Reflection after Chinese teaching 1 I took part in the second class of the text "Apricot is ripe", mainly to understand grandma's noble quality, and then instill such an idea in my classmates: in future study and life, we should learn from grandma and share our happiness, joy and happiness with others ... The key point of teaching is to let students realize the ideas to be expressed in the text by learning the key sentences of the text. After class, I think this class left me with these thoughts.
First, on the basis of the text, students' imagination exceeds mine.
Because the new curriculum standard has always emphasized that Chinese classes should give students room for imagination. So I arranged a lot of imagination in class. First of all, imagine grandma coming and think about what many friends think. In the process of imagination here, the students' answers are all within my imagination. Second, let the students imagine why grandma is trembling. On the basis of contacting the text, the students come to these conclusions: 1, grandma is old and her strength is weak; 2, apricot trees are relatively high, and grandma can't reach them; 3, grandma is to let friends eat sweet, give them a cooked Xinger. All these answers are beyond my imagination. But another student said: Teacher, I still have a different understanding: I think grandma is old and this text is old. Maybe the "I" in the text is a great writer now. Maybe the old woman was bound by her feet, but her steps were too small, she couldn't stand steadily and kept shaking. I was surprised when the students said this. I have never met him in the trial teaching, and I was deeply impressed by his unrealistic imagination. When preparing lessons, I didn't think of this at all. I feel that sometimes I am not educating students, but discussing with them and learning from them: thinking positively and speaking boldly ... In addition, I also feel that I have not considered students' reality more deeply when preparing lessons, and I should also think about some "unconstrained" knowledge for such classes.
Second, the evaluation for students should be as accurate as possible.
Evaluation is an important link in the classroom, and the accuracy of evaluation will directly affect students' mastery of knowledge. The last link of this class is to let students talk about what they will do in their daily study and life on the basis of understanding what grandma said (share happiness and joy together …). A student said, "When someone hit me before, I will definitely pay it back and never let myself suffer.". However, from now on, I decide not to do it anymore. Sometimes I just eat a little. Losing is a blessing. " The student said that because I am too rigid with myself, I have to let the students tell me how to share it with others ... so I gave this evaluation: what you said seems not to share it with others. You can sit down and think for yourself. What will you do in the future? But then I thought: What's the difference between his practice and grandma's choice of the most familiar Xinger for them to eat instead of punishing them for stealing Xinger? In fact, this student has been inspired by grandma's practice, so I could have given him this evaluation: you are really a sensible child, and you are as tolerant as grandma. If this is the case, I think that student must feel very happy in class. Obviously, different evaluation results are completely different. The former may lead students to dare not speak boldly in the future. Seriously, the teacher's unintentional inaccurate evaluation may bring a shadow to the students. So I think in class, attention must be highly concentrated, and students' answers must be carefully analyzed in a short time. Of course, the premise is that the teacher himself must be quite familiar with the text, so it is the key to understand the text thoroughly. In order to make up for the mistakes in class, after class, I told the student again: the example you gave in class is also ok, which shows that you are as tolerant as grandma. The students smiled happily. At this time, I was relieved and reminded myself to pay attention in the future.
These are the two things that impressed me the most after the class started. Maybe my analysis may not be correct, but at least I can see my own shortcomings.
Reflection on Chinese Teaching after the Second Class "The Crow Drinks Water" is actually an allegorical text. Fables can usually teach people a thought-provoking truth. First-year students lack understanding ability, so how teachers guide students to understand the deep meaning of the text is the focus and difficulty of this text in my personal opinion. When learning new words, because students have mastered the rules of understanding new words, they don't need to explain every word, just choose a difficult one to talk about. When teaching students to write new words, it is still necessary to spend time and energy to teach, because students' writing ability is still unstable, so teachers still need constant reminder and guidance. The second class is the key to teaching this text. Before class, I will spend three to five minutes reviewing new words and then lead out the text.
Read the text by name first, so that you can spot-check the review and reading, and then ask questions for students to think and answer, such as did the crow find water? Did it drink water? Did you see that from that sentence? Why can't crows drink water? Who can imagine how a crow will drink water from a bottle? How does the crow feel when it finds water? What happens if you can't drink at any time? Wait a minute. A series of questions can not only help students deeply understand the text and cultivate their ability to think positively, but also help them re-understand the crow's mood and cultivate their ability to read the text emotionally.
