This lesson is a short poem. The full text consists of four sections, each with illustrations, which are unfolded in the order of spring, summer, autumn and winter. The language of poetry is concise and fluent, and children read it fluently and rhythmically. As long as you listen attentively, you will certainly hear "Ding Dong, Ding Dong", which is the spring stream singing; "Cicada, Cicada", that is the golden cicada singing in summer; Sasha vujacic sasha vujacic, which is the song of autumn red leaves; "Hula, Hula", that is the north wind singing in winter. Ah, the music of nature is so wonderful! You see, in spring, people are busy ploughing and planting in spring; In summer, the melons and fruits in the garden are fragrant; In autumn, Man Cang grain piles up; In winter, snow is auspicious, and the New Year is beautiful. Ah! Our It's a Wonderful Life! The curriculum standard of minority languages clearly points out: "Students are the masters of Chinese learning." In learning this lesson, I closely connect with the reality of life, guide students to say what they see in life, and then read aloud with small poems to make students feel the charm of language. In teaching, how to strengthen students' independent Chinese practice activities and guide students to acquire knowledge actively in practice.
2. "Slide" teaching reflection
In this lesson, the sentence pattern in paragraph 234 is the same. I choose the second paragraph as the focus. Through students' comparative reading and personalized reading, grasp the key words of "you squeeze me, I squeeze you" and feel the fun of sunshine playing on the slide. And guide students to recite in class. In developing students' thinking, I guide students to contact life, and what other things will play on the slide in the beautiful spring. At first, students were timid, not confident enough and had incomplete sentence patterns. The teacher encouraged the children in the evaluation and encouraged them to speak boldly. The children's interest was aroused and they were all eager to try. In "Students' Chinese Characters", students are taught to learn the rules of new words, that is, they can read, recognize, write and use. Reading: read the pronunciation correctly, especially the pronunciation of flat, upturned, nasal and whole syllable; Recognition: recognize the structure, radicals and strokes of new words; Writing: the writing order of each new word, the correct writing position in Tian Zige, etc. For example, when teaching the word "rain", I guide children to remember and write in this way: the first horizontal line can be regarded as a vast sky, and the vertical and horizontal hooks can be regarded as (students:
A small room), another vertical image (health: a rain line), and four o'clock (health: a drop of rain). Through the analysis and guidance of this image, students can be inspired to master new words, and the image is easy to remember, so as to understand the structure, writing and essence of the word "rain", which makes it much easier for students to use and cultivate their thinking.
3. Thinking about interesting homework teaching
In the study of this class, I took "What's the difference between Xiaoli's homework and others' homework" as the main line, and the students quickly found an homework that can represent spring things, "Right, right, right", and then the teacher asked the students to use their imagination in real life. What works will the students bring? Children can say what represents spring, and some students are wrong in the flowering season. After class, I also let the students expand their imagination and draw beautiful pictures. In the students' pen, there are pink peach blossoms, lovely goldfish, clear lake water and tender willow branches? It can be seen that mobilizing students' emotions and letting them move freely can not only promote students' learning, but also stimulate their creativity.
Reflections on the Teaching of Xiao Chun
The ancient poem Xiao Chun is the representative work of Meng Haoran, a great poet in the Tang Dynasty. Reflecting on your own teaching, you can basically teach according to the teaching design prepared before class, and basically complete the teaching objectives according to the established teaching ideas. The goal of this lesson is to let students master the five new words in this lesson and recite the poem on the basis of familiarity with the poem through reading guidance. At the same time, stimulate students' interest in learning ancient poetry. When teaching, we can start with leading literacy and use various methods to teach. In the process of guiding reading aloud, although I know that many students can recite it, I still spend a lot of time guiding students to read aloud in various ways. Through reading, the students realized the beauty of spring and the poet's love for spring. A large number of facts have proved that it is impossible for junior students to learn ancient poetry well by relying on the teacher's sentence-by-sentence teaching; We must make more use of reading, so that students can read, learn words, analyze sentences and understand the content in repeated reading.
Cultivate reading ability and habits. Let students coordinate their activities with their ears, brains, mouth and eyes, pay attention to the pause and rhythm of poetry, read out their feelings, feel the beauty of language, rhythm and rhythm of poetry, and gradually enter the artistic conception of ancient poetry. Let students experience the pleasure of reading, the artistic conception of poetry and improve their reading ability in the transformation. Teachers can understand poetry by understanding key words when learning ancient poetry, which is helpful for students to learn ancient poetry. In the future teaching, let students feel in self-reading, pay attention to the closer combination of pictures and texts, and let students further understand the text by looking at pictures.
4. Reflections on the teaching of "Ask if you don't understand"
The key training items of this unit are: reading the text and thinking while reading. This lesson is the fifth text in this unit. In the reading teaching of this course, I focus on this training point, so that students can read the text with questions, and through reading and thinking, students can solve problems and understand the text.
