and expansion, and cultivate students' Chinese literacy, which is also an effective teaching method. Especially in the lower grades, thinking in images is dominant. They are interested in intuitive things, like bright colors and like to draw with strokes every day. Therefore, I ask students to find the style of life before they start painting. Perhaps, the children's brush strokes are not so smart and the colors are not necessarily harmonious, but in this pleasant atmosphere, their thinking of seeking novelty and difference has been developed.
Third, summarize and extend, and expand our understanding.
In the extension, I added a poem "Three autumn leaves can bloom in February." . When crossing the thousands of feet, the waves and bamboo branches are oblique. "Guiding students to find ways to draw sounds and smells will better train their thinking.
Through this teaching practice, I feel that I need to learn more teaching theory, practice and experience in my own teaching, and constantly improve my classroom teaching wit, so as to seize the wonderful teaching moments in the classroom in time in the future teaching, enhance my ability to control the classroom and be better qualified for Chinese teaching.
The second volume of Chinese teaching in Grade Two and Grade Three reflects on children's drawing together, and it suddenly occurred to them that the "wind" that is usually invisible and intangible should be displayed on the screen. So they used their brains and came up with some ways to express the wind from another angle: for example, drawing a flying flag; Draw a dancing little tree; Draw some oblique rain.
This is my teaching job.
First, the introduction of riddles to stimulate interest
Whenever students feel that what they have learned is closely related to their real life, they will show great interest. This is one of the laws to stimulate and mobilize students' learning enthusiasm and initiative. This requires us to contact with students' real life as much as possible, inspire and mobilize students' original life accumulation, create certain situations, and guide students to experience.
For the second-grade children, if we say to them "some objective things are invisible, but they do exist"-such an abstract concept, we can't clearly understand and accept it, so I use riddles to let students experience and feel the existence and characteristics of the wind:
Teacher: Today, the teacher brought you a riddle. Guess what this is? Clouds see it give way, young trees see it wave, young seedlings see it bend over, and flowers see it nod.
Teacher: Yes! This is a riddle we learned in senior one. (Blackboard: Wind) Do you know what the wind is like? What color? What shape? How big is it? How high is it? Have you seen it? Can such invisible and intangible things be drawn? But these three children painted it.
By uncovering the mystery, we can mobilize students' life experience and stimulate their interest. On this basis, with the introduction of new lessons, students can try to make several children show the existence of wind in the text, which will be amazing. This is not only enlightening, but also implements the teaching goal of emotional attitude to a certain extent.
Second, autonomous learning, reading instead of speaking.
As the learning ability and habits of lower grade children have not been well formed, how to cultivate children to carry out independent inquiry learning and cooperative learning in the classroom teaching of lower grade primary schools? I also made some tentative explorations in this class, such as reading the text by myself, friends checking and helping each other, encouraging him when reading correctly at the same table, correcting him when reading wrongly, and teachers patrolling to urge and encourage him. For another example, when practicing reading aloud, guide children to explore how to show their "intelligence" in the text, and guide children to try to figure out each other in the study group and cultivate cooperative learning.
Textbooks are carriers of new knowledge. I abandon the traditional practice of "explaining the text paragraph by paragraph", and intercept three natural paragraphs that can best show the thinking process of Sanyou's "painting style" in the text, so as to guide students to read in various forms, experience the different mentality of Sanyou after "painting style" and experience the fun of success. Then, seize the opportunity to draw on the board and create an inquiry point, "Why do you say three friends draw style?"
Third, stimulate interest and induce experience.
As far as emotional attitude is concerned, first of all, it is very important to cultivate reading interest and habits, which is especially important in the teaching of lower grades. Students have different knowledge and experience, different interests and hobbies, and endless inner needs. In this lesson, we designed such a link, "How to draw a style when you find a child you like?" What did they say? Please find out the sentences describing their painting style from the text and underline them with wavy lines. Find their words and underline them. Then communicate in groups. "Let students choose what they like and focus on intensive reading. Only when students are free to concentrate on what they are interested in and have enough time will they dig deeper, and then their understanding of the article will deepen through group communication.
In this class, students can actively participate in the classroom, go deep into the text, have a dialogue with the text and understand the meaning of the text, because they have done:
1, which constructs the dialogue reading teaching;
Text is the basis and premise of reading. Teachers are the participants and organizers of the whole reading teaching, and students are always the main body in the whole reading teaching activities. The text provides a basis for their study and is integrated with them in the sense. Teachers' teaching is also for them to deepen their understanding of the text, improve their reading taste and obtain humanistic quality services. By telling events, writing events and discussing events, this lesson enables students to discover and construct the meaning of the text in the process of reading, which is always a process of dialogue among students, teachers and texts.
