8 reflections on primary school writing teaching
As a people’s teacher, one of our jobs is classroom teaching. Through teaching reflection, we can effectively improve our teaching ability and excellent teaching. What are the characteristics of reflection? Below are the reflections on writing teaching in primary schools that I have collected and compiled for your reference. I hope it can help friends in need.
Reflection on Writing Teaching in Primary Schools 1
In order to make students write happily and make writing teaching more dynamic, I have made the following improvements in writing teaching:
1. Borrow words to tell history, create situations, and stimulate students’ interest in learning. Any language is a culture in itself, especially Chinese characters. Although students are exposed to and use Chinese characters every day, they do not know much about the long history of development of Chinese characters and the artistic beauty of Chinese characters. However, they are full of curiosity about this knowledge. In order to stimulate students' interest in writing, I told them during class that Chinese characters are one of the oldest characters in the world. They are also the most beautiful in appearance, the richest in connotation, the most creative and artistic, and the most inspiring. Imaginary words. I also told the students that most of the earliest Chinese characters were pictographs, which were created based on the need to record events. And show students pictures of the evolution of Chinese characters to stimulate students' interest in writing and stimulate their national pride.
2. Use words to tell stories and cultivate students’ good behavioral habits. In the teaching of writing classes, I pay attention to combining the explanation of Chinese characters with the education of students' behavioral habits, so that students can not only master the rules of writing, but also understand the principles of life. For example, when I was giving guidance on writing the word "Benefit", I deliberately wrote the upper part and the lower part very widely at the beginning, so that they exceeded the square grid, and then asked the students whether the word "Benefit" looked good. In the students' answers, I made a summary in time. The teacher's "yi" was out of line, just like an undisciplined classmate who didn't sit or stand, which damaged the overall image of Chinese characters. Therefore, we must strictly observe discipline in the class, bring honor to the class, and not do anything that damages the image of the class.
3. Change from single copying to diverse exercises. Before this, students were tracing words on copybooks without using their brains to think. They were just copying copybooks, which did not achieve the effect of practicing calligraphy. After that, I adjusted my teaching methods in a timely manner and strengthened the standardized education of students' reading and writing habits. I emphasize that when writing, you need to "see first, think twice, write three times, and compare": that is, the first step is to read the posts and see clearly the strokes and their distribution in the grid. The second step is to think about the stroke order and how to write the words neatly in the center of the Tianzi grid. The third step is to write before writing. Keep your head and shoulders level, calm down, and do the "three ones" when writing, so that the words you write can be horizontal and vertical. The fourth step is to compare your own writing with the words on the copybook, look for differences, and then constantly adjust your writing method.
4. Improve the evaluation methods and encourage students to take the initiative to write and write well. "Good children are all encouraged." When correcting students' homework, I insist on giving priority to praise and encouragement, to discover the shining points of their calligraphy, and to show their good handwriting to the whole class and praise them. Let the whole class learn from him; or say "Very good!" "Your handwriting has improved again!" "Your handwriting is awesome!" and other words to encourage students. As a result, the students were willing to take the initiative to write and practice calligraphy, and their handwriting became better and better.
Mr. Guo Moruo once said: "To train primary and secondary school students to write good calligraphy, not everyone will become a calligrapher. Primary and secondary school students must always write words that meet the specifications, are relatively upright, clean, and easy to recognize. In this way It is good to develop habits, which can make people careful, easy to concentrate, and good at caring for others. It is easy to make mistakes by being hasty, careless, and doing things alone. "People can write, so can words." Write "people." Writing teaching enlightens us: good writing habits can benefit students throughout their lives. It not only helps to improve students' learning quality, but also effectively promotes the improvement of students' overall quality.
Reflection on primary school writing teaching 2
This is my first time taking a writing class. After a class, there are some unsatisfactory things that need me to think about, dig out and study.
