As a new people's teacher, classroom teaching is one of its important tasks, and teaching experience can be summarized in teaching reflection. Then the question is coming, how to write teaching reflection? The following is a model essay (generally 5 articles) on teaching reflection in the first grade of primary school, which I compiled for you, for your reference, hoping to help friends in need.
Reflections on the teaching of the first grade of primary school 1 Understanding RMB is the content of Unit 5 of Book 2 of Mathematics for the first grade of primary school, which is taught in three classes. The first lesson is to know RMB, master the color of RMB, and which denomination is what color. In the second class, let the students go to the store to buy goods, what kind of goods need how much money and how to pay. In the third class, let the students do a price survey before going to the goods, how much is that item, and record the price of the item. When I was in teaching material analysis in this unit, I had the following thoughts: First, regarding the teaching emphasis, I always focused on identifying the denomination value and calculating the conversion rate in the past. For these students with life experience, over-emphasis and simple teaching are obviously divorced from students' reality and cannot arouse students' interest. This kind of teaching obviously can't let students give full play to their initiative in learning. How to improve their mathematical thinking and learning ability? Next, I will talk about my reflection in the first lesson of this unit, which has the following points:
1, students' knowledge level is the starting point of teachers' teaching.
The most important reason that affects students is what they already know. Teachers should teach according to students' original knowledge. Especially when the teaching content is closely related to students' real life, teachers should first understand how much students have mastered this knowledge and what kind of practical experience they can borrow to think carefully. For example, in the blackboard design section, students can study RMB with their parents at home. So that students have a deep understanding of the knowledge of knowing large denomination RMB. This part of the content can be brushed aside and not become the focus. Practice has proved that this arrangement is in line with the actual situation of students and is based on their existing knowledge and experience. Therefore, students are always in a state of excitement in their studies. Only by jumping to pick fruits can students' learning enthusiasm, autonomy and creativity be effectively stimulated, and only by jumping to pick fruits can students' learning be truly effective and meaningful.
2. Create situations to stimulate interest in learning.
At the beginning of teaching. Teachers can stimulate students' interest in learning by guessing riddles and telling stories. Let students study happily. Through the scene of how grandpa elephant rewards small animals to meet their needs, students will immediately think of spending money and have the motivation to learn, and initially experience different payment methods and the role of RMB through cooperation and exchange. After knowing RMB within 100 yuan, let students observe the national emblem, educate students in patriotism and protect their awareness of RMB. It also created a problem situation of how to collect 80 cents, and experienced different methods of collecting 80 cents through cooperation and exchange. And shopping in the store. Through cooperation and communication, students' learning mood reached a climax. Everyone wants to take part in simple shopping activities, fully experience how to take, pay and find coins, experience the value of 100 yuan, cultivate the flexibility of thinking and the ability to solve practical problems, and establish confidence in learning mathematics well. The teacher's encouraging evaluation is the upsurge of students' interest in learning. Let students study happily. The story runs through the whole class, keeping students' interest in learning in a state of excitement.
3. Let students explore independently and cooperate with each other.
Ask students how to distinguish different RMB and how to pay. These are not taught by teachers to students, but let students try independently in their daily lives. Make full use of students' life practice and existing knowledge level in shopping, let students play the main role, and know all kinds of RMB with face value less than 100 yuan through mutual communication between students. Teachers must respect students' wishes and guide them to observe the characteristics of RMB, such as images, Chinese characters, numbers and colors. , so that students can initially understand the method of understanding RMB and establish a mathematical model from intuitive to abstract. By buying a ruler of one yuan and fifty cents, a pencil sharpener of three yuan and fifty cents, and a rubber of fifty cents, students' thinking was stimulated, and various ways of paying RMB were explored independently, and the angle of 1 yuan = 10 was mastered, which laid a foundation for further understanding the progress and shopping activities between yuan, jiao and fen, and guided students to combine with real life.
4. Close contact with real life, let students realize that there is mathematics everywhere in life.
You have to pay for things, and what you can buy in RMB less than 1 yuan is closely related to students' life. Let students understand that when shopping, they will decide the payment method according to the actual situation, and pay attention to the diversification of algorithms. Provide students with sufficient opportunities for practical activities, in which students learn to learn, experience the close relationship between mathematics and life, and solve problems in life with what they have learned.
5. Extension of content.
(1) There are many ways to get 80 points, and in-store shopping activities can not only enable students to apply "solid" to the previous difficulties, but also lay a better foundation for students' later learning-"expansion".
(2) Pass "What kind of small animals do students like, please explain the reasons." This has caused students to think about their daily life and let them use RMB better. This inspires students to think from different angles.
The shortcomings in teaching are as follows:
1, students have poor discipline in class, and the discipline management of students needs to be strengthened.
2, to strengthen their own business level is not high, usually should strengthen the study of teaching materials.
3. More use of encouraging language in classroom teaching will affect students' learning effect, and encouraging evaluation should be appropriate.
In short, in the future teaching work, I will constantly sum up the teaching experience of each class, seriously reflect on teaching, cultivate my own quality, improve the teaching level, make more efforts in teaching and strengthen the counseling for poor students. I believe that as long as I work hard, I will gain something!
Reflections on the teaching of the first grade in primary school II. I have also seriously thought about some other people's methods. On the basis of other people's methods, I have taken four steps: how to be a good physical education class in the first grade, how to easily remember students' names (almost 50- forgetful) and how to make students remember their positions quickly:
First, adjust the height order: I entered the playground according to the formation of the first team of boys and the first team of girls originally arranged by the class teacher. I adjusted the height and position of these children.