2. Improve students' Chinese reading ability;
⑴ Comprehension ability: By grasping four key words, you can sum up what the text is mainly written, thus expressing your understanding of the text.
⑵ Ability to use: Dig the blank points of the article by writing notes, understand the connotation of the text, and effectively transfer the learned language to your own speech practice.
⑶ Evaluation ability: By talking about "Grandma speaks highly of me and praises me", students express their opinions, which not only deepens their understanding of the text, but also cultivates their ability to identify and evaluate events.
Reflection on Chinese Teaching in the Second Volume of Senior Two The story in this class reflects the students' own psychological situation, and students will feel personally involved. Through the teaching of this article, I realized that when teaching students the idea of planting, we should first try to be close to their thoughts, re-recognize the essence of the idea with their way of thinking, and then tell them in a language that students can easily accept, which will get twice the result with half the effort.
It is necessary to educate students in a timely manner in combination with the daily life of the school. For example, in this class, the little boy throws stones in the game, and we can educate students in combination with the actual situation in classroom teaching. This is a dangerous game, so you should pay attention to safety when playing games in your life. Don't destroy public facilities.
In teaching, we should pay attention to the details, such as the writing style of strokes, carefully consult the materials and consult the old teachers.
In the classroom, to stimulate students' learning passion, teachers are passionate, and students should cooperate with teachers to stimulate their learning potential.
Reflections on Chinese teaching in the second volume of grade two 6. First, introduce riddles to improve interest.
Interest is the best teacher. The junior students are very interested in solve riddles on the lanterns. Therefore, in the teaching of this class, I use riddles to lead in. Sure enough, as soon as my riddle came out, the students got excited and guessed the answers one after another. The atmosphere in the classroom is very warm. Therefore, I would like to take this opportunity to introduce the learning situation of this course.
Second, remember new words in many ways.
The teaching of new words is never static. Therefore, in the teaching of new words, I pay attention to cultivating students' ability of new words from many aspects, the most important of which is reading. Reading can not only deepen students' impression of new words, but also give them a preliminary understanding of new words. In the process of reading, I let the students read by themselves, together and by name, so that most students can read the new words fluently. Not only that, I also help my classmates remember new words in different ways. It is very effective to remember new words by summing up.
Third, group cooperation, * * * with the discussion.
Using group cooperation can not only cultivate students' sense of cooperation, but also let each child participate in learning as much as possible. So in this class, I will work in groups. I'll present the problem to everyone first, then let them cooperate to finish it, and then the team leader will report it. The effect was unexpected. Each team not only completed the task, but also gained new achievements. For example, some groups also imagined the movements and psychology of spiders when they saw centipedes, which enriched the content of the text and achieved good results.
The disadvantage is that students' grasp of spider's character is not accurate enough, and the reason may be that I emphasize text teaching in classroom teaching and don't grasp the image of spider enough. In the future teaching, I should grasp the content in an all-round way and don't pay attention to one thing and lose sight of another.
This is a very short text, which tells the story that Lenin finally found the beekeeper by observing the flight route of bees collecting honey and taking bees as the guide. It shows that Lenin is a man who is good at careful observation and thinking. Listening to stories is the characteristic of primary school students. In teaching, we should grasp the characteristics of the text content and language, guide students to read the text carefully, think while reading, make full use of the illustrations of the text, and guide students to imagine the language, movements, demeanor and psychology of the characters. Read the text carefully and understand the content of the text according to the key words, so that students can understand it initially. When encountering difficult things, it is necessary to observe carefully, think carefully, find out the relationship between things, and make careful and reasonable reasoning and judgment, so as to find a solution to the problem.
In teaching, students can also be asked to draw a picture of Lenin's residence, the residence of the bee attractor, flowers and gardens on the roadside with the help of imagination, that is, to enter the situation described by the author and better understand the content of the text. This method develops students' thinking in images and stimulates the cultivation of students' interests! But my method simplifies this. I have directly appeared related words, so I have not been trained in many aspects. Therefore, in teaching, we should fully trust students and give them some freedom.
I wanted to talk about new words, but I didn't because I didn't have time. This course is not difficult because there are few new words, so I will teach myself in the process of guiding students to read the text by themselves, and cultivate students' independent literacy and writing ability. When reading the text for the first time, mark what you want to read in the text, read the words composed of new words several times in combination with the context, correctly read the pronunciation and perceive the meaning. Because through such learning, students can be trained to observe carefully and be good at thinking and scientific inquiry from an early age. However, due to my own mistakes, I didn't finish writing teaching.
