Reflection on the Teaching of Walking and Running 1 When teaching Summer, I lead the students to read the text, understand the author's feelings and attitudes towards summer, and find out the sentences that directly express this feeling; Find sentences that directly reveal the characteristics of summer. After reading aloud, students discuss these two issues, quickly grasp the emotional tone of the article and the confrontation of the object described, and get the effect of outlining.
When studying the second section, I asked the students to read the second section by themselves and draw the scenery described, and distinguish which scenery is summer scenery, which scenery is not summer scenery, which season scenery, and talk about why to write another season scenery. Students quickly mastered the writing method of highlighting summer enthusiasm with comparative description, and easily solved the difficulties. On this basis, I ask students to read the text again and circle the verbs that can reflect the warm atmosphere, which is less difficult and can make students more familiar with the text. Then, choose your favorite sentence and read it repeatedly, trying to understand the accuracy and vividness of the sentence from the perspectives of rhetoric, human feelings and words. Students are full of interest, which is both relaxed and effective. Many students' speeches are very novel. For example, some students said that the metaphors I saw before were all comparing one thing with another. "It's like a pot of water on the stove bubbling, steaming and finally boiling." This metaphor aptly compares the process from spring to summer to the process from cold to boiling, and "boiling" also highlights the characteristics of "enthusiasm" in summer, which is the main meaning of this section. How well said!
In the teaching of the third section, I pay attention to guiding students to understand "the harvest is there but the hope is not yet completed" and "the alternation of life" by carefully appreciating the fifth and sixth sentences, and grasping "the wheat has just been cut", we can realize "the harvest is there"; By reading and writing the sentences of cotton seedlings, sorghum, corn and melon seedlings, we can understand the "peak season of life alternation", "It is no longer sunny and slow in spring breeze and light rain, but it is flourishing under the transpiration of summer heat, and the end of Xiang Qiu is making a final sprint", avoiding abstract explanations.
In addition, in my teaching process, I also pay attention to guiding students to understand the "gold" in the "golden season" and the "sprint" in the "Xiang Qiu final sprint", to understand the difference between "enthusiasm" and "enthusiasm", to cultivate students' sense of language, and to learn problem-solving skills to understand the contextual meaning of words, which not only helps students improve their ability, but also meets the requirements of the examination.
But this class is not compact enough, and the method is still a bit single.
The textbook example 1 is the second part of the reflection on the teaching of walking and running. Its intention is to list the students who participated in the Chinese group and the math group through statistical tables with the help of familiar subjects. The total number of students who actually participated in these two extracurricular groups does not match, which causes students to think conflicts, infiltrate and initially understand the relevant ideas of the set, and calculate the total number of students in the two groups in an intuitive way. Set is a more systematic and abstract mathematical thinking method. According to the cognitive level of junior three students, here, students are only allowed to experience the set ideas through subjects that are easy to understand in life, laying the necessary foundation for subsequent study. Students just need to be able to solve problems in their own way. Therefore, I designed this class, based on cultivating students' good mathematical thinking ability, starting from students' life experience and knowledge base, to create problem situations, so that students can find solutions to problems through activities such as observation, operation, experiment, reasoning and communication, choose the best solution from different methods, and initially experience the application value of mathematical methods and collective thinking in solving problems. Make full use of multimedia courseware to assist teaching, demonstrate and draw the assembly circle, so that students can intuitively understand the repetition phenomenon.
The disadvantage of this course is that I don't know the students' thinking thoroughly enough, so the design of the consolidation exercise part is not enough, and the care for students with learning difficulties is not in place. In the future, I will think more from the perspective of students, design teaching plans, and further improve the shortcomings in teaching.
Reflections on the Teaching of Walking and Running (3) The successes of this course are as follows:
1. The rheostat is a very important electrical component. It will be used in future experiments and electronic calculations. Because the sliding rheostat is different from ordinary electrical components, it has four terminals. If you choose different terminals, the components connected to the circuit may be different. Therefore, the content of the course "Rheostat" plays a vital role in the electrical part and even in the future study, and the teaching is very difficult. To break through this difficulty, students must really understand the structure and principle of rheostat. So I designed this in teaching: through such a demonstration experiment, a long nickel-chromium alloy resistance wire AB, a small light bulb, a power supply, a switch and a demonstration ammeter are connected in series as shown in the figure. Where P is a contact made of a metal clip, when P slides to the left, the current indicator gradually increases and the lamp gradually lights up; When P slides to the right, the current indicator gradually becomes smaller and the light gradually darkens. In this way, students can easily understand the principle of rheostat.