Reflections on Chinese Teaching after Monkey King Thrice Defeats the Skeleton Demon Class. The purpose of writing this text is to let students know the experience of the stone monkey from birth to becoming the monkey king, experience its brave and naughty characteristics, feel its image and stimulate interest in classical literature, which is the focus of teaching. The text is ancient classical Chinese, and some words are different from modern languages. So it is difficult to understand the meaning of these words before reading the text.
According to the characteristics of language expression in this paper, I arrange the teaching process with reading as the main line in teaching. First of all, students read the text by themselves, read the text correctly and smoothly, and understand the general content of the text in reading. Then read and discuss the questions about how the stone monkey was born and how it became the king of monkeys. Then read the text and feel the image in reading. Finally, organize students to tell the story of the Monkey King's birth, and appropriately expand and carry out Chinese activities. The Monkey King, most students are familiar with him. Helping students feel his original image is the focus of this lesson. Pay attention to the image of the Monkey King that has been established in students' minds, and organically combine reading, thinking and doing, so that the original image of the Monkey King can be clearly established in students' minds. For example, "I suddenly saw a stone monkey jump out of the crowd and shouted,' I'll go in! "I want to go in!" He squatted with his eyes closed, threw himself vertically, and jumped straight into the waterfall spring. "Let the students read and contact the image imagination of the Monkey King that they usually feel: What seems to appear before your eyes. Imagine and say, then read. In this way, the image of the Monkey King will be established in the minds of students.
Of course, this class also has some shortcomings: for example, there are some difficult words in the text, many of which are not included in the scope of "understanding" in this class, so students can read these words through pinyin. There are some words in the text, as long as students can know the general idea. For example, students probably know that "this stone has existed since the beginning of Pangu's creation, and it has been aura for a long time." Teachers don't have to elaborate one by one. As long as there are some meanings that have great differences between ancient and modern times, students can solve them by looking them up in a dictionary, and some teachers can speak them directly. Prevent taking up a lot of class time.
Love in a Lace Jiaozi is a narrative prose by Xiao Fuxing, a famous contemporary writer in China. This self-reading text shows the touching love between mother and son with simple language and typical scenes, languages, movements, demeanor and other details. Understanding this kind of mother-child love by analyzing words and phrases is the focus of this lesson, and further understanding that love can be continued and passed down from generation to generation is the difficulty of this lesson. Because there are many only children now, they turn a deaf ear to the love they get, let alone return it. Therefore, in teaching, how to sneak into the text to understand how the mother loves her children and how the children repay their maternal love after the students perceive the text as a whole, especially through the latter's understanding and sentiment, to understand the true meaning of love and to be influenced and promoted by emotions, is the key issue I consider this time. In the concrete implementation, I started with the word "love" in the title, and used the teaching idea of "overall perception-key analysis-return to promotion" to let students understand what love is like in lace jiaozi. Then, through the revision of teacher Yu Yingchao's teaching mode, I adopted the teaching idea of "browsing the text, summarizing love stories, appreciating words and phrases, and savoring love details-emotions". "Initiating the continuation of love" is a key teaching link, which enables students to deeply understand the deep feelings between mother and son in evaluating language and imagining words, and truly achieve the effect of entering the text, talking with the text, approaching people and singing with emotion.
Let me talk about my own feelings in this class:
First, pay attention to students' unique experience and development.
Enter the country with affection and experience the affection between mother and child. In the process of teaching, I take "Where do words reflect the feelings of love?" For the theme of communication, from the perspective of students, let students freely say, supplement, choose and say different words. Everyone said that everyone has experience, everyone has gains and everyone has development, which has changed the previous classroom teaching, which focuses on teaching and learning as a supplement, and changed students' passive learning into active learning, moving with quietness and promoting difficulties with Excellence. The whole class has high initiative and enthusiasm in learning Chinese. Break through the key points and difficulties of the text in the process of students' speaking. More importantly, in the process of communication between teachers and students, the ability of language expression has been improved, and many children's wonderful speeches are beyond our power.
Second, grasp the key words to understand the theme of the article
In teaching, teachers sublimate the theme from "Motherly love children, children love their mothers" to "inheritance and gratitude".
Mother's selfless love, inclusive love, intelligent love, meticulous love ... In a word, a line, the author did not make love earth-shattering, but clearly let readers feel the beating heart of her beloved son! My son's bitterness and guilt, his understanding and return to his mother, and his unique, unspeakable and unspeakable love for his son are all vividly displayed, as if touching scenes happened around us. The teacher didn't ask everyone to shout "love" in vain, but analyzed it by chewing key words, which was not only justified, but also improved students' appreciation ability in the analysis.