Reflections on Chinese teaching in the second volume of the second grade 8 "The painter and the shepherd boy" is a text in the second volume of the second grade of primary school Chinese published by People's Education Press. This article tells the story of a shepherd boy who bravely pointed out the mistakes in the paintings of Dai Song, a famous painter in the Tang Dynasty, and Dai Song accepted the criticism modestly. After teaching this class, I meditated and reflected, feeling that the success and failure of this class coexist, and confusion and worry coexist.
First, the key breakthroughs in teaching are relatively in place, and the difficult breakthroughs are a bit unfinished.
1, grasp the key words to understand, read aloud and feel.
The second lesson of this class focuses on experiencing the famous painter Dai Song. In order to guide students to cut to the chase directly, in the introduction part, I designed such a question: What kind of painter is Dai Song? Students can easily tell the painter's fame. Then, around this question, let the students read the first four paragraphs of the text silently and look for sentences or words that can reflect the painter's fame. Students can easily find the answer. Then I realized the painter's fame through repeated reading.
2. Create scenes to stimulate students' imagination and lead them into the country.
In order to better guide students to enter the country, I specially created three scenes. First, while savoring the praise of businessmen and teachers to the painter, I created such a scene: "If you were among the onlookers, how would you praise the painter Dai Song?" ? If I were a painter Dai Song, would you praise my paintings? If it's not the same, I'd like to hear it. (Student praise, teacher camera comment: Thank you for your praise! Thank you for your encouragement! How kind of you! I like what you said! You make me happy! At this moment, most students can not only do as the Romans do, but also learn how to praise others. Secondly, when the shepherd boy made a harsh voice of "wrong painting, wrong painting", I asked the students to carefully observe the expressions of the people present and imagine: what would those who were stupefied think? What would the painter Dai Song think? What would the teacher think if he was present? At this time, the wild horses imagined by students are galloping, and many people are eager to express their views, thus not only deeply understanding the reputation of the painter, but also preparing for the following understanding of the excellent quality of the painter. Third, the teacher performs a situational performance, and the students practice speaking while watching. What will Dai Song do when he listens to the shepherd boy? I became Song again and did the following actions: I went to the table, spread out the drawing paper, picked up the brush and drew confidently. After the students saw it, I instructed them to practice oral English: I saw the creation of Dai Song ... temporarily ... temporarily ... which not only stimulated students' imagination, but also applied the language of the text to their study life, killing two birds with one stone.
3. When leading students to feel the characteristics of the characters, I designed such a question: "What would the real Dai Song do? Please read the rest. What did you learn from Dai Song's words? What words did you learn from? " In the lecture, I just stared at "What did you learn from Dai Song's first sentence", ignoring the attention to Dai Song's other sentence, and the description of Dai Song's shame, gratitude and surrender was also an important evidence to fully explain Dai Song's modesty. So the students talked for a long time and couldn't think of the idea I wanted. Although they can appreciate the painter's sincerity, courtesy and modesty from the key words of "very willing, please, kind", they also waste a lot of time in this place. Therefore, I always feel that this place is not handled properly.
Second, the details are not paid enough attention, and teachers should pay attention to the inheritance and tempering of interlanguage.
1. The teacher's language is too arbitrary and needs to be tempered.
2. Interlanguage design in all aspects should be highly valued. Teachers' interlanguage can not be ignored. It can not only lead students from one situation to another quickly, but also play a role in diverting and concentrating students' attention. Whether students can devote themselves to solving the following problems is closely related to the appropriateness of interlanguage. In the process of creating a scene in which students praise Dai Song in succession, I designed such a transitional language: when Dai Song was praised by everyone, he was a little happy, dizzy, carried away, and carried away, and a harsh and distinctive voice came over. "Wrong painting, wrong painting!" This is the most satisfactory interlanguage I designed in this class. It not only leads students from the lively situation full of praise to the scene where everyone is stunned by the "rock-breaking", but also naturally guides them to read the words of the shepherd boy with relish. And when I feel the quality of Dai Song, what does Dai Song say if I say "I listened to the shepherd boy"? How did you do that? What's your attitude? "It may not only save some time, but also make it easier to break through difficulties.
Third, my confusion and worry.
During the lecture, my eyes have been paying attention to all the students and their every move. But I found that in class, when I inspired, induced and encouraged them to express their personal views with passion, some students basically didn't raise their hands or make eye contact with me, as if all this had nothing to do with them. After many efforts, they didn't succeed. Teacher Duan reminded me after class that these students don't talk in class or after class? Where is it? These little guys have a good time with his friends after class! This should still be the teacher's reason. How can we make these silent people willing to talk? This is my confusion! I have also listened to the opinions of teachers, and I am analyzing the reasons for this situation and looking for the answer to the question.
