Reflections on the after-school teaching of "I want a gourd" in senior two Chinese 1 "I want a gourd" is lesson 14, Unit 4, Book 3, New Curriculum Standard of People's Education Press, which is an allegorical and interesting text introducing the natural growth law of plants. The text mainly wrote the story that the gourd grower didn't understand the relationship between things, didn't understand the growth law of the gourd, just stared at the gourd, and the aphid grew on the leaves without treatment, and the neighbor advised him not to listen. As a result, the small gourds slowly turned yellow and fell off one by one. So as to tell people to pay attention to the connection between things when doing things. The text is short and contains simple philosophy.
In teaching, I pay attention to the following points.
The new curriculum standard emphasizes that the lower grades should pay attention to the teaching of literacy and writing, and the new words to be written in this class are more regular. Therefore, I guide students to carefully observe the words to be written in this lesson. Such as observing the structure of new words. The same radical words: strange, slow; In the same place: hang, wow; Words with the same structure: governance, tree, hanging, wow, strange, slow (left and right structure, narrow left and wide right). Then observe the important strokes of each word. Practice writing and commenting.
At the same time, we should also pay attention to students' unique feelings and experiences in reading teaching. Therefore, in the teaching of this course, I attach importance to students' dominant position in the reading process, guide students to read the text aloud, and promote reading by reading, so that students can gradually taste the rich thoughts and feelings wrapped in the text sentences. For example, on the basis of students' reading comprehension, I led them to say, "It's a pity that all the gourds have fallen! Is this caused by the mistake of gourd growers? What's wrong? " Students understand that gourd growers are wrong by reading aloud. His mistakes include: ① not listening to his neighbors' advice; He doesn't know how to understand the connection between things when he does anything. ) The leaves have fallen and the gourd is gone. What will gourd growers think when they see this scene? Let the students speak freely. )
In order to improve, teaching evaluation should continue to be in place. Sometimes, in order to hurry, students' answers are not evaluated in time, which is not conducive to the emergence of classroom problems. Around the teaching objectives, we should fully affirm and guide students in time.
Reflections on the after-class teaching of "I want a gourd" in senior two Chinese. 2 "I want a gourd" is a fable. The story language is simple and the words are accurate. According to the sequence of events, when telling a race that loves gourds, they only know how to get the fruit of gourds, but they don't know how to kill aphids on the leaves. As a result, they got nothing. It not only contains the natural common sense that "fruit and leaf are closely related", but also permeates the dialectical materialism thought that "things are interrelated, so we can't just look at them." The key and difficult point of this text teaching is to let students understand the truth through their own reading comprehension.
First, the teaching effect of this class
The students in this class are very emotional. They read well. I feel very satisfied after teaching. In the teaching of this class, I pay special attention to students' dominant position in the reading process, attach importance to students' unique feelings and experiences, take reading as the focus of teaching, and strive to make students realize the rich thoughts and feelings wrapped in text sentences through different forms of reading. In the process of teaching design, I closely focus on the unit goal, combined with the characteristics of this class, and use multimedia teaching to let students observe the drawings and talk about the differences between the two drawings. Let students intuitively feel the cuteness of gourd, and students have a heartfelt love for gourd. When reading aloud, I naturally added my true feelings, paving the way for the following dialogue with my neighbors, and the emotional reading below naturally came. I think this course is solid.
Second, success.
1, paying special attention to reading guidance in class. When guiding students to read the text, read the questions first, and guide students to read the text with questions. Then guide students to learn the text, guide students to learn words, accumulate vocabulary, cultivate a sense of language and read the text with emotion in discussion and communication.
2. In teaching, I have grasped the internal relations of the contents of each part of the same group, and grasped the teaching of textbook content design as a whole.
3. Literacy is the basis of learning ability, and it is also the focus and difficulty of Chinese teaching in the lower grades of primary schools. In order to make students actively read in a pleasant and relaxed atmosphere, I guide students to look at pictures to stimulate interest, guide students to read independently by using the characteristics of gourd pictures and pictophonetic characters, and let literacy consciously stimulate students' interest in literacy and cultivate students' literacy ability.
