Reflection on Chinese teacher's teaching in the first semester of senior high school: 1 This semester, we learned the Chinese Phonetic Alphabet List, which allows students to read, copy, recite and sing, and use it when sketching words to deepen their memory.
Through learning, let students know that the capital letters in the Chinese phonetic alphabet are the phonetic order, which lays the foundation for learning to look up words in the dictionary, that is, the phonetic order method. Once the word order is mastered, when the pronunciation (syllable) of a word is known, the word order search method can be used to look up the dictionary. A teacher who can't speak can know the meaning of the word by himself with the help of reference books, and can also compose music for the word.
Since we learned the Chinese phonetic alphabet, many students have bought a new Xinhua dictionary and a modern Chinese dictionary at the same time. They carry dictionaries and dictionaries in their schoolbags like treasures every day, and they will turn them over whenever they have time.
After teaching students the word order search method in class, students have practiced it many times and improved the speed and accuracy of dictionary search through competitions. In this way, students further like to look up dictionaries or dictionaries, especially when we learn new lessons and let students exchange literacy methods or word combinations, students can say many words previewed before class. Some students can learn to sell now, find out this word or word at hand and share it with their classmates.
After teaching students to look up words in phonetic order, they learned to look up words in dictionaries by radical search. In this way, students' awareness and ability of independent literacy are gradually enhanced. Besides, students also learned some words from dictionaries and dictionaries, which can be used in conversation and chatting. For example, students know that "a dragonfly" is a dragonfly mother giving birth in the water, not playing!
In the final exam of the semester, we took the dictionary in the first grade, which is the radical and phonetic order. I think: this is the teaching and research staff urging us to pay attention to students' acquisition of dictionary search methods and reminding students to use reference books more.
In fact, Xinhua Dictionary and Modern Chinese Dictionary are two indispensable reference books, no matter my desk lives near my computer at home. May all our students form the good habit of using reference books! May reference books play a greater role in students' study and life!
The Chinese teacher's reflection on teaching in the next semester of senior high school was informed by the school. In the fifth week, I was asked to take an open class for students. I took over the task at that time, but I was at a loss. Because I just started school, I have no idea how to attend classes in the next semester. I don't know whether this idea is suitable for next semester. Just when I was at my wit's end, I heard that Huayang was going to launch a national undergraduate course in the first year and the next semester. I am both happy and looking forward to it. I went to Huayang for class early that Friday.
In my opinion, Huayang's class is not particularly exciting, but it makes me know the idea of taking classes in the next semester of senior high school, that is, besides literacy, we should also infiltrate a little extra-curricular knowledge to lay a good foundation for reading in senior high school, which is also a little feeling after listening to the class at that time. According to their thinking, I began to prepare lessons after I came back.
I read a book five minutes before class, and changed it to extracurricular knowledge display. The classroom link is also very simple, reading the text-students' words-reading words-extracurricular knowledge display.
First, set the scene. It's so interesting.
In fact, we usually follow these links in every class, but how to string these links together organically to make children feel fresh and interesting? After several days of thinking, I brought "Little Swallow" into the classroom. I invited a fourth-grade classmate to record live, and then let the swallow have a cordial conversation with the classmates. "Hello, children of Class One (1). I am a swallow. Would you like to make friends with me? But I'm in a bit of trouble now. Will you help me? " Then set the following questions:
Lessons 1 and 15 are too difficult. Can you help me read this text smoothly and correctly?
Please help me recognize 20 new words in the text!
I flew to the warm south in winter, and I don't know how other animals spend the winter. Can you tell me?
Thank you for helping me. I want to be your best friend. Let's sing a song!
The four links are linked by the string of "Little Swallow", which is natural and fresh, and has been well received by teachers after class, but the voice of regret is too small.
Second, read aloud to show your personality.
Since the beginning of school, after listening to several open classes of Bayi and Huayang, I always want to "take" something back from them, but there is always something unsatisfactory, and I feel a little unable to take it out. Let's just say that this text is for display and reading. It's the same every time I see it. Can it be different this time? The result is still the same. I couldn't get the essence after class, so I chatted privately with several teachers after class. He also said that he was inexperienced and wanted to learn from us. Being so modest really makes me dizzy. It seems that you have to use your own brains in class. For reading the text, it is not the point, but it must be read smoothly and correctly. In this class, I also adopted the forms of individual reading, group reading, demonstration reading and student evaluation. Because of the preview, students can successfully pass the exam in class and read well.
Third, independent literacy, entertaining.