Before class, I think stimulating students' interest in writing is the most important thing. Tolstoy once pointed out: Successful teaching does not lie in coercion, but in stimulating interest. As your interest in writing develops, your writing skills will improve. As your writing skills improve, your interest in writing becomes more intense. Therefore, I made full preparations before class and carefully prepared the lesson according to the teaching objectives of this lesson. In the introduction part, I introduced it to the students with pictures and texts in the form of appreciating beautiful calligraphy works. I did this The purpose is to fully demonstrate the charm of our country's calligraphy art through the appreciation of famous calligraphy, so that students can increase some knowledge of calligraphy, further understand calligraphy, and like calligraphy, thereby cultivating students' interest in calligraphy, broadening students' horizons, and improving their appreciation of calligraphy.
When teaching strokes, I first show pictures that are similar to strokes to let students intuitively feel the characteristics of strokes. I let students observe and discover the rules themselves, thereby clarifying the importance of the structure of Chinese characters and motivating them. Arouse students' desire to learn Chinese characters well. Doing so not only mobilizes students' enthusiasm, but also allows students to have a deeper grasp of knowledge points. However, when comparing the difference between the two strokes written in the Tian character grid, I did not explain the problem clearly, which made the students a little confused. In the end, I pointed it out myself, so in the future, when teaching, the problem should be clarified requirements and goals.
In the explanation of model characters, I strive to let students feel the physical beauty of the motherland’s language and characters. Through the teacher's writing on the blackboard, explanations, and guidance on the different writing methods and structural arrangements of Chinese characters, students can write more symmetrically and beautifully. Before teaching, I should practice writing these words on the blackboard repeatedly, so that there will be no minor accidents in the classroom. Also, I should play beautiful music when students are writing. This is also a manifestation of cultivating sentiment and purifying the soul. This should be reflected in future writing teaching.
After teaching one class, I think we should work on the following aspects in the future: when observing fonts, combine reading and writing to deepen students' impressions and cultivate students' observation abilities. After guiding the students in their overall understanding, the teacher writes on the blackboard and shows the students the whole process of writing. While demonstrating, the teacher explains the structure of the characters and the names of the strokes, so that after the students have finished writing, they must provide timely feedback and analysis. Only by allowing children to gain something from every writing instruction, will their basic writing skills improve over time. In the future, I myself will have to work more on writing. Only when teachers’ writing skills are improved can they provide better guidance to children. Reflection on Writing Teaching in Primary Schools 3
In the new teacher meeting held at the school, I taught the second lesson "Learning to Write" in the first volume of the first grade Chinese language version of Beijing Normal University. This lesson requires reading 9 Chinese characters, read the pronunciation accurately, recognize the shape of the characters, understand the meaning of the characters, and cultivate students' ability to listen carefully and develop good writing habits.
In Chinese language teaching in lower grades of primary school, children who have just entered school have individual differences in terms of study habits and literacy abilities. The teaching goal of this lesson and this unit is to penetrate listening, reading and literacy. First, listen to the reading to know the accurate pronunciation of the words. After reading with the teacher, the most important thing is to be able to read independently and ask for finger reading. Finally, you can accurately read the 9 new words in the undergraduate course, understand the basic writing tools, and know that only hard work can get things done. There are some advantages and many disadvantages in teaching.
Reflection on Writing Teaching in Primary Schools 4
Chinese characters are a kind of beautiful writing. When writing, we pay attention to structure, strokes and charm. Practice has proved that writing is a very delicate activity, which requires the writer to be focused and highly concentrated. Knowing that students in the lower grades of primary school can write, the first step is to cultivate students' attention to writing. Specifically, it is to guide students to be "careful, attentive and careful" through multi-channel and multi-level training.
Calm mind - be calm, that is, when writing, you should sit upright, concentrate and concentrate, and put all your thoughts into writing. This is the skill of training students to be "quiet". Nowadays, primary school students are always uneasy when writing, and their handwriting is weak and lacks confidence. The reason is that I don’t calm down when writing.
