The first volume of senior one reflects on Chinese teachers' teaching 1 This semester is about to pass, which can be said to be both busy and rewarding.
Reflections on the teaching work of primary school teachers. Generally speaking, I love and can do my job well, and I have accomplished the task of education and teaching well. Actively change ideas, explore and improve classroom teaching. While promoting the "independence-innovation" classroom teaching mode, it also combines the new ideas and ideas of new curriculum standards with those of classroom teaching, and has achieved good results. The reflection on education and teaching in this school year is summarized as follows:
First, classroom teaching, teacher-student interaction, * * * with development.
This semester, I regard classroom teaching as an environment conducive to students to actively explore mathematics learning. While students acquire knowledge and skills, I regard mathematics teaching as a process of interaction between teachers and students and development of learning, so that students can learn knowledge happily and realize the value of life. Prepare lessons carefully before class, grasp the important and difficult points, and write lesson plans carefully. After the implementation, while still fresh in my memory, I will review and reflect on my own personal experiences and omissions in the teaching process, and record the highlights or confusions of students' learning. Teacher-student interaction has better mobilized students' learning enthusiasm. The accumulation of these teaching experiences and the absorption of lessons are very necessary for improving classroom teaching and improving teachers' teaching level. Students have become the masters of learning, and learning has become their requirement. They find in their study that they enjoy in their study, improve in their study and gain in their study.
Second, innovate evaluation to encourage and promote students' all-round development.
As a means to check students' learning situation, stimulate their enthusiasm for learning and promote their all-round development, evaluation is also a powerful means for teachers to reflect on and improve classroom teaching. The correct evaluation of students' learning should not only pay attention to students' understanding and mastery of basic knowledge and skills, but also pay attention to the formation and development of students' learning emotions and attitudes. While evaluating students' innovation, I pay attention to students' learning achievements, changes and development in the learning process, the mastery of basic knowledge, and the close connection of mathematics knowledge to make classroom work clear. This will help to establish students' self-confidence in learning mathematics and improve their interest in mathematics.
Third, adhere to teaching as the center and strengthen class management.
In the actual teaching of this semester, according to the requirements of the syllabus, combined with the actual situation of our school and students, I fully implemented quality education, further implemented standardized school-running behavior, and strived for the organic combination of routine and innovation, which promoted teachers' rigorous, solid, efficient and scientific good teaching style and promoted the formation of students' earnest, diligent, realistic and exploratory good study style. To improve their professional quality and teaching ability, it is necessary to carefully design the teaching process of each class, adopt different flexible teaching ideas, not only consider the relevant connection of knowledge, but also adopt appropriate teaching methods, highlighting both key points and difficulties. Earnestly attend every class. Classroom teaching is student-oriented, paying attention to intensive lectures and more practice, paying special attention to mobilizing and regulating students' learning enthusiasm, and strengthening students' awareness of cooperative inquiry. Through group communication activities, students can operate, master methods, try boldly and experience the fun of success in inquiry and cooperation. Correcting homework carefully, assigning homework should not only be basic, targeted and comprehensive, but also consider the students' reality, highlight the hierarchy, correct homework in time, explain individual wrong questions face to face, carefully analyze and comment collectively.
In short, this semester's teaching work has both the joy of success and the confusion of failure. I teach every student with my heart and cultivate every student with my feelings. Be worthy of your heart and have no regrets about your career. This semester, although some achievements have been made, there are still many shortcomings, such as the study and discussion of the new curriculum reform concept, the application of information-based teaching and my teaching experience and methods. In the future, I will learn from each other's strengths, learn from the advantages of excellent teachers, and strive to achieve better and more satisfactory results in the new semester.
Through this period of Chinese remote platform training, I am deeply touched by the reflection on the teaching of Chinese teachers in the first volume of Senior One 2. I can't help but recall my Chinese class in grade one, and I can't help but say some thoughts in my heart:
Children's interest in senior one and senior one Chinese teaching is an effective means to catch students' attention and stimulate their interest in learning.
Literacy teaching is the most important thing in junior middle school Chinese teaching, and Garden is the literacy class. The teachers in this class are attracted by new things because of the psychological characteristics of first-year students, such as strong curiosity, love of exploration and susceptibility to infection. Various pictures of vegetables are introduced in the form of pictures. Teachers use childlike language to attract students' attention, reveal topics, stimulate students' interest in learning, and make students enter the learning state happily.
Second, teaching comes from life. Only by returning teaching to life can we achieve the teaching objectives and breakthroughs in important and difficult points.
Creating life scene for students in literacy teaching-vegetable garden. Colorful vegetables create rich life scenes for students, stimulate students' interest and desire to explore life, activate students' thinking, remind students of colorful gardens at home, create a pleasant literacy space for students, and mobilize students' multiple senses to participate in the process of literacy and memorization. The class also involves interesting links such as vegetable baby, pinyin baby and children's hide-and-seek to guide students to read new word cards in pinyin and gradually deepen the difficulty of new word literacy. In the whole process of literacy, students unconsciously learn new words and learn to cooperate in a relaxed and pleasant atmosphere under the conscious guidance of teachers. From boring machinery to students' willingness to learn and remember.