When teaching, the teacher asks questions, and the students have a clear learning goal (thinking while reading the text: why did Sun Yat-sen ask the teacher questions when he knew he was going to be beaten), and the students quickly entered autonomous learning. They read, think, row, move their eyes, activate and use their brains independently. When students are studying by themselves, teachers should know the students' learning situation through inspections, such as: which students have already answered questions and which students have encountered difficulties in answering questions. In order to prepare for the next study.
"If you read a book a hundred times, you will understand its meaning." Understanding and mastering knowledge is not only what teachers say, but also what students read and experience. Therefore, students should be given more reading opportunities in class, and teachers should guide students to understand, feel and accumulate texts through students' reading aloud. In the teaching of this course, we should treat the teaching materials carefully, focus on the whole, make clear the difficulties and key points in the class, and carry out reading teaching around the main question "Why did Sun Yat-sen ask the teacher when he knew that he was going to be beaten?" Students take discussing and solving this problem as the central goal to avoid "intermittent questions and answers" in the class. After repeated reading (initial reading, study and reading), students finally realize that "asking without understanding is human nature." The true meaning of.
5. Reflections on Mei Lanfang's study of art teaching
The lesson "Mei Lanfang studies art" tells the story of Mei Lanfang studying art, studying hard, practicing hard and finally achieving great achievements when she was a child. The full text is concise and vivid, closely linked to "study hard and practice hard", and a diligent and studious Mei Lanfang appears in front of us. When how to make students understand the key word and difficult word "study hard", I found a sentence in the second paragraph of the text: "He often stares at pigeons flying in the air or fish swimming in the water." Isn't this the best concrete explanation of "study hard and practice hard"? Therefore, in the teaching of understanding the word "study hard and practice hard", I use two ways: simulating life situation and associating life situation, turning abstraction into concrete, and achieved excellent teaching results.
In teaching, I asked the children to change their roles and stare at the same object like Mei Lanfang, and then talk about their feelings. Some students said that I was dizzy, and some students said that my tears would flow. Then, let the students read the sentences and understand how Long Mei Lanfang practiced. Students learned from the word "often" that Mei Lanfang practiced for a long time, and then asked students to imagine and guess the time when Mei Lanfang practiced. Children's minds showed vivid pictures of "watching pigeons" and "watching fish"? At this point, Mei Lanfang's image of "studying hard and practicing hard" is fresh and full in his mind. In this intuitive and vivid process, children not only understand the meaning of words, but also are influenced and infected by feelings, and at the same time, they have accumulated valuable reading experience in understanding the text in connection with life.
After learning about Mei Lanfang's eyes of "study hard and practice hard", I immediately asked the students, "To be a famous Peking Opera master, just practice your eyes?" Based on their own understanding of Beijing opera, students say that to become a master of Beijing opera, they must practice their figure, singing, movements and so on. From this, I have a deeper understanding of "study hard and practice hard", and I also admire Mei Lanfang, a famous Peking Opera artist.
6. Reflections on the teaching of "three small benches"
This story is about Einstein's childhood. On the first day when the teacher checked his homework, Einstein didn't hand in his homework. The next day, he handed in an ugly little bench. When the teacher said that there were no such ugly benches in the world, Einstein brought two uglier benches from the drawer. The story wants children to know that Einstein is not afraid of failure and insists on the spirit of hard work. But this is a very high step. Especially in the process of understanding the content of the text, the children encountered many difficulties. For example, why didn't Einstein hand in his homework on the first day? No homework, right? Why did he take out his homework for the first day and the second day? Questions like this are difficult for children to understand. Although this kind of problem is not the focus of the text, understanding it will directly pave the way for understanding the main content of the text. If these contents are not understood, it is difficult for children to reach the final level of understanding. Like the last message, I still said more. I feel very helpless and have not thought of a better solution.
This kind of writing is a bit condescending. Is it necessary for children to know so much about the first grade text? In catchy reading, feel the fun of reading aloud, unconsciously experience the beauty of language, and then learn to recite, isn't it ok? Why should children with little life accumulation jump up and pick invisible apples? Imagine if an imaginative and childlike text is placed in front of you, will the children be more willing to accept it and like it in the teacher's voice and emotion? Will the teacher be more willing to let the children read and accumulate? I think of an article I read today, which is about the current primary school text and the story of Pangu Tiankai. But in the two versions of the Chinese book, the age difference of Pangu is more than 90 thousand years. Is it possible to fabricate myths at will? Is it possible to talk casually about the texts in primary schools?
Reflections on the Teaching of "Singing Willow"
Ancient poetry has infected us with its simplicity and profundity. By describing the charming posture of willow under the spring breeze, the ancient poem "Yong Liu" praised the spring when everything recovered and was full of vitality. Introduce students' practice in teaching, learn new things by reviewing old ones, and understand that "singing willow" is to praise willow from the "singing goose" you have learned before. Students are encouraged to read the text with questions, study independently and explore actively. Teachers timely guide and guide students to understand that "poets also praise willow trees."