2. The difficulty of this lesson is the use of sliding rheostat. Because there are four terminals, which are connected to different terminals and play different roles, students are particularly confused. So I draw a structural diagram on the blackboard first, and let the students analyze six connections first. And classify them.
After discussion, students are divided into two categories: ① ② think that the slider motion doesn't work; ③ 4555555555555555555555555555555555555555555555956 In this way, students can master the use of rheostat and break through the difficulties well through their own analysis and experimental verification.
3. According to the spirit of the new curriculum reform, not only textbooks, but also introduce some extracurricular knowledge into the classroom, such as the use and reading of plug-in resistance boxes.
4. Introducing common phenomena in life, ending with the application of rheostat in life, which well embodies the concept of "from life to physics, from physics to society" in the new curriculum reform.
The disadvantages of this lesson are:
1. Drawing on the blackboard wastes a lot of time when talking about connection methods. If we can make courseware for multimedia display and add physical demonstration, it will not only save time and improve classroom efficiency, but also be intuitive and easier for students to understand.
2. Too little practice can't make knowledge better consolidated.
Teaching reflection on walking and running is really a hard work. From choosing a topic, preparing lessons and trying to teach many times, I have repeatedly doubted whether I am suitable to be a teacher, and I feel more and more as if I can't teach. Holding a text in your hand, you want to express the essence, but it covers everything in turn, making it impossible to achieve the teaching goal, which is often superficial. After the guidance of colleagues, the teaching plan has been changed and changed, and the class has been tried and taught. After teaching this week's class, I feel a little queasy about this text and my enthusiasm for class is getting lower and lower. It's finally time for class today, and it's really relaxing to finish the task. Now sit down and think about it. In fact, although the process of grinding classes is hard, the gains are not small.
The text "Painting Style" that I participated in today is a very easy-to-understand and childlike article. The topic of "painting style" has aroused the children's thinking in textbooks, and it has also aroused our thinking. The wind is invisible and intangible. How can you draw? Therefore, I designed this course into two parts. The first is to solve the problem of "who painted the style", and at the same time remember the new words in the text, because most of them are hidden in the names of the characters. The second is to solve the problem of "how to draw and what to draw". Through learning, the students know that the three children draw together, use their brains actively, inspire each other and draw the wind in different ways. After learning the text here, some students may have their own style of painting, so at last I will ask them to tell me what good style of painting you have.
The above is my general idea of designing this course. In the process of implementation, there are many shortcomings, among which the biggest problem is the guidance of reading aloud. In this lesson, I read by name, group, role, performance, etc. Let the students know the creativity of the children in the text and how to think when something happens. However, students' personalized reading has been ignored. For example, students express the wind by rereading words such as "bend". Now that I think about it, as long as the key words of "oblique, curved and shout" are further excavated for students to further understand, students will have different feelings, and then reading aloud will have different tastes.
This class made me understand how deep the class is, and the key lies in whether the textbooks are thorough or not. In the future, I will strive to improve my ability to learn textbooks and make myself by going up one flight of stairs.
Reflections on the Teaching of Walking and Running Part V "A Leaf" is a text in Unit 4 "Planting Trees". I'm in Class Two. This text is about a group of small animals taking care of a small tree in different ways. Rabbits, bears and monkeys all love the small Toona sinensis planted by small cattle, and they all realize that the small Toona sinensis will make their lives better, but still let it "leave not a leaf". It can be seen that the problem is not knowing the truth, but whether everyone can be self-disciplined. They understand the truth but forgive their bad behavior, and their understanding and behavior are not unified. This paper demonstrates in the form of fairy tales, which is simple and profound and of great significance to adults and children.
The language of this text is very distinctive: personification, and small animals are expressed in children's language. The content is full of childlike interest and the language is lively and interesting. Therefore, I set two teaching objectives for the second class of this class:
The first teaching goal is to read the text correctly, fluently and emotionally, especially to master the language movements of several small animals.
The second teaching goal is to let children really know how to really care for trees and understand the truth of "don't treat small things with evil". It is also the teaching difficulty of this course.
The main line of my course design is: a small green Toona sinensis tree at the beginning of the course and a small bare Toona sinensis tree at the end of the course. Make a comparison, the comparison of small Toona sinensis trees and the comparison of the mood of small oxen, which leads to the question: Where are the leaves of small Toona sinensis? Introduce the middle story. The middle story compares the psychology and behavior of each small animal by observing and looking at the pictures-understanding the feelings of small animals like small trees-guiding various ways to read aloud-grasping key words. Finally, the bare picture of the small Toona sinensis tree was displayed, which aroused the students' deep thinking and made the children realize a truth: although a small mistake was made, it caused great consequences. A child said: small animals want to love the small Toona sinensis tree, but their behavior doesn't care; Another child said: they just see the thunder but not the rain, and what they say is not consistent with what they do. Finally, on the basis of children's discussion and communication, take this opportunity to sum up-don't take it as an example.