Second, become a four-way column: I walked among the boys and girls and asked the children to count to 1 and 2. I patted the child on the head while reporting the number to see if he also reported the right number. After letting the children remember their numbers, I asked the boys' numbers to go to the left and the girls' numbers to go to the right, thus forming a four-way column (a teacher told me that it is easier for freshmen to master the column queue).
Third, remember your team number: at this time, I will let the children count from short to high. After reporting the figures, I designed to let the children remember their team numbers. Let the children tell which team and number they are, and do a sampling test to consolidate them.
Fourth, consolidation exercises after the game: Then I play games in the form of column games with traffic lights. After the game, I took a random test to see if the children remembered their team number and number, and found that the children did. Next week, I will continue to consolidate this method, combining the names of classmates before and after the children, so that the children can know each other on the one hand and remember their positions on the other. I wanted to remember my partner's name at once today, but I found that the children were a little tired, so I stopped teaching.
Reflections on the teaching of the first grade in primary school III. This semester, I am a first-year Chinese teacher. Soon, a semester passed. Looking back on the past days and reflecting on the teaching experience of a semester, there are also some gains and problems. The purpose of compiling first-grade textbooks is to pay attention to people's development, present learning content with life scenes, and let students feel the connection between knowledge and life. The purpose of learning knowledge is to solve problems with knowledge, and to delete the useless content in the past. What you have learned is helpful for entering the society in the future. There are naturally many life scenes in the textbook. The content seems simple, but it is difficult to implement.
In teaching, I study Chinese curriculum standards seriously. Curriculum standard is the general idea of current teaching. Committed to improving students' Chinese literacy in an all-round way, correctly grasping the characteristics of Chinese teaching, advocating independent, cooperative and inquiry learning methods, and striving to build an open and energetic Chinese course. In the process of repeatedly studying curriculum standards, I have some insights and applied the theory to classroom practice, which has gained a lot.
1. Create an equal and harmonious classroom atmosphere. What teachers want in the new curriculum is the change of roles. Teachers will no longer just impart knowledge and management, but promote and guide the development of students. In the new curriculum, students' learning style has changed from traditional receptive learning to inquiry learning. The teacher's job is to help children determine appropriate learning goals and determine and coordinate the ways to achieve these goals. Know that students develop good study habits, master learning strategies and develop their abilities; Create rich teaching situations, stimulate students' learning motivation and interest, and fully mobilize their learning enthusiasm. In teaching activities, teachers and students are equal, not the relationship of obedience and obedience. Teachers should respect every student and give more encouragement.
2. Combine multiple intelligences to better understand the text. On the whole, intelligence is the comprehensive ability of cognitive activities. Usually, people's cognitive activities are not one kind, but several kinds of intelligence are interacting. Students' learning is also a process of mutual influence and interaction among various intelligences. Therefore, we should not only measure students' ability by cognitive intelligence, but also cultivate and develop students' multiple intelligences, so that education and teaching can truly face all students and cultivate all-round innovative talents.
3. Combine Chinese with other subjects. The Curriculum Standard for Full-time Compulsory Education (experimental draft) points out: "Broaden the field of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, so that students can broaden their horizons, improve their learning efficiency, and initially acquire the Chinese practical ability needed by modern society."
The Standard clearly points out that interdisciplinary teaching is advocated and combined with other courses. This is because it is not enough to cultivate students' innovative consciousness and practical ability only by relying on the content of Chinese textbooks and traditional teaching methods. However, all disciplines need to penetrate each other in teaching methods, teaching contents, thinking modes and knowledge background, so that innovative teaching can achieve the training goal. For example, combining composition teaching with various disciplines.
Reflection on the teaching of the fourth grade in primary school In Chinese classroom teaching, we must closely connect with students' real life and cognitive level, so that students can truly feel the "personal significance and value" of learning, and make students interested in what they have learned and willing to explore. For the lower grades of primary school, organizing small games effectively can sometimes achieve twice the result with half the effort; Teachers should always pay attention to students' emotional experience, mobilize students' life accumulation, extend their contacts in time, and help them establish and build a platform for acquiring new knowledge.
Of course, I still have many shortcomings in teaching Grandpa Earth's hands:
First, the teaching forms and methods are relatively simple, and the favorite learning methods of junior children are games and competitions. In teaching, we should cultivate their sense of unity, cooperation and competition.
Second, in literacy teaching, students' life experience is not integrated, and students' life literacy is emphasized.
Thirdly, students should be encouraged to question in teaching, because questioning is the spark of thinking, and questioning should be cultivated from grade one.
Reflections on the teaching of the first grade in primary schools. Reading teaching in grade one should not only help students understand the meaning of words, but also pay attention to language expression training. Literacy 3 has many oral training points, such as: What can you draw with green crayons? Why do you use green crayons to draw bamboo? Think about it, what else can you draw with green crayons? Then show me "I draw with green crayons." Practice oral English. What color is the crayon mentioned in this article? Then show the answer to the sentence "You have". Crayons come in various colors. What can they draw? Then it says, "You can draw, you can draw." Answer the sentence. I think this way not only trains sentence patterns, but also trains thinking. Purposeful practice is effective.
After teaching Literacy 3, children have a certain understanding of the evolution of Chinese characters. It may be that the supplementary practice last semester exposed students to hieroglyphics, so students are no strangers to hieroglyphics. In the teaching of children's songs, I let students read fully. Boys read, girls read, boys and girls read in roles, and teachers and students read together. Maybe I have adopted many ways, and the children are very energetic in reading! After the children's song, I asked the children to say: If it were you, what would you like to draw? The children's chatterboxes suddenly opened: I want to draw zebras, I want to draw a beautiful campus, I want to draw the beautiful scenery of spring … Children's thinking is really active! Later, I asked the children to imitate the text and write what they wanted to draw.
;