Tadpoles let their mothers teach and reflect on 1 learning. I studied for two hours, focusing on the cultivation of two language abilities: reading ability and speaking and writing ability. Elaborate as follows:
First, the cultivation of reading ability.
Reading aloud is the most fundamental and effective way to learn Chinese. The language of this text is very distinctive, and the most prominent sentences are descriptive and conversational.
1, descriptive paragraph reading guide.
Such as the first natural paragraph. At the beginning of the class, after guessing riddles, show pictures of tadpoles. Ask the students to describe the tadpoles in their own words. Write on the blackboard according to the students' answers, and then guide the children to look at the pictures on the blackboard and say a paragraph.
Then let the children read the first paragraph, find out how the author describes tadpoles, and think about how the author's observation point is different from his own, and how the author's expression is different from his own. This link is imperceptibly training children to read more. After the comparison, read the first paragraph of the text again appreciatively. At this time, there are individual reading, group reading and old teacher reading. Through different forms of reading, they gradually achieve reciting. The first part of the study has been successfully completed.
2. Dialogue reading instruction
The guidance of dialogue reading is more accomplished by playing different roles. In the two dialogues of "Aunt Tadpole and Carp" and "Mr. Tortoise", I read with the children in different roles. In role-playing, the training of reading aloud is improved in the understanding of key words. For example, the dialogue between tadpoles and aunt carp, I let the children play the role directly, and I watched the narration. Then teachers and students * * * evaluated the advantages and disadvantages of role-playing reading. For example, in the narration of two dialogues, the use of verbs, "welcome" and "chase", different verbs express different feelings and reflect different situations, and I guide children to understand the difference between "welcome" and "chase".
The feeling of chasing a role is relatively easy, but it is more difficult to meet. Children who meet characters only feel the courtesy and politeness of tadpoles, and no one can understand their orientation. I will perform "English" with Li Zuting sitting in the first row. I play tadpole and Zu Ting plays aunt carp. "Aunt carp is teaching little carp to eat." I stood behind "Aunt carp" on purpose and asked the children, "Little friend, I am a tadpole. Aunt carp, where should I swim? " The children thought for a moment and said, "In front of Aunt Carp." I immediately swam over, stopped in front of Aunt Carp, swam enthusiastically to her side and asked her, "Aunt Carp, where is our mother?" I told the children by acting that it was the tadpoles who swam here on their own initiative, showing their eagerness to find their mother. In this way, understand in the performance, feel in the understanding, and read aloud in different roles after feeling. After several experiences, children's reading ability is getting better and better.
Second, speaking and writing.
In class, speaking practice is everywhere. I have learned a lesson from each text, and carefully searched for pragmatic points, which are generally designed according to the characteristics of text expression, so as to expand children's thinking, enrich their accumulation and consolidate their expression. Then there is the picture talk in the text, such as this text: at the beginning of class, after guessing riddles, show the pictures of tadpoles, let the students describe what tadpoles you see in their own words, write them on the blackboard according to the students' answers, and then guide the children to look at the pictures on the blackboard and say a paragraph. This class is like this. In addition to the description of "little tadpoles" and "frogs" in the first paragraph, I will also guide children to try to describe small animals such as "little goldfish" and give a simple description of their appearance. Courseware shows small animals goldfish, guides observation and imitates writing.
After the training, assign homework and imitate the shapes of small animals you are familiar with, such as white rabbits or turtles, or ducklings. The close combination of speaking, reading, writing, speaking and writing makes the training really solid and effective.
Teaching reflection on tadpoles looking for their mothers II. The text "Little Tadpole Looking for Mother" takes tadpoles looking for their mothers as clues to introduce the growth process of frogs. It took me two class hours to complete the teaching task. The first class is mainly about literacy. I think it is difficult for junior children to understand this text because their vocabulary is limited. Therefore, it may be easier to learn new words and understand their meanings before learning the text. Literacy is the key and learning literature is the key.
In word teaching, I arranged a preview in advance. In class, the children boldly went to the podium and said new words and phrases themselves. The effect is better.
When studying the text, I adopted the following methods:
1, I first showed the students a video of a tadpole looking for his mother, and then combined with the text, I knew what the tadpole looked like. In the process of learning literature, let students know that tadpoles know the characteristics of mothers step by step with the help of mother carp and mother tortoise, and let students talk about the characteristics of frogs step by step to understand the cause, process and result of things.