Concentration - Concentrate your energy, keep your mind on nothing when writing, and concentrate all your expressions on the tip of your pen. That is to practice students' "steady" skills. It is the nature of primary school students to love to talk and move. It is difficult for them to sit still and write. This requires teachers to use flexible and diverse methods on the one hand to stimulate students' interest and wait for students to focus all their attention on writing activities; on the other hand, let students master writing methods and understand the rules of writing as soon as possible.
Careful - be careful and meticulous when writing, that is, you must strive for excellence and meticulousness when writing, and devote your whole body and mind to each stroke. This is the skill of training students to be "fine". It should also be noted that primary school students are most likely to have more strokes and fewer drawings when writing. As long as students are educated to develop a good habit of reading carefully and writing carefully, the phenomenon of writing typos will be greatly reduced.
Guide students to develop good writing attention and observation skills, so as to provide students with the premise and foundation for writing well. In addition, writing needs to be trained in various ways to cultivate students' meticulous and keen observation skills. That is to guide students to write carefully to observe Chinese characters. Through observation, analysis and discovery of the composition characteristics of Chinese characters, they can feel the beauty of Chinese characters and understand the writing of Chinese characters. law. To guide students to observe Chinese characters, we should focus on three aspects:
First, observe the strokes. In different Chinese characters, the strokes are written differently. For example: points are divided into long points, short points, midpoints, measuring points, left points, and right points; horizontal directions are divided into long horizontal points, short horizontal points, flat horizontal points, and diagonal horizontal points. If students are not allowed to carefully observe and identify such subtle differences and changes, how can students write Chinese characters correctly and beautifully?
When many single characters in two Chinese characters are combined into combined characters, some of the strokes will change. Such as ears, cars, wood, etc. There are many such situations. As long as students are guided to observe carefully and grasp accurately during teaching, students can write the words correctly.
The third is to observe the structure. Chinese characters have their own structural characteristics and combination methods. Once these characteristics and methods are established in each word, they cannot be changed at will, otherwise something will go wrong. For example, "thinking" and "violent" must be written in a large size at the top, otherwise it will affect the overall beauty. Therefore, every time writing guidance is provided, students must first observe and analyze carefully before writing. When writing in the Tianzi grid, students should first accurately observe the position and proportion of each character in the Tianzi grid, and form a mental diagram before trying to write and practice writing.
Cultivating students’ attention and observation skills is the core of guiding students to write. Writing guidance must use your brain, conduct in-depth research, and use the most optimized behavior to implement it. Once students have truly developed the corresponding attention and observation skills, they will definitely be able to write correctly, standardly, beautifully and with charm. Reflection on Writing Teaching in Primary Schools 5
Writing is an important basic language skill, which plays an important role in improving students’ cultural quality. It must lay a good foundation from an early age. It must be strictly trained and required from the first grade. Gradually develop students' writing skills.
After the literacy class, there is a writing class. Writing lessons also include a lot of content. A writing lesson should teach students the names of strokes, the order of strokes, and how to write characters in a standard grid.
When I first learned to write, the method I used was to first tell the students the names of the strokes and write them with me, and then teach the students to write the words on the grid. I would write a stroke and the students would follow up by drawing a stroke on the table with their hands. , and then let the students write by themselves, but after several classes, I found that every time I took the writing class, especially when I taught students how to write the words in the grid, many students started to do their own things. Or you may have already started writing in the book, but stopping it a few times is only temporary, and soon the students will stop listening. After the homework is collected, you can imagine how bad the completion situation is.