The reason for doing evil is very small. Tell your child: Please take care of every grass and tree with your actions and be a child who is "consistent in words and deeds".
After I finished, I began to reflect on myself and found many problems. There are many details and big design problems.
Reflection 1:
Curriculum design: By reading the text, I decided to set up this tree and carry out classroom activities around two main teaching objectives. Teaching difficulties have been broken, and the truth is understood by children themselves. But the first teaching goal: to guide children to master the language movements of small animals, experience the contradictory psychological behavior of small animals, and guide children to read the text with emotion. This goal has not achieved good results.
Analyze the reasons:
First, the way of reading aloud pays too much attention to reading aloud in chorus, and few people show reading aloud, which can be a driving force for some children with difficulties, but for others, there is a lack of individual reading exercise opportunities. When and how to read is better, without careful consideration;
Secondly, the design of intermediate links is messy, and the design purpose of each link is unclear and vague, which does not reflect the sense of hierarchy and progress in guiding the reading process; Third, the key words in the details are not well guided, such as: rabbit: the tone of admiration and appreciation, the tone of little monkey cheering; The detailed language such as the bear's mouth smacking is rough. Therefore, children can't understand the text more clearly.
Reflection 2:
The guidance of details is also rough but not precise. Such as: guiding observation and looking at pictures, passing by without careful guidance. The understanding of some key words is not too detailed guidance. The cultivation of students' learning ability and the guidance of learning methods should also be awakened at critical moments.
Summary: Classroom teaching benefits from ordinary kung fu. You have to be a conscientious person in ordinary class, and you have to spend more time thinking. With the help of the training class, we can reflect on our own shortcomings, so as to know what defects we have, so as to promote our own progress, and then know which aspects need to be worked hard and gradually form our own unique teaching style.
Reflections on Running Teaching 6 In the teaching of this unit, according to the characteristics of the teaching content and the actual situation of students, I arranged many game activities to guide students to actively participate. In various forms of teaching activities, students have deepened their understanding of classification, and the key point is to let students learn how to choose different classification standards. Open and active exercises make the classroom full of pleasant learning atmosphere, and students not only gain knowledge, but also gain interest in learning mathematics.
1, cut into mathematics from life and stimulate learning desire.
Psychological research shows that the closer the learning content is to the students' life background, the higher the students' conscious acceptance of knowledge. It is easy for students to feel that mathematics is around them by importing from their familiar life background. The whole class always pays attention to drawing materials from life, whether it is sorting out school tools, observing supermarkets or opening exercises, they all give interesting life situations. Because it is an example that happens around us, it is easy for students to have a sense of intimacy, stimulate the desire to solve problems, and naturally form a connection between mathematics and life. At the same time, broaden students' thinking, let students talk about the benefits of classification, find out the classification phenomenon in life, let mathematics not be limited to textbooks, let students fully feel that mathematics knowledge comes from life and returns to life, and should serve life.
2. Get knowledge through games and stimulate interest in learning.
"New Curriculum Standard" puts forward: "Teachers can stimulate students' enthusiasm for learning, provide students with opportunities to fully engage in mathematical activities, and help them truly understand and master basic mathematical knowledge and skills, mathematical ideas and methods in the process of independent exploration and cooperative communication, and gain rich experience in mathematical activities. "The game is an activity that students love. For the first-grade pupils, games make their attention last longer, and games make them learn knowledge in a relaxed and pleasant atmosphere. Therefore, efforts should be made to develop various forms of mathematical games in teaching, so that students can actively participate in mathematical games, enjoy learning in games, acquire mathematical knowledge and methods, and develop basic thinking ability, emotional attitude and values. For example, a game in the case: a competition to sort out school supplies, so that students can realize that it will be better and more convenient to put stationery in categories during the sorting process. Driven by competitiveness, students can't wait to use their brains, start sorting out and unconsciously consolidate what they have learned.
In the teaching practice of this class, I not only had unexpected surprises, but also left some questions worthy of my further thinking: how to deal with the "movement" and "silence" in class flexibly and organically in games; How to make students' thinking more open and active, and form more vitality and vigor?