What I pay attention to is that teachers play a leading role and students are the main body. After guiding children to learn the first and second paragraphs, I guide them to sum up their learning methods, and then let them learn independently, let them work in groups, and cultivate their ability of unity and cooperation.
3. I prepared five pictures in ppt, which are a small tadpole, a tadpole with two front legs, a tadpole with front legs and hind legs, a frog with a shortened tail and a big frog. Guide students to tell the changing process of tadpoles by looking at the pictures, so that students can easily and effortlessly master the process of tadpoles becoming frogs.
4. In order to let children better understand the meanings of the words "face up", "catch up" and "swim over" and the sentences in which they are located. Cultivate students' abilities of observation, thinking, imagination and expression. I asked the children to perform "face up", "catch up" and "swim across".
Believe in children, return the classroom to children, and let the 40-minute classroom become a stage for children to show themselves!
There are two clues in the lesson "Little tadpoles looking for their mothers". One is a bright line, which tells that when a tadpole is looking for his mother, he meets aunt carp and asks his mother. When they see a turtle like their mother, they will catch up and shout. Finally, when they see the big frog, they will swim to call their mother. At the same time, in the process of searching, its body has undergone a series of changes, which is the second dark line. First grow two hind legs, then two front legs, and finally the tail becomes shorter and disappears, becoming a frog. Clarify the thinking of the article, and the teaching will focus on these two main lines.
Start with the topic, first show interesting pictures of tadpoles, and ask: What are tadpoles like? This immediately caught the attention of the students. Through the active observation of the students, the appearance of tadpoles left a deep impression on the students. Then I asked the tadpole who his mother would be. How was it found? What was the result? In the process of learning literature, let students know that tadpoles know the characteristics of mothers step by step with the help of mother carp and mother tortoise, and let students talk about the characteristics of frogs step by step to understand the cause, process and result of things.
When learning the text for the first time, when the students first learned that the frog was the mother of the tadpole by browsing the text, I showed them pictures of the frog to let them observe the difference in appearance. The student said no, so I asked this question: What happens if tadpoles become frogs? In other words, what happens to tadpoles in the process of finding their mothers? This digs the dark line of the article and is the focus of the article.
This combination of light and dark lines deepens students' understanding of the text through various channels, improves students' learning enthusiasm, and thus achieves better learning results.
Reflections on teaching tadpoles to find their mothers 4 "Little tadpoles to find their mothers" is a picture-reading composition, which is deeply loved by students because of its vivid and interesting content. In class, I try to stimulate students' interest and arouse their enthusiasm for learning. Reflection on the teaching of this class has the following characteristics:
First, the introduction of deep and remote exploration to stimulate students' interest
Interest is a person's love for something. In the classroom, students' interest in the text directly affects the quality of the classroom. At the beginning of the class, I mysteriously told my classmates that I just saw one looking for you at school. Do you want to see it? In the students' surprise, the teacher played Looking for You with a slide show to attract students' attention to the class.
Second, watch the video and perceive the text as a whole.
The video shows the animation of this lesson, and the full text is accompanied by words. Show the pictures and texts of this lesson to students by using courseware. Students are full of interest in reading, and some unfamiliar words can be understood with the help of pictures, such as "ying" and "chasing". In the picture, carp and tadpole are opposite, indicating upward, and tortoise and tadpole are in tandem, indicating chasing the past. Have a better understanding of these two new words. Watching animation can also make students perceive the text as a whole.
1, reading-reading layer by layer, reading out feelings.
Pay attention to students' reading and let them read the text with expression. For example, when I see aunt carp, I am anxious; When they saw the tortoise, they were happy and so on. They were asked to add these expressions when reading natural paragraphs.
2, paste-paste pictures according to the text, and paste them for fun.
The teacher prepared five pictures, which are a little tadpole, a tadpole with two front legs, a tadpole with front legs and hind legs, a frog with a shortened tail and a little frog. In the process of speaking the text, I posted corresponding pictures. In this way, students can easily master the process of tadpoles becoming frogs.
3. Spoken English-based on dialogue, reading training.
In this text, there are many dialogues. Ask the students to practice the dialogue by acting. Encouraging them to talk more and performing can stimulate their interest and make them speak more emotionally.