“Learn before you know your deficiencies; teach before you know your difficulties.” The new curriculum standard requires that “students are the main body of learning and development. Chinese courses must pay attention to the individual students based on their physical and mental development and Chinese learning characteristics. Differences and different learning needs, caring for students’ curiosity and thirst for knowledge, fully stimulating students’ initiative and enterprising spirit, and advocating independent, cooperative, and inquiry-based learning methods.” So based on this concept, I think of my writing class. Instead of focusing on students, I teach mainly, and students follow my ideas. I should break this old idea. I should not just teach blindly, but stimulate students' initiative. In subsequent writing classes, I Let the students tell the stroke order of the words first, praise them if they are right, and correct them immediately if they are wrong. This will leave a deep impression on the students. Then let the students observe each word and say that each stroke of each word should be written in the word Tian. Where to place the grid, and finally let the students evaluate the quality of my writing. While finding the teacher's mistakes, the students also deepened their impression of the words, so in subsequent teaching, I found that the students made great progress
It is not easy to develop a good writing habit. The habit of writing is a process of continuous accumulation, and it cannot be cultivated by just a few writing classes. I think we must have strict requirements for students. It is best to do it in and out of class, both in and out of school. Of course, this also requires the parents' support. Active cooperation, children with poor self-control, parents' supervision and teacher's cooperation will make students naturally form habits.
At the same time, we must also pay attention to the individual differences of students. Every child is different. We must teach students in accordance with their aptitude. Those who complete homework quickly can broaden their knowledge and practice calligraphy. As for underachieving students, they pursue quality first and then quantity. More individual guidance is required for these students.
I don’t know if my method is feasible, but for now I think students not only like this method but also learn better than before, and their writing has improved a lot. Reflection on Writing Teaching in Primary Schools 6
When I was working as a Chinese teacher in lower grades, I had some insights into the teaching of Chinese characters. In one sentence, I can say: Lower grades in elementary school are the beginning of good calligraphy. During the period and critical period, Chinese teachers in lower grades of primary schools have heavier responsibilities.
In actual study and work, we often find that many students and adults are always troubled by how to write good handwriting. As an initial teacher for children to learn to write, I suddenly realized recently: If you give correct guidance to children in the early stages of learning to write, then writing good handwriting will be twice the result with half the effort; if the children do not understand the key to learning to write in the early stages, then they must write well in the future. It will definitely take more effort. How to seize the enlightenment and critical period of first grade? I think the following points should be achieved:
1. Adapt measures to the place, time and student conditions
Due to different family environments, the preschool education that children receive is very different. Yes, if you want your children to write well, you must have a full understanding of them. The children I educate now have a good reserve of pre-school knowledge. Ninety-nine percent of the children have learned to write Chinese characters before entering school. If they are only required to write horizontally and vertically, it will not be good for them. The goal of learning Chinese characters is to "walk in circles" and stand still. At this time, I assigned new writing goals for the children based on the principle of "Zone of Proximal Development" and began to guide the children to learn how to start, move, pause and close the pen. Give the children a peach and let them jump to get it. Only in this way can the children's potential and unlimited fun be stimulated.
2. Inspire children’s enthusiasm and interest in writing
In this process, it is necessary to awaken children’s desire to write well and use various lively teaching situations to attract children’s attention. force. For example, when teaching how to recognize characters by looking at pictures, we found some oracle bone inscription fonts to let the children understand the changes in the characters, such as "zhou" and "bamboo", and used the characteristics of Chinese pictograms to make the children associate the characters from the pictures. This increases the vividness of literacy teaching. In addition, inspirational education can also be adopted to guide children to learn and understand the stories of some calligraphers, so that children can establish the ambition to write good calligraphy.
3. The correct writing posture is the fundamental foundation for good writing
When writing, the posture is correct, the body is upright, and the eyes are one foot away from the pen tip; the pen is held correctly, and the fingers holding the pen are away from the pen tip. The tip of the pen is one inch; sitting posture is good, and the chest is one punch away from the edge of the table. Children will write easily when they achieve these "three ones". And 90% of children cannot do this. When writing, they start to crook seven or eight buttons. Every class emphasizes correct posture every minute, but children do not stick to good posture for long. . Nowadays, some children have pseudomyopia. If the posture is incorrect, it will not only be very difficult to write well, but it will also be extremely detrimental to eye health and physical development. Therefore, we must resolutely ensure that the writing posture is correct. This is imperative!