Third, timely evaluation can effectively mobilize students' learning enthusiasm.
In this class, the teacher always rewards students in various forms in an encouraging tone. After reading the children's songs, the students evaluate each other and study together. Coupled with the use of my inspiring language, students can enjoy learning, achieve their learning goals, cultivate a sense of cooperation, have confidence in a successful learning experience, and stimulate their enthusiasm for independent literacy.
Fourth, shortcomings:
First of all, teachers should base themselves on students' existing knowledge.
For rural students who often see vegetables but don't understand the word, they can introduce them when introducing them.
Second, teach students to imitate in interest.
When teaching new words written by Tian Zi Gerry, teachers should present a clear Tian Zige. Teachers write examples, and students write again.
Third, when students are required to complete the task, the teacher's language should be clear and specific, and the general meaning should not be too great, otherwise the students can't understand the teacher's meaning.
Fourth, proper color contrast can enhance children's analytical and memory abilities.
In this class, the teacher has used multimedia to teach, so when teaching new words and learning radicals, the teacher can use the strong contrast color between radicals and the rest of the font, which I think should be better. Because junior students, because of their physical and mental development characteristics, will show much better bright colors than the teacher repeatedly reminded. Teachers had better consciously guide students to make unconscious and conscious observation, and then acquire knowledge by themselves.
In a word, I think that Chinese teaching in grade one should start from life and students' existing knowledge, carefully design teaching plans, become a member of children's psychology, and interact with them in a form that children like, so as to realize the concept of new curriculum standards, mobilize students' learning enthusiasm and achieve good teaching results.
Reflections on the teaching of Chinese teachers in the first volume of the third grade. What I attach most importance to is the literacy teaching of first-year students. There are two units of literacy classes in the textbook, but throughout the book, we will find that literacy teaching is everywhere. Chinese teaching in our first grade is a process of teaching students never to have a meeting, but this process adopts different methods.
In my nearly three months of literacy teaching, I mainly use the following methods to carry out the course:
One is to guide students to discover literacy methods and rules.
For the words to be recognized, especially the words to be written and the words that have been learned, students should be guided to find the similarities and differences of Chinese characters in contact and comparison, and constantly find the literacy methods that suit them. Accumulated bit by bit, it will form a relatively strong independent literacy ability. For example, the literacy method of changing radicals and adding a guess is interesting and efficient. For example, when I learn the word "Shang", I guess a riddle first: one point and one horizontal length, the point stays in the center, the mouth is wide open, and the small mouth wears a hat. As I write and speak, the students will soon remember this difficult word!
The second is to guide students to take the initiative to read after class and in life.
At school, at home, in the street, in the community, through reading, reading newspapers, watching TV, reading trademarks, signs, advertising words ... as long as you see Chinese characters, you have the desire to read and consciously remember. Teachers should always show students the opportunity and stage of extracurricular literacy, so that students can constantly exchange the achievements of independent literacy. Adhering to this guidance, students not only learned a lot of Chinese characters (even more words after class than in class), but also gained a lot in learning interest, methods and habits. The third is to guide students to consolidate their literacy in reading and application: children can read, recognize quickly and forget quickly. Therefore, repetition is an important way to consolidate literacy. Putting the words of knowledge into the language environment can achieve the best consolidation effect. On the one hand, teachers can compile the words they need to know into sentences, nursery rhymes and short essays for students to read, encourage students to form words and sentences, and consolidate their literacy in reading and using.
Reflections on Chinese Teachers' Teaching The first volume of Chinese Curriculum Standards for Grade One and Grade Four clearly stipulates that the basis of literacy, writing, reading and writing is1the teaching focus of Grade Two. The first-year students who just entered the school this year use the Chinese textbook of Shandong Education Publishing House, in which the first volume requires them to know 380 Chinese characters and write 106. This arrangement embodies the principle of separation of recognition and writing, knowing more and writing less. Its purpose is to let students know more Chinese characters as soon as possible, quickly remove the obstacles of reading and writing, and enter reading and homework as soon as possible. Therefore, according to the requirements of Chinese curriculum standards, I mainly do literacy, reading and writing in the Chinese class of grade one.
Literacy teaching: from scratch.
What I attach most importance to is the first-grade literacy teaching, and two units of literacy classes are arranged in the textbook. However, throughout the book, we will find that literacy teaching is everywhere. Chinese teaching in our first grade is a process of teaching students never to have a meeting, but in different ways.