Teaching is an art of regret, and there are many regrets in this class. For example, students understand the text, but the methods of understanding the text are not diverse enough, and the analysis of the text is not deep enough and innovative enough. In the future teaching, I will insist on leaving the right to study to students; The right to ask questions to students; Give students a chance to speak.
In short, only under the guidance of the new teaching concept and with the help of the advantages of teaching materials can students lay a solid foundation in Chinese. I believe that children will love reading and Chinese as long as they are carefully guided in reading teaching.
Teaching reflection on tadpoles looking for their mothers 5. The text "Little Tadpole Looking for Mom" is lively and interesting, focusing on dialogue, which is a good material for reading training. I tried to ask the question of validity according to the research topic of the school, and I designed several questions.
According to the unique age characteristics of junior children and their love for thinking and exploring new things. Before I read the text, I will give them an interesting question or let them read the question by themselves. Let them look for answers to questions in reading. For example, when teaching this class, show the topic, arouse students' curiosity and ask students what they think after reading the topic. After the children rushed to express their love, I let nature take its course and said, "Good! Why does the tadpole want to find its mother? How did they find it? Did they find their mother? Can you find the answer to your question in the text? Let's read the text quickly! " The children's interest was immediately aroused. On the premise of being interested, it is very effective to let students actively study, preview, find the answers to questions, and then assist some specific requirements of reading. Children will be excited to find the answer to the question through their own reading, and the effectiveness of this self-motivation is infinite. While successfully discovering, children often discover new problems and cultivate their spirit of exploration and innovation.
In short, only under the guidance of the new teaching concept and with the help of the advantages of teaching materials can teachers creatively teach and lay a solid foundation for students in Chinese. I believe that children will love reading and Chinese as long as they are carefully guided in reading teaching.
Teaching reflection on tadpoles looking for their mothers 6 In children's minds, their mothers are the most important people, but tadpoles are not around their mothers. They swam and swam, looking for their mother everywhere. Many children have heard the story "Little tadpoles looking for their mothers" and they all like it very much. Language exchange The teaching goal of "Little Tadpole Looking for Mother" is to tell stories in sequence, describe animal characteristics with appropriate language, and cultivate children's understanding, imagination, memory and expression potential.
This class is divided into two classes. The first lesson focuses on understanding the dialogues and stories between animals and learning the dialogues between animals. Personality is a word that describes the characteristics of frogs. I will arrange for the children to listen to the story tape first, and then the teacher will show the teaching wall chart one by one to help the children remember the story material. Then the teacher tells the story one by one and leads the children to talk about the dialogue between the animals in the story. After the teacher finished speaking, please try to say it yourself, and say something with frog characteristics. This lesson lays the foundation for the children's performance in the next class.
In the second class, first combine the teaching wall chart and recall the story materials together. Then let the children listen to the teacher's complete story and encourage them to tell the dialogue between animals. Finally, let the children wear headdresses to perform. Because the front is fully prepared, the child has nothing to say, and the action performance is free and smooth. From this teaching, I deeply realized that whether the children's protagonist's performance can be smooth depends mainly on the children's understanding of the story and language learning, so that the language exchange class can train the children's language solidly.
Thinking about teaching tadpoles to find their mothers 7 "Little tadpoles to find their mothers" is a scientific fairy tale full of children's interest, which contains some knowledge of nature in a vivid short story. By writing about the wonderful process of tadpoles finding their mothers with the help of aunt carp and turtle, the changing process of tadpoles developing into frogs and their living habits are naturally and vividly displayed, which contains the truth that they can actively explore when something happens.
Only by understanding the teaching materials and texts can we deeply grasp the difficulties and difficulties of the texts and find the breakthrough point better. Because students have done a lot of preview work in the early stage, it is easier for children to master the word class in formal classes. The disadvantage is that some students can't calm down and write the words they have learned neatly. The difficulty lies in reading pictures, telling the story of tadpoles looking for their mothers in their own words, feeling the spirit of tadpoles' active exploration in case of trouble, and enhancing their interest in reading scientific fairy tales.
I have been reflecting on the problems in teaching. After all, I talked too much and didn't really return the class to the students. For example, in the process of writing teaching, students are encouraged to memorize glyphs in various ways and share them with each other through discussion and exchange. For example, we can expand the method of writing Chinese characters by adding "pi", changing familiar characters into radicals, pictophonetic characters and pictures, so that children can have evidence to follow and laws to follow.