4. Guide children to use the Tian character grid to grasp the structure of Chinese characters.
The small Tian character grid has a big world inside. In class, children must be guided to start, move, and finish the pen strictly according to the position of each stroke and each stroke in the Tian grid, and master the rules of layout and proportion of Chinese characters in the Tian grid. Only in this way can we grasp the structure of Chinese characters well.
At this point, I used vivid imaginary metaphors in class, comparing Tianzige to a Chinese character’s home. This home has four houses, attracting children to find the right strokes for each stroke of the Chinese character. Home. The students observed and explained themselves and then wrote on the teacher's blackboard. The guidance was extremely detailed. The reason why we spend a lot of time to help children master the frame structure of Chinese characters with the help of Tian Zi Ge is because the structure of Chinese characters is the character of Chinese characters. Only by mastering the structure of Chinese characters can we write good handwriting and write the charm of Chinese characters. Lay the foundation. Children in first grade have just learned to write. If we let the children master the fundamental method of writing good calligraphy at this time - grasping the structure of Chinese characters, they will get twice the result with half the effort and avoid worrying about practicing good calligraphy all day long in the future. distressed.
5. Use various lively forms to consolidate writing results
Children’s continuous progress requires continuous reinforcement from teachers. This reinforcement method is nothing more than praise, encouragement, criticism and correction. For example, you can carry out writing competitions, use various situations to praise and consolidate children who are already good at writing, and set a good role model for other children.
However, writing good calligraphy is not something that can be achieved overnight. It requires sustained efforts from teachers and students. It also requires realizing the potential of the family and awakening the joint efforts of home and school. It is not enough to rely solely on classroom requirements. Encouraging and urging children to write well requires consistent persistence and hard work in and out of class. Especially for first-grade children who have just entered school, continuous guidance and encouragement from teachers and parents are needed. and inspiration. Reflection on Primary School Writing Teaching 7
Although the class was over, my mood did not calm down because the class was over. Since I received the notice that I was going to take a writing class, I have been thinking about how to let the children really fall in love with writing and write seriously through this class, so as to gain greater gains.
First of all, I thought of stimulating interest. When preparing lessons, I anticipated the diversity of students in the class. Compared with students who are good at writing, it is much more difficult to stimulate the interest of children with poor writing skills. In order to mobilize their enthusiasm for writing, I asked them to compare themselves with themselves when evaluating. In the same typesetting, by comparing the next word with the previous word, I gave them strong praise for their progress in writing. , and made some writing suggestions in a timely manner.
During several subsequent inspections, I found that these underachievers were able to write carefully stroke by stroke, and the words they wrote became more correct. This shows that different students need to use different reference objects. Finding their shining points will also help them regain their confidence and make them believe that they can succeed through hard work, so they take the initiative to write from the bottom of their hearts.
Secondly, I thought that it is better to teach people to fish than to teach them how to fish. For children, mastering the method is more important. Therefore, in this class, I attach great importance to the teaching of methods. I know that the prerequisite for good handwriting is careful observation. Therefore, when instructing writing, I divided the words "Teaching, Poetry, Rang, Yi, Yi, Qiu, Fan, and Pad" into two rows and showed them, and asked them to observe first and then talk about their findings. Some children observed very carefully, not only saying that the last four strokes all have the stroke of "horizontal bending hook", but also said that the shapes of these four strokes are different. I guided them along the way so that the students could easily grasp the writing method of these four horizontally bent hooks. Before students practice writing by themselves, I also ask students to observe first and then write. With this mention, many children have the awareness of observation.
The awareness of observation is there, but some children still don’t quite understand how to observe. So, I used a physical projector to compare a better work with a weaker one. The children quickly found the shortcomings in the work, and also had a certain feeling about how to write beautiful words.