Reflections on Chinese Teaching in Volume 9 of Grade 2 "Thunderstorm" is a text in Group 5 of "Walking into Nature" in Volume 2 of Grade 2. The text is divided into three parts to describe the thunderstorm, which are before, during and after the thunderstorm. The text is accompanied by two illustrations to help students feel the sultry and horrible scene before the thunderstorm. The rain is fierce in the thunderstorm; After the thunderstorm, the air is fresh and everything is full of vitality.
First, "reading comprehension" rather than "reading after understanding".
Before preparing lessons, I spent a lot of time studying the textbooks, and after determining the goals, I found out the teaching points from every word in the text. Before the thunderstorm, "dark clouds filled the sky" and "dark pressure" overwhelmed me. In teaching, I focus on "pressure" and let students understand "pressure" by doing actions, so as to realize the unrestrained feeling of "dark clouds coming down". In teaching, students quickly understand "pressure" according to their own life experience, but when they are transferred to the text and expressed by reading aloud, "taste" has not yet arrived. I think my design idea is right. I am still in a hurry in class, so students should be allowed to read more books in their own experience. This is an article about the landscape itself, focusing on reading and feeling. I read it backwards after feeling, and I read too little.
Second, what do the students know?
What students know is to pay attention to their original cognitive level. In the second paragraph. "Random pendulum", I let students enter the role of being a small tree and feel the "random pendulum" when the wind is strong. This design is suitable for children's age. They lack complex language skills, but they can express their inner thoughts with actions. When oral expression can't keep up with your inner feelings, it will be much better for children to express it in a way they like and can. From the beginning of enlightenment, students can read aloud through self-performance.
But the second sentence, the key sentence in the article, "a spider hung down from the internet and ran away." Grasp the key word "hang" and feel the spider's mood at this time and the accuracy of the author's words. In order to make students understand the word "hang", I wrote down the wind and fear of spiders at that time vividly. I designed a word-changing contrast, and changed "hanging" to "climbing". When students don't understand what "hanging" is, I show them the sentence changed to "climbing". As a result, the students were at a loss, and only under the guidance of the teacher did they know that they were "hanging up" quickly. about
The goal is to make the teaching focus of this lesson clear, and the text is written in the order before, during and after the thunderstorm. The purpose is to make students asphalt the context of the text, which is very organized, and it is the correct guidance for students to write in order. At the time of design, I broke away from the cognitive level of junior two children and took it as the focus of teaching. And I tried to reform the design of this link several times, and it was ridiculous in the end.
Let children think about a problem for the first time. There is no thinking value for second-grade children. Their thinking has not "gone" in this direction at all, and it is certain that they can't answer the question. However, after I guided them to show their answers, the children were still at a loss, which shows the "problem" of this question.
Thinking piece by piece, in short, after this class, I understand that it is really important to prepare students before preparing lessons, especially for low-level children. Teachers dig deep into textbooks and analyze some problems that are not suitable for children of this age. The classroom efficiency is obviously not good.
The second volume 10 "Spring Water", a reflection on Chinese teaching in grade two, tells the story of spring water rushing out of the cracks in the stone and flowing into the sea in a childlike style. There are several new words in this class that are difficult to remember and write, and students may find it difficult to learn. We can use intuitive pictures to help students remember and guide them to remember new words in their own way, thus breaking through the difficulties in literacy teaching.
Although students have mastered some reading skills now, it is still difficult for them to understand, imitate and try to figure out the "mentality and expression" of Quanshui. Teachers can read a model essay in the first paragraph to guide students to feel the poetic beauty of the spring, and at the same time guide students to imagine where the cheerful spring will go down the mountain to play the piano, who she will meet and what she will say, so that students can practice using the spring to be happy in imagination. In addition, there are rules to follow when reciting texts. In the process of students reciting texts, teachers should pay attention to the guidance of reciting methods.
The second volume of the second grade, Reflections on Chinese Teaching 1 1 Thunderstorm, describes the natural scene before, during and after the thunderstorm with concise words. In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air and enjoying the beautiful rainbow, frogs croak in their ears, and naughty children play barefoot on the rain-filled road. This is what happens after a thunderstorm in summer. Thunderstorms add a lot of fun to our lives. Therefore, by studying the textbook, I designed two teaching goals: knowing four new words, writing five new words, silently reading the text, imagining while reading, and expressing different scenes before and after a thunderstorm with perceptual reading. According to the characteristics of junior students, I designed a teaching method suitable for students in my class, skillfully used multimedia combined with classroom teaching environment to create a vivid, vivid and infectious text situation, and through repeated reading, guided students to understand the vividness and vividness of words and sentences used by the author when describing scenery. Then develop pictures to train students' thinking ability and speaking ability.