Third, the shortcomings:
1, teaching feedback and adaptability need to be improved. In teaching, students are always in class, and due to insufficient preparation, the treatment is not in place.
2. The teaching language is not refined enough. I think in teaching, the directionality of language should be more clear; The goal of Chinese should be more clear, which is also related to insufficient preparation before class.
3. Some questions asked by the teacher in class make the students confused and waste the class time, indicating that the design of the questions needs careful deliberation, and efforts should be made to optimize the questions in the future.
4. Too much talk in class, especially the last truth. It is best to let students talk more and think more.
Fourth, improvement measures:
In the future teaching, I will strive to improve my teaching adaptability. In teaching, students are always in class, and improvising language expression, how to fully affirm and timely promote students to complete tasks around teaching objectives, is the direction of future efforts. I think it is necessary to constantly hone in teaching practice and make clear the direction of language; Make the goal of language more clear. In addition, you should attend more classes and learn from other teachers' good practices. I want to use one sentence to encourage myself to keep learning-"There is a way to teach, but there is no way to teach."
Reflections on the after-class teaching of "I want a gourd" in senior two Chinese. Psychology tells us that emotions can regulate a person's cognitive operation. Chinese is the carrier of emotion, and teachers, students and teaching materials are the three emotional sources that constitute the emotional information loop of classroom teaching. When studying the article "I want a gourd",
I take teaching materials as the guiding ideology, emotion as the link, image as the intermediary, and language development as the purpose of organizing teaching. I adopt independent, cooperative and inquiry learning methods to give full play to the initiative and creativity of teachers and students in teaching and improve the efficiency of classroom teaching.
Fables and fairy tales are children's favorite. The text "I want a gourd" allows children to understand the relationship between leaves and fruits of plants and perceive that things are interrelated.
First, the use of illustrations-emotion
Language learning and mastering all begin with the understanding of words. Only with accurate and profound understanding can students leave a deep impression in their minds and lay the foundation for their internalization. The use of text illustrations can effectively help junior students understand the language vividly, which is conducive to the accumulation of vocabulary.
When learning the article "I want a gourd", I first asked the children to observe the illustrations of a small gourd that is growing well, and let them describe the gourd they saw in their own words. The children said it well, and some said that "small gourds are thriving"; Some can be expressed in the order of gourd vine-gourd leaf-small gourd. Then I asked them to read the relevant sentences about the small gourd described by the author in the article, and compare the accuracy and ingenuity of the sentences used by the author, so as to experience and accumulate beautiful languages-"slender gourd vines", "snow-white flowers" and "lovely small gourd". In this way, children can better feel the cuteness of small gourd, ignite their love for this gourd, and naturally understand and appreciate the deep love of gourd growers in this article. Reading aloud also plays a natural role in guiding the feelings behind.
Second, rely on language-melt feelings.
As the coat of thought, the material shell and ideological content of language should be integrated and inseparable. Language cannot fail to express certain thoughts, and thoughts always have certain emotions. As we all know, language acquisition goes through the process of perception, accumulation and application. Therefore, to develop students' language, it is necessary to guide students to feel, experience, associate and imagine with the help of language, so as to form a distinct image in their minds and lay a foundation for accumulating and using language. While teaching the article "I want a gourd", I caught the person who described the cultivation of gourd "how many times a day", "staring at the small gourd, saying to myself:" My little gourd, it grows fast, it grows fast! Grow bigger than a pumpkin! "By reading, imagining and feeling the thoughts and feelings of the person who likes the gourd repeatedly, let the students master the methods of keywords and punctuation. At the same time, it also guides students to experience transposition: if you are a gourd grower and see small gourds falling one by one, what would you say? Before speaking, let the students discuss in groups and establish channels for information exchange between students. With the participation of teachers, the thinking between students and between teachers and students collides in information transmission and emotional exchange. Because this problem has suddenly narrowed the distance between gourd growers and students, students can contact their own life reality and existing life experience, and feel the complex emotions such as regret, sadness, self-blame and hatred of gourd growers. In this creative learning, students naturally integrate their true feelings into the teaching materials. Students are trained to speak complete sentences, which gives them a support and more room for activities. Developing students' language and thinking can kill two birds with one stone.