Third, appropriate expansion, timely extension, appropriate supplement and appropriate emotional stimulation.
This article is full of affection, especially when readers really understand Xiao Fuxing's family and experience, they will have a qualitative leap in their understanding of this mother. Therefore, after students analyze the love between mother and child, I will add the story of the stepmother and the author, imagine the memories of love in life, and so on, so that students' understanding of love can rise to "great love"! In this way, through "at this time, do you still think that what my mother taught us was just jiaozi with lace?" With the exploration of this topic, students' understanding of love will be more in-depth, and the difficulties of this class will be well broken.
After class, through the communication with leaders, I deeply realized that if we can improve the design of blackboard writing, the teacher's speech speed and tone will achieve better results.
Really, as everyone said, a good class is undoubtedly a great improvement for yourself. The experience of this class made me fully feel the strong scientific research atmosphere of Jian Xi education, the realistic style of relevant leaders, and the warmth and intimacy of the big family of English schools!
After-class reflection on Chinese teaching 5 In the teaching of "traditional culture in life", a new teaching content, junior three students have never been exposed to it before. How to teach a new teaching content? How to teach? I have no idea. Feel overwhelmed.
Facing the new teaching task, there is no possibility of avoiding it, so we can only face it. China is a big country with a history of 5,000 years, with a long history and rich cultural traditions. The industrious working people in China have created splendid national culture in their production and life, and we can still feel the rich and colorful traditional culture of China everywhere in today's life. She is like a huge treasure house, inexhaustible. These excellent traditional cultures can be widely passed down and spread among the people, such as ceramics, paper-cutting, cloth art, clay sculpture, drama, calligraphy, kites and other traditional folk cultures. In teaching, I try my best to stimulate students' interest in learning, broaden their learning fields and give full play to their initiative and enthusiasm in comprehensive learning.
First of all, I arranged for students to collect a large number of relevant materials and pictures before class. In the process of collecting materials, students have a full understanding of what is the traditional culture of China. In the whole teaching process, I first created a teaching situation, and with an enlightening introduction, I brought the students to the preset situation at once. Students, please close your eyes and listen attentively. The teacher vividly described: Through studying 17, we got to know great thinkers and educators in ancient times, such as Confucius, Laozi, Mencius and Zhuangzi, who all created splendid national cultures, but these are only one aspect of our traditional culture. In today's life, we can still feel the rich and colorful traditional culture of China everywhere. It's like a huge treasure house, let's go in together! Go and enjoy her infinite charm and grace!
Then I asked my classmates to take out the information collected in advance. My photo is posted on the blackboard for the whole class to enjoy. Some of them are absorbed in these pictures, some are pointing, and some are laughing. From their expressions, I can feel that this is the charm of the traditional culture of the motherland, which deeply attracts the students. After seeing the pictures, everyone went back to their seats and sat down. I said, "Just now, everyone enjoyed the pictures with the traditional culture of the motherland. How do you feel after seeing them? what do you think? Please say it! " Discuss in groups of four. Listen and think, and if you have any questions, you can bring them up for discussion. Each group chooses a classmate who speaks better to communicate in the class. During the group communication, the students showed the prepared materials one after another and spoke freely. When I saw my classmates' learning motivation, all the problems I worried about before class seemed redundant. He also showed a gratified smile on his face.
In the communication stage of the whole class, each group chooses a player who speaks well to communicate in the class. The students tried their best, and some put pictures while talking. The students who listened below were all absorbed and cheered from time to time. After listening to them, they also commented on the students who showed them.
The success of this class lies in that students can boldly show themselves, and their personality has been fully publicized, which fully embodies the inquiry, initiative and cooperative learning mentioned in the new Chinese curriculum standard. This class fully mobilized the students' subjective initiative, and students studied consciously and actively, not passively. I really feel that our motherland is indeed a great nation with rich traditional cultural resources, and we are proud to live in such a great motherland.
Reflections on Chinese teaching after class "hen" is a skimming text, which is the fourth lesson of Unit 3. I should have started teaching after learning the first three classes, so I chose its content as the intensive reading text. Now let me talk about my design process.
When I designed it for the first time, I grasped what kind of hen it was to teach. In the first part, I asked my classmates to sum up that this is an annoying, bullying and arrogant hen. In the second part, I let the students read the sentences to make them understand that this is a responsible, brave, caring and hardworking hen. Because of my design, the students are just floating on the surface of the text, talking about hens, but they don't understand the author's emotional attitude towards hens. Because of the beauty of the article, the description of each plot is juxtaposed, which makes it difficult to choose. The capacity of a class is too large, and it is too late to have a class at the end, and the class is not satisfactory.