First, the full text is driven by word string learning.
When designing this course, there was a simplified process, and I began to feel that everything was a bright spot and everything was worth talking about. So the classroom capacity is super large, and students have no time to study by themselves. More teachers take students to feel, and after a class, teachers are the center, not students. Later, after improvement, I master the experience of "hanging" and "sitting" in the text, so that students can understand the accuracy of the author's words. In extra-curricular vocabulary, let students speak the word "rain" before class, and then in the learning process, according to the text content and scenes, let students understand "lightning and thunder", "rainstorm" and "rainbow after rain" in time, so that students can accumulate.
Second, train language and guide reading aloud.
Reading the text with emotion and expressing the feeling of appreciating the beautiful scenery before, during and after the rain by reading aloud is one of the teaching objectives of Chinese training. When instructing students to read aloud the language fragments describing before the thunderstorm, let them talk about the scenes written before the thunderstorm, let them grasp the key words "the sky is full, dark, heavy, static and drooping" to read, read the scenes of depression before the thunderstorm, moving first and then static, lightning and thunder, lead students to watch the animation of "lightning" and listen to the louder thunder, so that they can read. In the thunderstorm, let the students read and communicate what they read. When students talk about heavy rain, guide them to know where it is raining heavily. From the comparison between "unclear" and "wow, wow, wow" and "sand, sand, sand", they can understand that it is raining heavily, so they should read louder and pause shorter. And when a student stood up and said "gradually", I followed suit. Can you get rid of a "gradually"? After discussion, the students think that the rain is not getting smaller for a while, but getting smaller over time, so the more you read, the lighter you read, the more you read. The language fragments describing the natural scenery after the rain are beautiful. I turned it into a poem, and then asked the students to look at the beautiful scenery after the rain and try to say "The rain has stopped …". Students' language is also vivid, which stimulates students' aesthetic interest and perceptual desire to read the text.
Third, combine reading and painting to expand thinking.
This text describes the scene after a thunderstorm as a very beautiful and refreshing picture. How can students appreciate this beauty and read it through emotional reading? If you just talk about it, this goal is of course difficult to achieve. Therefore, I am not in a hurry to let students read or talk. Instead, I want them to silently read the paragraphs after the thunderstorm, and then the whole class will draw a picture after the rain on the blackboard. Everyone can only draw one scene, either from a book or from his own imagination. After painting, you should also talk about why you painted this scene, and imagine what the animal characters in the painting might say. Let the students express their feelings after the rain through the colored pens and dubbing in their hands. After drawing, let the students read the text with feeling. In the process of achieving this goal, the students did well, drew well, were imaginative and spoke well, effectively trained their thinking and speaking skills and developed their imagination. I think this teaching link is a highlight of my class, and I have accomplished the teaching goal of reading the beautiful paragraphs after the rain with emotion very vividly and effectively.
Generally speaking, the teaching of this course is closely related to children's experience world and imagination world, which stimulates students' interest in learning, inspires their thinking and develops their imagination.
The fable 12 "Better late than never" in the second volume of Chinese teaching in grade two is short, in order to finish a class well. In this lesson, I will combine the three steps commonly used in learning fables to teach. The first is to understand the meaning of the test questions. Then, on the basis of understanding the meaning of the question, let the students learn the text with the question. Make students look for answers to questions purposefully in reading, and finally understand fables with practice. In the whole teaching process, I always insist on taking students as the main body and letting students communicate and solve problems independently in groups. In class, I also use answering questions and reading aloud to guide my study. Its purpose is to cultivate students' cooperative spirit, improve students' reading level, let students experience the tone of dialogue and enhance their sense of cooperation by imitating the dialogue between characters.
The second grade is the primary stage of writing. You should always lay a good foundation for writing while studying literature. Therefore, in the teaching of this class, I use illustrations to create a situation of oral communication for students, so that students can expand their imagination and fully display their talents. Let students understand the meaning of this fable with practice, so as to teach students how to learn the fable.
There are advantages and disadvantages; Improper use of language. There is also verbosity, which leads to delays in class. Because of time, students are not allowed to contact with real life. Let's talk about examples of fixing problems in life. Then there is no design to extend this teaching link.