Third, the role experience-lyric.
Role-playing is a kind of game activity that junior children love to see and hear. The process of students reading textbooks is also the process of emotional "accumulation". According to the characteristics of the text, let the students play the role and act it out, and express their accumulated feelings heartily through role play. The process of role experience is accompanied by the process of thinking, the process of language internalization, tempering and development, and the process of emotional enrichment. After class, I combined the teachers' suggestions. In addition to role reading, I also reflected on the teaching of the text "What I want is a gourd". If we can create such a performance situation for children, let them play the dialogue, action and expression between a gourd man and his neighbors according to their own understanding of the text, and naturally sum up the truth contained in the text through the neighbors' mouths, instead of letting them sum up their experience with idioms first. Only in the pleasant cooperation with partners, in the improvisation of oral communication and in the praise of teachers and classmates can students better taste the joy of success and better expand the development of students' personalized thinking. This kind of pleasure, whether in vision, hearing and other physiology, or in spirit and intelligence, has been satisfied and happy. Thus, classroom teaching can be pushed to a climax, and at the same time, the emotions of all students can be pushed to a new realm.
Reflections on the after-class teaching of the second grade Chinese "What I want is a gourd" 4. Middle school students are very interested in reading this course and are very emotional. I was very satisfied after teaching, and I was very excited by the performance of the students.
I think this course is very solid, mainly using observation and model essay reading.
Observation method
When guiding students to read the text with emotion, I didn't make a complicated analysis of the text, but combined with the illustrations of the text to let students walk into the situation described in the text, so that students can intuitively feel the cuteness of the gourd, and students have a heartfelt love for the gourd. When reading aloud, they naturally add their true feelings, paving the way for the following text and the dialogue with their neighbors. The emotional reading of the following text comes naturally, and students can master and skillfully use reading skills without any guidance.
Fan reading method
In addition to using illustrations of text images, teachers' model reading also plays an important role. Teachers' emotion in model essay reading directly mobilized students' emotion, and some reading skills penetrated into teachers' reading. Students learned reading skills through unintentional imitation and formed reading skills through repeated practice. This is much more ideal than simply teaching students empty reading skills. Teachers teach simply and students learn happily (spiritually).
In this class, there are many places for teachers to demonstrate reading and few places for emotional dialogue, but it does not hinder students' learning intention and initiative, and students learn independently.
Teaching materials are more important than forms. The traditional teaching forms and methods, such as model essay reading and conversation, are properly used, which can also enable students to learn independently. On the day of curriculum reform, in the confusion of advocating new classroom forms, but not getting good results, we should reflect on what real autonomous learning is.
Reflections on the after-class teaching of the second-grade Chinese "I want a gourd" 5 I ask students to think about it when they read the text for the first time. What do you know after reading this lesson? Unexpectedly, although the students' language is not standardized, some people can speak it. It is wrong to care only about the gourd and not about the leaves. But the reason is hard to say, because children don't have this knowledge after all. It's good to understand, but it doesn't make sense This is good enough. Let the students talk about their feelings after reading the text. The students also speak very well.
When reading the instructions, we still pay attention to training students' perception of punctuation marks. Originally, I taught methods when I was studying, but after learning an article, I didn't know the function of symbols and the specific guiding methods. It is often said that students can have one class at a time. I think not only students can have one class at a time, but also teachers can have one class at a time. In a class like this, it is enough to train reading aloud, and there is no need to cover everything. The effect on students' training is more practical and far-reaching. Far better than being knowledgeable but not refined. When guiding, pay attention to let students use these punctuation marks to say their common words, so that students can understand the tone of the sentence more easily. Maybe this is to connect the students' experience world.
Reflections on the after-class teaching of Grade Two Chinese "I Want a Gourd" 6. When designing this class, I try my best to take students as the main body, reflect students' subjectivity, and let the concept of the new curriculum be reflected in my classroom. Let me talk about it from the following four aspects.
1, actively advocate independent, cooperative and inquiry learning methods.