Literacy is still the focus of this semester, and the amount of literacy is greater than that of the semester, so this link is also the most important. It took me 25 minutes to complete it. Read by yourself first, then the primary school teacher teaches you to read, then read in groups, filter out the difficult words, let the students try to remember them themselves, and then communicate with you. Seeing that everyone is about the same, I play games and cards with them, so that students can play in both middle school and school. Usually our class plays games, so we must play games often. Fortunately, my students are still very clever. The day before class, I thought of a game called "Catch the Dead Ghost", which was novel and fun, and the effect of playing in class was also very good, but the name of the game was a bit "bloody" at that time.
Fourth, expand and exchange reports in time.
After learning new words last semester, we usually find a children's song for students to read, or compare several homophones with similar words. But this semester, I expanded my extracurricular knowledge according to the model of Huayang open class. Let the students go home at the weekend to collect "How do animals spend the winter?" ? "Report the communication in the group first, and then ask the representative to speak. Because every child goes home to prepare materials, he speaks very positively. In order not to disappoint the children, I asked them to leave their seats boldly and communicate with the teachers behind them one by one. The scene is very lively. When I announced the time, the children wanted more. The teacher who attended the class after class also said that the children expressed themselves really well.
I always feel relaxed after class, but my mood is not relaxed at all, because I know this is not a successful class, except that some links in the middle are not compact enough and there are few highlights. I think it may be the reason why I like "innovation". I don't want to use the old methods I used before, no matter how good they are, but I really can't think of anything new when preparing lessons. Later, Ms. Benyu communicated with me. Of course, she has a positive attitude towards this course, but she puts forward three suggestions for improvement:
First, she thinks that children's songs should be read as before in the later stage of development, and there is no need to collect extracurricular knowledge so early. The second grade will naturally appear. The main task now is literacy, not expansion.
Secondly, she thinks we should do more to make students know more difficult words. There are many difficult words screened out in class, and students have no time to think about more literacy methods. If we had prepared well before class, we wouldn't have screened out so many words that we didn't know.
Third, students don't need much innovation. As long as children like it and learn effectively, they can use the old method. I really want to thank Mr. Yu for his advice. But our teachers all think that children are under great pressure to learn Chinese characters. There are so many words to learn in a class that more than half of the children can't master them. There were a lot fewer difficult words filtered out in class that day, but I still think there are more. We really haven't found a good way for children to learn more new words in a little time. Let's continue to "search" on the road of birth.
Reflections on the teaching of Chinese teachers in the first semester of senior high school With the joint efforts of teachers and students, the teaching activity of Literacy One has ended. Through the unit pass test and usual observation, I have mixed feelings about the teaching of this unit The success of self-feeling teaching is as follows:
(1) Students' literacy can basically meet the requirements of teaching objectives;
(2) Students can correctly write 65,438+04 new words by themselves, and can correctly write horizontal, vertical, left and right strokes.
(3) be able to combine and expand new words.
(4) Be able to read and recite texts fluently.
(5) Most students can write according to the rules of strokes.
The existing problems are:
(1) Individual students can only read 70%.
(2) horizontal writing is uneven, vertical writing is not straight, and writing is too straight.
(3) Most students can't start collecting pens.
(4) Half of the students can't read the topic, and their flat tongue sounds are unclear.
Based on the above analysis, in the future teaching, we should not only strengthen digital teaching, consolidate the review of Chinese Pinyin, but also carefully guide students to write good strokes.
Reflections on the teaching of Chinese teachers in the first semester of senior high school. In the teaching of Literacy One, students are unfamiliar and novel with Chinese characters, which also arouses students' thirst for knowledge. However, knowing Chinese characters is a big problem. Many students remembered it at that time, but later forgot it. In view of this situation, in teaching, I adopted various methods to understand new words and explain the methods of literacy. When analyzing new words, we should pay attention to the teaching of strokes and structures, so that students can read and practice more, such as reading together, reading in groups, reading freely and reading by train. Give students a chance to exercise themselves. Nevertheless, there are still many students (about one third) who can't remember all the new words in Lesson 4 "On the playground", so I think literacy teaching is really not a simple matter.
In writing, because students have not been exposed to the writing of Chinese characters before, the writing is very irregular. After I found the problem, I corrected it in time, started with strokes, and strictly implemented Tian Zi's professional requirements. If anything is not written seriously, I will demonstrate it by hand, so that students can write beautifully when they start writing, which has received good teaching results.