In view of some easy-to-mistake strokes, key strokes and stroke changes of radicals, students are guided to observe, discover, describe, write, perceive and master, so as to apply what they have learned. For example, there are many strokes of Tiaozi, especially the stroke order in the right half is the focus of teaching. As the saying goes, a good memory is not as good as a bad writing, and only what you personally perceive is impressive. For low-level children, writing now depends not on speed, but on attitude. To improve children's interest in writing, first, give students the opportunity to discover and speak, and also show children a platform for writing and a timely and effective evaluation mechanism.
In order to break through the difficulties that children can deeply understand the growth and changes of tadpoles and tell the story of tadpoles looking for their mothers in their own words. In the preparatory process, encourage children to draw my own pictures and know what I know. From the handed-in works, it can be seen that children have their own understanding and ideas about the text. Although the understanding of individual children is somewhat biased, this is only the starting point. In the process of learning the growth and change of tadpoles, children explore, communicate, revise and learn from each other with books as the mainstay and painting as the supplement. Painting is a good way for younger children to perceive and understand texts.
There are regrets and gains after the whole class. Presupposition makes the classroom orderly, and generation makes the classroom wonderful. As a new teacher, I know that I still have many shortcomings in teaching. In the future, we should study hard, reflect often and deepen vertically!
Reflections on the teaching of tadpoles looking for their mothers 8 "Little tadpoles looking for their mothers" is an interesting fairy tale. The article wrote that a group of tadpoles unconsciously turned into frogs in the process of looking for their mothers and helped them catch pests together. The textbook not only presents the scientific knowledge of the frog's growth process, but also contains the truth of being able to live independently and actively explore when something happens.
As the saying goes, a good beginning is half the success of a class. Therefore, when introducing the new class, I started with the tadpoles that students like, and stimulated students' love for tadpoles through interesting animation demonstrations. Then I ask students to talk about their understanding of tadpoles according to their own observation in life and extracurricular knowledge. All the students are in high spirits, competing to tell their understanding of tadpoles. Then, I show pictures of frogs, so that students can observe the difference between tadpoles and frogs. After careful observation, students can master the characteristics, tell their differences, and then introduce a new lesson-tadpoles looking for their mothers. The use of verbs in this paper has its own characteristics. In teaching, I grasp three words that mean different actions, namely "back, catch up and swim past". First, let the students go to the stage to do actions, and use their existing knowledge reserves to feel their understanding of these three words. Especially when some students don't perform properly, I ask them to find a friend they like to demonstrate the action again, and then perform together, so that students can understand the words in a relaxed and happy atmosphere.
However, in the process of performance, because of paying too much attention to students' participation, I asked more students to participate in the performance reading, which is a bit out of place. Therefore, in the process of tadpoles looking for their mothers, there is not enough time to refine the order of changes. Although students can also tell the changes of tadpoles, some students are not accurate enough, which is also the place to pay attention to in the future.
Reflections on the teaching of tadpoles looking for their mothers 9 "Little tadpoles looking for their mothers" is the last text in the next volume of Senior One. It's a picture-reading composition without pinyin. This is an interesting fairy tale. In the process of looking for mother, a group of naive and lively tadpoles unconsciously turned into small frogs, helping their mother catch pests together, showing the scientific knowledge of frog growth process.
As the students in this class are all rural children, they are no strangers to tadpoles. I taught this lesson directly and asked: Whose tadpoles have you seen, where have you seen them, and what do they look like? Students scramble to answer, triggering their life practice and stimulating their interest in learning the text. After importing, I ask students to observe each picture carefully and guess what you understand from it.