However, this class also has many shortcomings. For example, children's writing postures. Although when preparing the lesson, I realized that it would be difficult for the children to write in the correct posture, and designed a link for the children to read a "writing song", and reminded them repeatedly while writing, but I really did it. Very few children write with correct posture. I thought: Maybe after the writing song is finished, let them put on the correct posture and explain to the students: Let's compare and see which children can write in the correct posture? When reminding students, you can use some humorous language full of childlike interest, which may have a much better effect.
In addition, when I asked the children to suggest words that they thought were difficult to write, one student mentioned "poem". Considering the time issue, should I just say that this character is difficult to write? Some of the children replied: "It's not difficult!" So I hurried over. Looking back now, this was so inappropriate. Maybe for this child, the word "poetry" is really difficult for him to write. Since some children now say it is not difficult, we can use their strength to help the student who is having difficulty solve the problem. In this way, the student's self-esteem is protected and the subject status of other students is reflected.
It can be seen that to give a good class, every detail cannot be ignored. Only by truly starting from the student's perspective can children gain greater gains. Reflection on primary school writing teaching 8
Lower grade is the initial stage of writing for primary school students. From the beginning of school, we must work hard to develop good writing habits. If the requirements are not strict at the beginning, it will take more effort to correct it later. The following are some reflections on my writing class in the lower grades of elementary school.
(1) Teachers should pay attention to the guidance of writing posture and writing methods. Correct writing posture and writing method are the minimum requirements for a student to learn to read. I have guided students in this area from the beginning, allowing them to develop correct writing postures and writing methods, and correct problems in a timely manner if they find them.
(2) Pay attention to the guidance of the strokes, stroke order, and frame structure of the characters.
1. To write Chinese characters well, students must first write the basic strokes well. In addition, students should also be allowed to understand that when some single-character characters are used as radicals, the strokes change, such as "nu" and "tu" are used as radicals, and the last stroke becomes horizontal. Mastering the writing method of radical strokes can lay the foundation for writing combined characters well.
2. Teachers should provide specific guidance on the stroke order rules of each character, so that students know that writing according to the stroke order will make it easier to write well and speed up writing.
(3) Teach students how to use Tianzi grid.
When I teach students to write, I first explain the structure of the characters clearly and the parts of the grid, and then model the new characters so that the students can write the new characters well.
(4) Pay attention to orthographic teaching. As students' literacy increases, characters with similar shapes continue to appear, especially in the lower grades, it is difficult to distinguish between characters with similar shapes. Therefore, when writing, students are often confused because of similar glyphs. When I was teaching, I focused on the unified background of the pronunciation, shape, and meaning of characters, highlighted the more nuanced parts, and used colored chalk to mark easily confused strokes, radicals, or parts, and achieved good teaching results.
(5) Encourage evaluation and encourage progress.
The teacher’s encouragement has a great promotion effect on students’ progress. Therefore, I will praise the students in the class for any small progress, and the students will have more confidence and interest in practicing calligraphy. I posted a homework evaluation column in the class, and students who wrote carefully every week received a small red flower. Weekly reviews are given to Civilized Boys and Red Flower Boys. Red Flower Boys are selected to select students who have made progress, including progress in writing. Each semester, the outstanding homework assignments in the class are selected. There is no limit to the number. As long as the assignments are neatly written, they will be selected. Our grade printed some small certificates, including excellent homework awards and progress awards, which are designed for writing. Use school activities to vigorously praise students with outstanding writing skills, such as: writing competitions. Some time before each competition, students are called on to actively practice calligraphy. Students who win the competition will be grandly awarded by the teacher in the class, making the winning students feel extremely glorious. , other students are very envious. Praise can make every child make progress and write more beautiful words.
After a period of teaching, it plays an important role in developing good writing habits for students. Of course, students must write well. Teachers must first be able to write well and set an example for students. This is even more important. Therefore, I have been working hard to practice writing and be a role model for students. ;