This concept not only emphasizes the change of students' learning style, but also emphasizes that the main body of learning and development is students, and the main position of students in curriculum and teaching has been truly confirmed and respected. In order for students to truly master Chinese learning, we must do the following: First, we must stimulate students' interest in learning texts and let Chinese enter the students' life world, cognitive world and emotional world. Second, we should create a good environment for autonomous cooperative learning and advocate autonomy, self-awareness, since the enlightenment and self-satisfaction. Third, respect students' individual differences, pursue students' development personality, stimulate students' innovative consciousness and cultivate students' innovative ability.
In the introduction of the text, I first drew something that students are familiar with: gourd (but I don't know the word gourd) and learned a new word to let students unify the shape and meaning of the word gourd. Then I drew a gourd seedling and introduced it into the text in the form of a story that students like, which led to a question: How did the gourd grow up slowly and revealed the theme. In this way, the study of the text is introduced from life and stories to stimulate students' interest in learning. Then I didn't read the text by listening to tapes and music, which are commonly used in open classes, but followed the simplest form: the old teacher read the text for three purposes: to help students correct their pronunciation and establish the concept of reading new words correctly; Secondly, stimulate students' interest in reading and learning texts; Third, it is to give students an invisible influence, prefer to be close to teachers, and thus like my class.
At the same time, after reading the text in the old normal school, I arranged for students to learn the text by themselves, read the new words and texts correctly, learn the new words with their deskmates, and then communicate with the whole class to solve how the gourd grew up slowly. On the basis of independence, we cooperated and discussed, which improved the efficiency of learning. When reading the first paragraph of the sentiment text aloud, I arranged for students to learn this paragraph by themselves, choose the best sentences they read, think about what they read, then communicate with the children at the same table, and then communicate with the whole class to understand and understand the first paragraph of the sentiment text. After learning one or four paragraphs of the text, guide the students to connect the text with the illustrations and lead to new questions. When they found the problem, they were full of expectations for the next lesson, and once again stimulated their interest in continuing to learn the text. There is a feeling of wanting more. Problems are the root cause of learning motivation. The problem is the motivation and starting point of learning, which runs through the whole process of learning. Students learn through questions. In the process of learning, students discover, ask, analyze and solve problems, and students produce problems through learning.
In this way, through their own exploration and research, students not only find the answer, but more importantly, they learn how to solve problems, learn to cooperate, and learn to express their thoughts and understanding in their own words.
2. Observe carefully, imagine boldly, train oral English and develop students' language and thinking. Cultivate students' creative ability.
Imagination is a child's nature, and only when you like it can you create something. However, in order to be concise, the rhythm of the article fluctuates, or out of aesthetic needs, the author writes a part of the article briefly, leaving readers room to think. These gaps in the article are favorable spaces for training and cultivating students' innovative thinking, organizing students to expand and extend their imagination, and diversifying the general narrative without explicit content. More importantly, let students' thinking take this as the source and radiate. In this lesson, according to the content of the text, I designed two imaginary speaking contents, imagining the cuteness of gourd and reading aloud on the basis of imagination; Then there is such a lovely gourd that students can imagine what it will be like when they grow up. This imaginary speech is in sharp contrast with the gourd that turns yellow and falls to the ground because of aphids, which stimulates students' interest in questioning and exploring the reasons and lays the foundation for later study and understanding. It can be said that it is multi-faceted.
In teaching, cultivating students' observation ability is also advocated by the new curriculum. So in this lesson, I put the two illustrations of the text side by side, so that students can find the differences in observation and express them in their own language, and then learn the text from pictures to texts. After learning the text, I have these two pictures for students to observe. If you have any questions, go to the next class. In this way, we can train oral English, develop imagination and cultivate innovative ability on the basis of observation.
3. Text-centered reading teaching, and strive to cultivate students' reading ability in reading practice.
Text is the connection point between teachers and students in reading teaching, and the infinite dialogue process produces students' subjective role from reading text, which is also fully reflected in the text. "Chinese Curriculum Standard" points out that Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice. It also emphasizes that reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Therefore, I attach great importance to students' reading practice and organize students' reading activities at different levels. Self-reading-discovery and inquiry-self-reading-understanding and comprehension. In this course, students spend a lot of time teaching themselves. Through their own reading practice, they understand the content of the text, deepen their experience, feel and think in different degrees, be influenced by emotions, gain ideological enlightenment and enjoy aesthetic pleasure.