Reflection on the Teaching of Walking and Running Part VII American psychologist Posner pointed out: "Experience without reflection is narrow experience, and at most it can only become superficial knowledge. If a teacher is only satisfied with gaining experience without thinking deeply, then the development of his teaching level will be greatly restricted or even declined. " Therefore, Posner put forward a teacher growth formula: "experience+reflection = growth". This formula shows that the process of teachers' growth should be a process of summing up experience, catching problems and reflecting on practice. Professor Ye Lan also pointed out: "A teacher can't become a famous teacher by writing a lifetime lesson plan, but a teacher may become a famous teacher by writing three years of teaching reflection." Teaching reflection is a new requirement for teachers in the new curriculum reform. Only by constantly reflecting on your teaching behavior, recording your gains and losses, thoughts and feelings in the process of education and teaching, and constantly summing up, can you improve your education and teaching level and promote the sustainable development of your professional skills. Therefore, in the teaching process of teachers, we should attach importance to reflection, learn to reflect, and actively reflect.
First of all, summarize the highlights and reflect on the shortcomings.
A successful chemistry class is often completed in a relaxed, happy and harmonious atmosphere, which can give people beautiful enjoyment. Teachers have their own unique views on the treatment of teaching materials, the choice of teaching methods and the guidance of learning methods. In the teaching process, there will be bright spots: wonderful guiding language stimulates students' interest in learning, innovative treatment of key and difficult knowledge, and guiding language stimulates students to participate in learning. Reasonable evaluation of students, etc. , should be recorded in detail for future teaching reference. The teacher reflected on the students' wrong solutions and was inspired: Why did students make such mistakes? How can we avoid such mistakes from happening again? The conclusion can be to correct mistakes, guide students to identify and analyze mistakes, and learn from them. In this way, "wrong" stimulates students' thirst for knowledge, and "wrong" deepens students' knowledge and understanding of mean inequality.
In the teaching process, there will be some unsatisfactory places in each class, such as sometimes the language expression is ambiguous, sometimes the teaching content is not handled properly, sometimes the teaching method is not chosen properly, and sometimes the target level of exercises is not enough and the difficulty is not appropriate, which leads to the interruption or even silence of teaching. For these situations, teachers should think calmly after class, carefully analyze the reasons why students have poor thinking and can't master knowledge well, and then formulate specific improvement measures after analyzing the situation clearly, so as to facilitate continuous improvement and improvement in future teaching practice.
Second, reflect on whether educational and teaching behaviors are potentially harmful to students.
In classroom teaching, there are many phenomena in which teachers intentionally or unintentionally hurt students. For example, when students answer mistakes in class, teachers will criticize and blame students instead of persuading them to think positively. Teachers do this, which hurts students' self-esteem and self-confidence, and students will not actively answer questions in the future. For underachievers, some teachers may have worse attitudes. Students who fail the exam will not get a good look, have no patience, lack emotional input and necessary communication, and always think that students' poor learning and teaching are due to their poor qualifications. These are all injuries to students.
Students are people with independent personalities. In the teaching process, teachers should pay attention to protecting students' self-esteem, affirming students' understanding and answers to questions, inspiring students' courage to answer questions, stimulating students' self-motivation, tapping students' potential, mobilizing students' enthusiasm for learning and igniting the fire of students' wisdom.
Third, reflect on whether the educational and teaching behavior makes students at different levels develop in their studies to varying degrees.
How to teach students of different grades in the class, the teacher will say that we should teach students in accordance with their aptitude and at different levels. However, in the actual teaching process, teachers often pay little attention to students' mastery of different levels of knowledge, and often use unified standards to measure all students, requiring each student to complete homework with the same difficulty. Because students' learning foundation, learning attitude and learning ability are different, this will always affect the learning effect of some students.
How to realize hierarchical teaching, the author thinks it can be implemented from the following two aspects.
Teachers interspersed questions in classroom teaching to test students' mastery of new teaching. In order to embody hierarchical teaching, teachers are required to design different levels of questions according to the characteristics of different knowledge and students' cognitive level, ask students questions at different levels, grasp students' understanding and mastery of what they have learned in time through students' answers, make students feel that teachers have not given up any students, fully mobilize the enthusiasm of all students, and strive to create a good teaching atmosphere. For example, in the new teaching of "the quantity and concentration of substances", in order to help students understand the definition and calculation method of the quantity and concentration of substances, the following questions are put forward:
(1) What is the definition of the concentration of the solution we have contacted before?
(2) What is the definition of the quantity concentration of a substance?
(3) What is the solute in the solution? how much is it? What quantity do you choose?
(4) What is the volume of the solution?
(5) Calculate the amount and concentration of 4g sodium hydroxide solid solution added to 400ml solution.
(6) What is the solute in the solution after several substances are mixed? How to calculate the volume of solution? These questions, as well as the operation of some examples, help students to know the quantity and concentration of substances and master the calculation formula. These problems are improved step by step, fully taking care of students' learning level, improving students' interest in learning and mobilizing their enthusiasm for learning.