The Little Pine Tree and the Big Pine Tree is a fable about a small pine tree on the mountain who thinks he is very tall and looks down at the big pine tree below. The article criticizes the small pine tree for its lack of self-knowledge and blind arrogance. The focus of the teacher's lesson is to help students understand the blindness and arrogance of the little pine tree, feel the affability of Uncle Feng, and know how to be modest and polite is the value of the text. I designed this course with students' autonomy, cooperation, inquiry and spiritual intersection as the main teaching forms, so that students can have the passion of reading in full interest and show their true feelings in different roles; Help students internalize the deep feelings of language in thinking, acting and speaking.
In the process of teaching, I realize that there are still many shortcomings in the concept of efficient classroom.
1. Learning new words well is the basis of learning the text well. In this class, I spend less time reviewing words, so that students can lay a good foundation and make them read and practice more in various ways.
2. It is very important for children in the lower grades of primary school to "read", but they seldom read in the efficient classroom and can't hear the sound of reading in the classroom.
3. In group learning and inquiry, efforts should be made to cultivate group leaders and cultivate the habits of listening, speaking, reading and writing. In addition, the setting of the topic also needs to be accurate.
4. Teachers' languages also need to be enumerated and integrated. The release and collection in the classroom should also be grasped in place. These are all the places I lack in this class. In the future, I will learn to let my children explore and learn by themselves.
Although there are still regrets in this teaching, every teaching is an experience and a process of accumulation. In this process, I saw the shortcomings, summed up the advantages, made little progress and changed again and again. In this process, I hone, enjoy and look forward to my greater progress.
Reflections on the Chinese teacher's teaching in the next semester of senior 16. The Little Pine Tree and the Big Pine Tree is an allegorical fairy tale with only four natural paragraphs. The language is simple. The main story is that a small pine tree on the mountain thinks it is very tall and looks down on the big pine tree below. Hearing this, Uncle Feng criticized the little pine tree for its lack of self-knowledge and blind arrogance. There are also two illustrations in the paper, which vividly depict the small pine tree, the big pine tree and Uncle Feng. The difficulty of this lesson is to understand what Uncle Feng said to the little pine tree. In teaching, I use various means to help students understand the content, and the effect is good.
First of all, listen to the story and look at the pictures to understand the "height"
Before teaching the text, I let the children listen to the story first, and then look at the stick figures on the blackboard to let them know who is tall and who is short. Children can tell at a glance that pine trees are tall. On this basis, ask again: But this little pine tree says it is taller than the big pine tree. Do you know what this is about by previewing the text? The children raised their hands and told me that it was a small pine tree on the mountain and a big pine tree under the mountain, so the small pine tree felt that it was very tall and could see far. I asked again: What kind of person do you think the little pine tree is through the preview? Some children say "pride", some children say "ignorance" and some children say "rudeness". I am not in a hurry to decide who is right or wrong and who makes the most sense. I will continue to learn from the children.
Second, read aloud and act out the dialogue.
In class, when I instruct students to read the performance aloud, let them imagine the movements, expressions and tone of the characters when they speak, and read the situation as much as possible. Only by reading the words of the little pine tree can I know that it is condescending arrogance. The key sentence is that Uncle Feng touched the head of the little pine tree and said, "Son, the pine tree at the foot of the mountain is much taller than you. You can see far away. Grandpa Dashan helped you up! " Throw out the question: What expression should I use to read Uncle Feng's words? Remind students that a simple action can help you play Uncle Feng well. The students soon discovered the word "touch". When will someone touch your head? The answer must be when my mother loves our family and tells us some truth and so on. Students can easily connect themselves with their daily life and use some experience to gain an understanding of the text, so as to better help students understand Uncle Feng's kindness and teaching. It also paved the way for the inner world of the little pine tree to rise again.
Third, combine the life and language environment to deepen understanding.
In the last paragraph, I caught the words "shame" and "humiliation", let students imagine the regretful and embarrassed expression of the little pine tree, and organize students to discuss and exchange what kind of support "pick it up" should be, thus deepening the understanding of the text.
Let the students think after class. What will the little pine tree think after listening to Uncle Feng's words? On behalf of Komatsu, would you like to say one more word to Big Pine? I want students to understand from these two questions that the purpose of learning this lesson is to let us know something. Afterwards, I learned that most children can understand the text and know that the blind arrogance of the little pine tree can't be learned.
There are also some shortcomings in the teaching process:
1. Not enough reading guidance for students. The words of the little pine tree are full of pride and pride. Students can read individually, but the effect of collective reading is not good. Old teachers should read better.
2. The whole class pays attention to whether students can understand the words and sentences in the text and understand the inner world of the characters in the text, but ignores the training of students' language ability, especially when they experience the inner world of the little pine tree. You can also use this good opportunity of oral training to cultivate students' language expression ability. A class that really trains students' language ability and reading and speaking ability at the same time.