4. The training of characters, words and sentences is still the focus of reading teaching in lower grades.
First of all, in the teaching of word recognition, it embodies a certain level. Understand the new words from the teacher's drawing of gourd on the blackboard: gourd; By listening to the teacher read aloud, establish the initial concept of new words; Read the text by yourself, remember the new words with your deskmate, and know the gourd vine by graphic comparison; Finally, take the train to read new words and analyze fonts, read children's songs without pinyin, and gradually consolidate them step by step. During this period, we should use the objective things that students are familiar with and the language factors that students are familiar with, such as the laws of pictophonetic characters in the past, to guide students' creative literacy. Trying to combine knowledge with practice and reading new words in children's songs is an extension of learning new words.
Secondly, pay attention to word training. This lesson reflects the understanding and application of every day. I start with understanding the meaning of the text, read the sentences of the text, and then guide the students to speak and implement their daily understanding and application of words.
Third, pay attention to writing teaching. According to the students' actual situation, guide students to observe Tian Zige's new words and talk about what they think is easy to make mistakes. Old teachers write, students follow, and stage show reviews. In this process, writing training is implemented in a down-to-earth manner.
Reflections on the after-school teaching of the second-grade Chinese "What I want is a gourd" 7. During this period of writing, I carefully prepared an open class, which was successfully completed through repeated polishing by Teacher Wu and me. Through this repeated revision of teaching plans and trial teaching, I have a deeper understanding of teaching and learning
1, grasp the teaching material, grasp the text and stress the difficulties.
This text is the second text in Unit 4. This unit is full of fables. I feel a truth from language stories: I know how to pay attention to the connection between things in everything I do. Although I guided students to understand that there is a connection between gourd leaves and gourd fruits in the teaching process, I broke this paper only after class, so the overall grasp of the key points of the text is still not enough. The teaching goal of this knowledge and skills is to understand the different tones of rhetorical questions, exclamatory sentences and declarative sentences. I think I have accomplished this teaching goal well. Through repeated reading, tone guidance and sentence transformation, students can understand these sentences.
2. Carefully prepare the students, let the teacher go and let the students speak boldly.
In order to make this text reach a better level, I always try it three times Every time Mr. Wu told me to talk less and listen to the students more. However, I am always afraid that students can't play, so I have to do it step by step. When my classmates were in crisis, I quickly "rescued them". Later, I found that I really went into a misunderstanding. I just went through the motions and completed the teaching progress, but. So the classroom atmosphere can't be active. Needless to say, the students don't want to talk about it. In fact, it's all because the teacher is not guiding enough. Through two trial teaching, I gradually learned to give the class to students, let them read it by themselves, understand the tone by themselves and feel the content of the text by themselves. I found them really great. Appropriate motivation is to let students integrate into the classroom and be the protagonist in the classroom.
3. Pay attention to reading aloud, so that students can feel it in reading aloud.
The first paragraph is about the cute appearance of small gourd, so we should guide students to read out their love for small gourd. In the third paragraph of this article, the gourd grower said, "Little gourd grows fast, grows fast, and grows better than big pumpkin!" " It is also the highlight of the article. Students should understand the feelings of love and longing of gourd growers, so when the picture of broken gourd reappears, students will naturally feel the heartache of gourd growers.
In short, as long as we grasp the key points, let students learn independently and pay attention to the guidance of reading aloud, I believe that no matter which text is feasible.
Reflections on the after-school teaching of Chinese "I want a gourd" in grade two. 8 Fables and fairy tales are loved by children. The text "I want a gourd" allows children to understand the relationship between leaves and fruits of plants and perceive that things are interrelated. There are some good descriptions of words in this text, which can be used as a demonstration of writing.
First, the accumulation of good sentences and words.
"The slender gourd vines are covered with green leaves and have a few small white flowers." Grasp the words "thin", "full", "green", "several flowers" and "Snow White" in the sentence, and let the students imagine the described scene, and realize that adding these words can describe the shape of gourd vines, the lush leaves, the color and size of flowers. Be prepared to add modifiers in writing. The deficiency lies in that what is read when guiding reading is relatively dull, and students are not guided to read keywords.