Reading aloud is the basis of reading teaching and an important means to understand articles. The text is mainly dialogue, and I mainly read aloud. There is no phonetic notation in this text, so it is necessary for students to read aloud. I read the text first in the form of teacher's demonstration reading, so that students can perceive the information as a whole. Design question: What are the characteristics of tadpoles? How did they find their mother's tadpoles? Who did they meet when they were looking for their mother? Who is their mother? What are the characteristics of tadpoles? Ask the students to read aloud in various forms around the questions. Such as: free reading, naming plate reading, boys and girls reading, group protagonist reading, etc. Students are asked to pick up a pen to find and mark, and form a good habit of reading and leaving marks. Students understand the outline of information in reading, gain overall perception and improve reading quality. The second and third sections of the text describe the process of tadpoles looking for their mothers, which is the focus of the whole text. I'll read these two paragraphs by name first, so that students can think about who tadpoles met first, who they met again, what changes tadpoles have made in this process, and clarify the context of the article. Then guide the students to read aloud, focusing on the dialogue between tadpoles and carp and turtles, and experience the impatience of tadpoles when looking for their mothers. Finally, I ask students to read aloud and perform in the leading role to further understand. Reading aloud can not only promote students' understanding of text materials, but also sublimate students' emotions in reading. In the whole teaching process, students can learn independently by reading aloud, complete the problems designed by the teacher at the same table or in a group, and give students the initiative to learn.
Teaching reflection on tadpoles looking for their mothers 10 "Little tadpoles looking for their mothers" is a fairy tale. This article is about how several innocent and lively tadpoles look for their mothers everywhere. In the process of searching for their mother, they gradually understand her appearance and characteristics. At the same time, they also unconsciously, the body also slowly changed, and finally became a small frog, followed their mother to the field to pest.
First, the teaching effect.
In the teaching of this class, I closely focus on the clue of tadpoles' growth and change, grasp the key points of literacy and reading, combine reading with pictures, reading with texts, let children learn to use their brains and tell story outlines, and at the same time combine positive thinking with hard discovery to lead students into a colorful, vivid and interesting animal world from different angles. Moreover, I pay attention to the original level of different students, and give focused and targeted guidance according to their individual differences on the basis of autonomous learning, which has achieved good results.
Second, success.
1. Perceive, understand and create situations.
When guiding students to feel the story, I organically integrated the contents of the textbook and creatively took effective measures to avoid the content of "How to find a mother" that students are already familiar with, and guided students to make friends with tadpoles and frogs first, understand the appearance of tadpoles, perceive the appearance of frogs, and know the great difference between tadpoles and frogs-they are two completely different small animals! Through the introduction of popular science knowledge, I realized "how did tadpoles become frogs?" In this way, children always talk with the text cheerfully, looking for changes, so that students can deepen their understanding of the text content in the process of reading, thinking and performing explanations, so as to achieve the purpose of exercising thinking and developing language, and at the same time cultivate children's good habit of careful observation. In addition, I prepared animation materials, combined with animation, starting from reading aloud, which is conducive to improving children's interest in learning and driving children's desire to read and participate.
2. Pattern literacy, deepen memory.
Combined with the characteristics of junior one children, in the process of independent reading, I use various literacy methods to guide students to read aloud, add and subtract, deepen the students' memory foundation and increase the depth of memory. For example, the word "belly" is simple, and one plus one is easy to read. "Eye" is the window of the soul, and the word "eye" is closely related to the eye, which embodies the combination of sound, form and meaning of new words. Here, I also use the evaluation of "the king of literacy" to stimulate students' interest in reading, which has achieved good results.
Third, shortcomings
There are always regrets in the classroom. When reading aloud, some children are not in high spirits, have no passion and have insufficient feelings. In language development training, many students will not take the initiative to speak, hesitate, and appear to lack courage and courage. In addition, from the children's understanding of the problem, we can see that the depth is not enough, so the conclusion is that the accumulation is not enough, that is, reading is not enough, extracurricular knowledge is less, superficial and superficial. In teaching, students can introduce the characteristics of carp and tortoise, expand, conduct oral training and make up stories orally-the little carp looks for its mother and the little tortoise looks for its mother.
Fourth, improve the method.
In view of the teaching situation of the first class, in the teaching process of the second class, I intend to let students introduce the characteristics of carp and tortoise, carry out oral training and make up stories orally-the little carp looks for its mother and the little turtle looks for its mother. In the process of telling, guide the students to tell in order and make clear the specific characteristics of carp and tortoise, so as not to find their mother. Of course, this link is inseparable from children's keen observation at ordinary times, and it is also a big challenge in oral expression.
Therefore, in the future class, I think children should be encouraged to talk more, dare to express their views, be able to express their ideas and have their own independent positions on a problem. If there is regret, there will be thinking, and if there is thinking, there will be progress. I will continue to reflect, so that my teaching level can be further improved to a higher level and the disadvantages of students' passive and mechanical training in class can be changed. Only by constant and endless efforts can we make more and greater progress!