In my nearly three-month literacy teaching class, I mainly take the following ways to carry out the course: First, guide students to discover literacy methods and laws. For the words to be recognized, especially the words to be written and the words that have been learned, students should be guided to find the similarities and differences of Chinese characters in contact and comparison, and constantly find the literacy methods that suit them. Accumulated bit by bit, it will form a relatively strong independent literacy ability. For example, the literacy method of changing radicals and adding a guess is interesting and efficient. For example, when I learn the word "Shang", I guess a riddle first: one point and one horizontal length, the point stays in the center, the mouth is wide open, and the small mouth wears a hat. As I write and speak, the students will soon remember this difficult word! The second is to guide students to take the initiative to read after class and in life. At school, at home, in the street, in the community, through reading, reading newspapers, watching TV, reading trademarks, signs, advertising words ... as long as you see Chinese characters, you have the desire to read and consciously remember. Teachers should always show students the opportunity and stage of extracurricular literacy, so that students can constantly exchange the achievements of independent literacy. Adhering to this guidance, students not only learned a lot of Chinese characters (even more words after class than in class), but also gained a lot in learning interest, methods and habits. The third is to guide students to consolidate their literacy in reading and application: children can read, recognize quickly and forget quickly. Therefore, repetition is an important way to consolidate literacy. Putting the words of knowledge into the language environment can achieve the best consolidation effect. On the one hand, teachers can compile the words they need to know into sentences, nursery rhymes and short essays for students to read, encourage students to form words and sentences, and consolidate their literacy in reading and using.
Reflections on the teaching of first-grade Chinese teachers Volume 1 5 Due to the age characteristics, first-grade children pay more attention unintentionally than intentionally, which is unstable and unsustainable. Therefore, when designing students' memory to consolidate new words in this course, teachers use vivid pictures in life to introduce text learning, which greatly attracts children's attention, guides students to learn new words independently, stimulates children's interest in literacy and improves literacy efficiency step by step.
First of all, I asked the students to observe five pictures of Jin Mu's fire, water and soil, and emphasized that "one, two, three, four and five" are the serial numbers of Chinese characters. The purpose of this paper is to let the students know the new words in their answers. After the students answer the teacher, the Chinese characters "golden wood fire, water and earth" appear in the corresponding pictures, so that students can quickly say the meaning of the words and further understand the meaning of "golden wood fire, water and earth". In this way, students can have a whole cognition visually, stimulate their interest in combining literacy with life, let them learn to read in life, and enhance their cognition of new words with pictures. In the course of class, we also found that students can accurately express the contents of pictures when observing them. One word represents one thing, and everything in the world is inseparable from the composition of these five substances, which makes students interested in exploring the world. This also tells teachers that our literacy should not be limited to literacy itself, but more importantly, we should tell students the meaning behind new words. It is also a good teaching goal to let students know new words.
Reflections on the teaching of Chinese teachers in the first grade Book 1 6 Mentally retarded children in the first grade, it is difficult for them to suddenly walk from a familiar environment to another completely unfamiliar environment. But then we have to face new challenges-learn strokes and learn words. Can children cooperate with themselves? Can you hand in a satisfactory answer sheet for your class?
There are twelve students in the class, all of whom are mildly mentally retarded. There is a student who has studied in other classes for two to three years. When they answer questions in class, their voices are low. A student has no language function at all. No matter what you ask him, he just nods. Another student just walks around as soon as class begins. The rest of the students are fine. Some can say two-word words, while others can say a short sentence.
It's almost a month since school started in a blink of an eye. As freshmen have just entered the school, students have to gradually adapt to campus life and study, so they only learned two classes at the end of the month. Most students can understand the Chinese characters "person, head, hand, foot, mouth, ear, eye, tongue, nose and teeth" by comparing pictures and texts, and can point out the corresponding parts. I write different Chinese characters on the blackboard in every class. I hope they can remember Chinese characters without pictures. For most students, the effect is ok. Li didn't remember it clearly at first, but with the later consolidation, the effect was much better. But Yi Moumou can point out the corresponding part, but he can't remember the font. Chen has no language function, but he can understand and understand the teacher's instructions and point out the corresponding parts.
Although students' own conditions are limited, such as poor memory, forgetting before school and weak analytical and understanding ability. However, in order to enable them to learn more knowledge and know more words, every time I learn a new stroke and word, I will lead the students to read it again and again until most students can think it is over. This semester, I just let them know and describe ",_, ￢". These three strokes are well written by Wang Moumou and Yang Moumou. Yi Moumou asked the teacher to help him hold the pen, which was basically completed. Other children can paint it red. Their performances are different, and I can't rest assured. I can only teach at different levels according to each student's situation, lower the standard and let each student develop.
When teaching simple sentences, I will let the students try to say it first, and I will prompt them appropriately. After the students say it again, I will lead the students to read it again and again. This can exercise students' oral expression ability.
After the above efforts, after a semester, the children have made progress to varying degrees. I think: after such unremitting efforts, students' knowledge will be stored more!