Fourth, reflect on teaching methods.
For a long time, the arrangement of teaching content mostly focuses on the logic of knowledge, ignoring the logic of education and acceptance, that is, chapters in textbooks naturally become teaching units, and the order of teaching content remains unchanged. The teaching method is basically "cramming", in which knowledge and methods are full, and there is little interaction between teachers and students, let alone activating understanding, enlightening wisdom and tapping potential. We have to reflect on whether this teaching method conforms to modern educational thought. The new curriculum standards tell us that teachers should be organizers, guides, promoters and participants in teaching activities. Teachers' teaching methods should be flexible and diverse, and the teaching process is an interactive process of interactive development between teachers and students. Through discussion, research and other forms of teaching organization, guide students to learn actively, cultivate students' ability to master and use knowledge, pay attention to every student, and let every student get all-round development.
Five, according to the teaching feedback information, comprehensive reflection.
Teachers should strengthen discussion, discussion and analysis with the same group of teachers, brainstorm and strive for perfection, and grasp all aspects of classroom teaching as a whole. Teachers should also learn about students' learning situation and teaching suggestions put forward by students through constant communication, such as whether the arrangement of teaching content is reasonable, whether the teaching details are handled properly, whether the knowledge is truly understood and mastered, whether the exercises are thoroughly explained, and whether there are other novel solutions.
Six, theory with practice, strengthen the consciousness of reflection.
Education and teaching theory is the theoretical basis of teaching reflection. Education and teaching concepts and methods are always updated with the progress and changes of society. As a chemistry teacher, it is the primary task to learn new theories and methods and establish an education and teaching concept that meets the requirements of the times, and it is also the best way to make one's teaching have a source of living water. In the teaching process, teachers should be guided by advanced education and teaching theories, and be good at guiding their teaching practice with the results of reflection, so that their professional ability can be developed by leaps and bounds.
Reflection is only a process, not the ultimate goal. In the actual teaching process, teachers should sum up the teaching gains and losses through multi-angle, multi-level and all-round teaching reflection, grasp the students' situation, lay a solid foundation for the scientific formulation of the follow-up teaching plan, improve their professional ability and achieve good teaching results.
Through teaching reflection, the original teaching experience is constantly examined, revised, strengthened and denied, and the experience is refined and sublimated, even becoming a theoretical force to guide practice; Through teaching reflection, the internal professional structure of teachers will be constantly updated, improved and enriched. It is in the process of "reflection-renewal-development-rethinking-renewal-redevelopment" that teachers' beliefs, attitudes, knowledge, skills and behaviors become more mature, so that teachers can transition from one stage to another, from "novice" to "expert" and from "ordinary" to "excellent" and realize their own teacher quality.
After guiding the students to analyze the data, students guess that the data pulled vertically fluctuates little, and why the data pulled along the inclined plane fluctuates greatly. Inspire students to guess by guiding them to analyze the data. The guess here is that students raise their hands to answer the guess, which can reasonably save limited time. The students enthusiastically answered the guesses. Some students guess that it is caused by different speeds, and some students say that it is caused by different forces. Let the students guess actively. When students guess that it may be due to different slopes, I will seize this time point to make a guessing study. Before this classmate guessed, one classmate said there was a height difference. At that time, we continued to say that there was a height difference. What's the difference? The students did not answer. Now I think the student's guess is right, but it is different from the teacher's design.
Regarding the handling of these conjectures, I chose one to study one conjecture, and other conjectures can be studied after class. This seems to stimulate students' interest in research after class, and also ensure that the research topics in the classroom are impartial. I think what will I do in the usual class? I may ask students to study their guesses separately to see if they are correct. But in this kind of competition class, I have to give up these and guide students to actively study a theme. This doesn't seem to conform to the scientific teaching spirit. Some students have different answers when stimulating students' guesses. I gave the students a direct answer at that time. We are driving at a constant speed. This treatment still seems inappropriate. Students should also be guided to carry out relevant research.
In the process of designing the scheme, students perform well and can carry out experiments according to their own material design scheme. They usually design two different slopes for experiments. During my visit, I instructed my students to design three different slopes.
The process of students' experimental operation is very smooth. Although some groups have problems in reading and recording data during the experiment, it seems that students' ability to operate again needs active training in peacetime.
In the process of reporting, I found three groups of student representatives holding their own experimental forms, showing the data on the projection and drawing conclusions. With the support of these data, students can easily draw our conclusions.
The last link is to let students apply inclined planes in their lives and understand the application of inclined planes in their lives.