Second, give full play to students' questioning ability.
To understand this passage, we mainly understand two questions:
1. Gourd growers like gourds very much.
2. Why do gourds like eating gourds so much? In the end, the gourds fell off one by one.
In the design of these two questions, I let students ask their own questions in reading. The first question leads me to let the students read the first paragraph by themselves. What do you know after reading it? Students can think of themselves through their own reading: people with long gourds like gourds; I will ask the students to find out from which sentence they can see that he likes eating gourds very much, and then grasp the words "every day", "several times" and "the more I see, the more I like them" to understand the people who grow gourds' love for gourds. In the whole process, the teacher only plays the role of guidance and inspiration. Students think and experience in reading, and fully mobilize their autonomous learning ability.
After learning a natural paragraph, the last natural paragraph "all the gourds are gone" is derived. Let the students talk about what's wrong with hearing the news. The students asked the question "Why are all the gourds dropped?" Then the teacher introduced "Do people with long gourds like gourds? Why does he like eating gourds so much? Then what is he doing? " Teachers and students ask questions to lead to the second question, so that students can enter the second and third paragraphs with questions.
Third, combine reading, drawing and speaking.
In the process of exploring the reasons of gourd falling, I drew the sentences that gourd growers thought and said in reading, analyzed the psychology of gourd growers, and found that the reason of gourd falling was because of ignorance of gourd planting, not listening to advice, aphids ate up the leaves, and finally the gourd fell. Grasp the key words to understand and guide reading. For example, if you talk to yourself, you should keep your voice down. When reading this sentence, you should imagine that you are telling yourself that the neighbor's suggestion is urgent and that the "strange" gourd growers are ignorant and don't listen to the tone of the suggestion. Insufficient, the teacher guides students to find different tones, but the tones in reading are not shown, mainly because the reading guidance of key words is not enough.
After teaching this lesson, my deepest feeling is to guide students to read the text well Teachers should guide students to taste the language of the text, try to figure out what is behind the text, and let students feel their own heartbeat, so that their intentions are from their own hearts and their words are from their mouths. In this case, students can naturally understand and read with interest.
Reflections on the after-school teaching of the second-grade Chinese "I want a gourd" 9. "I want a gourd" is mainly about a man who planted a gourd once upon a time. Because he didn't deal with the aphids on the leaves in time, all the gourds he planted fell off one by one. Through reading and understanding this text, let the students understand that everything is related and accept other people's suggestions with an open mind.
I use riddles to lead in in order to arouse children's interest. In the literacy part, create a scene of "picking gourds in the gourd garden", read aloud and write orally freely, and read words in the form of "driving a train". Individual students analyze the glyphs and then read the words. Here, we should infiltrate literacy methods and classify literacy: for example, the words "gourd, reed and vine" all have grass prefixes. Can you still say something with a grass prefix? For example, when the word "adjacent" is combined, the students say the word "bell". I only make a distinction in pronunciation, not in font. In writing instruction, the teacher didn't set an example, and the handwriting was too small. In "What story is this text telling?" The requirements for children in the question are too high, and it should be that the courseware shows a specific format. There should be a voice of reading aloud in Chinese class, but students read less in this class and it is difficult to fully understand it. Teachers should also demonstrate reading and teach more reading skills. Through this lesson, I understand that as a teacher, I should fully respect children's unique feelings and experiences in reading.
Because of my young age, lack of teaching experience and immature classroom control ability, I didn't grasp the class time well. The last link is diffusion thinking, starting with "that man planted another gourd in the second year …" and continuing a short story, which was not completed. The students in this class are very active in learning, but I have failed to grasp the children's bright spots for inspiration many times, didn't give them more imagination, and didn't pay attention to the habits of individual students. There is also the need to improve teaching feedback and adaptability. To refine the teaching language, the direction of the language should be more clear and the goal of the language should be more clear in the teaching process. I believe that through my continuous efforts in the future, I will gradually mature and be a suitable giver and guide in the process of children's learning.