So I read the text again carefully. In the revision, I grasped the two concepts of "paying attention to details and making students gain something in class" and made many adjustments. Instead of trying to cover everything, I took something and polished it carefully, grasping the emotional line of the author's "I always hate hens and dare not hate them again", which runs through the whole teaching process. When I read the section about the part that hens hate, the sentence pattern I used was: Hate-you () hen! You (). This speech training will guide the whole content. Students can realize the hen's dislike by changing the language of the text with the help of sentence patterns. This not only understands why the author hates hens, but also carries out language training. This teaching is relatively simple. I focus on respect for hens. In this session, I ask students to draw the sentences that move you most, circle the words that impress you most, and read and understand them. In teaching, I pay attention to details. For example, in the seventh paragraph, read the key words and understand the word "how many times to teach", so that students can understand the hen's hard work with small materials. "Half Squat" Let the students talk about what you see through "Half Squat". "No Hum" makes students feel the kindness of hens through interviews. Let the students feel the kindness and efforts of hens in reading words. In teaching, "if other big chickens come to grab food, it will definitely attack and drive away, and even the big cock is afraid of it." I enlarged the picture to let the students imagine, and designed "The hen was eating rice with a chicken, and suddenly a big chicken came to grab the food, hen." This writing exercise fills in the blank of the text, allowing students to imagine the picture and grasp the hen's actions to feel the hen's bravery and the thick "maternal love" that the hen exudes. After reading the small details carefully, the students naturally read the ninth paragraph praising the hen. At this time, this is not an ordinary hen in the eyes of students, but a great mother. Finally, read a passage in My Mother, appreciate the picture of maternal love, and let maternal love be sublimated in students' hearts.
Two different teaching designs have produced completely different teaching effects, which have brought me profound enlightenment: the teaching effect of a class depends on the text interpretation under the guidance of teaching concepts. The design is ideal, but there are always regrets in the classroom. In class, how to improve students' answers is still lacking when students speak improperly or when students speak.
Lesson 7 Reflections on Chinese teaching by reading Cher really loves Cher and my dad. My father asked me to accompany the injured Cher. His intentions are really unique. Lonely "I" is no longer lonely for a long time, but becomes better with Cher and flies into the blue sky. This may be a fusion of man and nature.
Reading this article, I don't know the age of "I", but I can think from the article that "I" is not very old. From "I hurt my leg. Mom and dad go to work every day, and I am the only one left at home. Winter has passed, how I long for the bright spring outside! " Obviously, it can be interpreted as that mom and dad are too busy to take care of me. As can be seen from the following text, I can take care of Cher. It can be seen that I can take care of myself at home even if I am injured. This independence will also give students some inspiration. However, this is worrying. Because if "I" is a minor, it is illegal for my father and * * to do so, which is definitely not possible in the west, because minors can't stay at home alone. But this experience of "I" is also beautiful. "I" dedicated my energy to Cher, in fact, I also dedicated myself. This is a kind of happiness gained by understanding parents.
I can see how busy mom and dad are. I can see that mom and dad have good intentions. My father didn't directly tell me how to face the fall, but conveyed my father's special words with "carrier pigeons". My father brought me back an injured white dove, and my father and I bathed and medicated it. My father told me that the homing pigeon is not afraid of any difficulties and obstacles, and it can fly over Qian Shan. The article "Dad" has five verbs-give, take, take, wash and say. These five words changed "I", diverted my attention from now on, made me understand "care" and gave me good expectations. Finally one day, "I" cheered for Cher. This kind of cheering is actually.
Maybe we can't make students understand all this, but the teacher understands this article from these aspects. I think this special "love" will naturally penetrate into guiding students to read, especially the second, third, fourth and fifth paragraphs. If students think while reading, they will also transfer this "love" to their hearts invisibly.
Understanding dad's behavior in this article is actually to guide junior three students to learn to think and think about how to face life independently through what "I" did to Cher. The editor's intention of the three articles in this unit is to educate students on mental health through the study of their mother tongue, that is, to guide students to know how to face difficulties and setbacks from the third grade, which is an important article for students to grow up healthily in their mother tongue. This lesson, "my" action, is actually the best medicine for my healthy growth. It is very beautiful to heal yourself with "the action of your own love", because here is "self-blessing".
This article is really a pleasure to read in a relaxed and happy tone. I read gently in the office, and I read gently in the classroom. With gentle voice and good wishes, students can be brought to paradise on earth.