Reflection on the Teaching of Duiyunge in Senior One: 1 Duiyunge appears as a pair of short rhymes, which is catchy to read. Before teaching this poem, I lead the students to review the syllables. Because students already have pinyin reserves in previous classes, I use various forms to give them enough time to practice spelling syllables. For example, using the method of "spelling with pinyin" can better help students know letters and syllables through familiar words and learn spelling.
Chinese class is a course that enables students to learn to use the spoken and written language of the motherland. In order to cultivate students' good sense of language, when studying Duiyun Song again, the basic characteristics of Duiyun Song are preliminarily infiltrated, such as "the meaning is relative and the number of words is the same", so that students can gradually master the rules of Chinese usage. When teaching "To Yun Ge", I use various forms to make students read aloud repeatedly and feel in reading. At the same time, I use multimedia to arouse students' learning enthusiasm and understand the growth law and natural phenomena of plants.
Unfortunately, there are too many contents in this teaching design and time is not in place. After students understand the rhyming content, they can sublimate the theme-how should we care for nature? Finally, the teacher ended the class with a summary.
Reflections on the teaching of Duiyun Song, the second volume of senior one. Duiyun Song is a pair of short rhymes that are catchy to read. In teaching, students should be given enough time to practice reading aloud by themselves, and infiltration literacy teaching should be carried out in students' repeated reading.
In this class, I carefully designed some teaching links and tried the method of autonomous literacy, thus improving students' ability to remember Chinese characters.
First of all, according to the cognitive characteristics, age characteristics and psychological state of primary school students, I adopted the teaching form that students like and made full use of various and flexible literacy carriers. For example, I carefully prepared some visual teaching AIDS (projectors, pictures and objects) before class to express the sound, shape and meaning of Chinese characters, which is convenient for students to understand, solves the teaching difficulties and improves their interest in learning.
Because Dui Yun Ge appears in the form of a pair of rhymes, it is catchy to read. I use various forms of reading: named reading-reading aloud-reading in chorus-competitive reading for boys and girls, etc. This kind of solid and effective reading, in repeated reading and communication, transforms students' understanding and perception of the text into concrete language and characters, so that students not only learn Chinese knowledge, but also develop their Chinese ability.
Finally, on the basis of students' familiarity with reading, various forms of recitation are adopted, such as: recitation in chorus-recitation by name-recitation at the same table-recitation by boys and girls in competition-clapping hands, etc. , so as to improve students' interest in learning and enable them to recite skillfully. Such a variety of reading and reciting can make students learn in reading and learning happily, make students study happily and tirelessly, and achieve good teaching results.
In order to enable students to accumulate words purposefully, I changed some words in Duiyun, such as Duiyun, and turned beautiful scenery and willow green pink into new innovative forms. This not only helps students understand the meaning of words effectively, but also subtly stimulates students' interest in accumulating and reading idioms.
The third part of teaching reflection on Duiyun Song in Senior One is based on children's enlightenment books "Enlightenment of Rhythm" and "Duiyun by Li Weng", which is symmetrical in form and catchy to read, and is very suitable for teaching just after entering the first grade. The content of Duiyunge is mostly animals, plants and natural phenomena that children are familiar with, so the focus and difficulty of teaching is to let children learn Duiyunge, cultivate their sense of language and lay a good foundation for their future Chinese learning. My thoughts on the teaching of Ode to the Cloud are as follows:
First, consolidate hieroglyphics and memorize new words skillfully.
The new Chinese curriculum standard points out that literacy is the focus of Chinese teaching in lower grades. In teaching, we should not only combine pictures and texts with life literacy, but also teach students effective methods of independent reading. After learning the four words "Sun, Moon, Fire and Water" in the last class, the students have understood hieroglyphics. On this basis, I changed from a teacher's lecture in the last class to a student exchange in this class. First of all, I will ask my children to circle the words they don't know. Each circle draws different things. Some students are more than others. I use communication for words that students don't know. Please tell the children that you know how you remember these new words. Children have rich imaginations and similar ways of thinking. Sometimes adults' ideas don't necessarily conform to children's cognition. In this class, I think some children have very good methods.
For example, when it comes to the word "rain", Ms. Weng Yuxuan raises her little hand and is willing to share her memory method with you. She said the word "rain" is like the two windows below, and four o'clock is like a light rain. After Weng Yuxuan's vivid explanation, a picture of "enjoying the rain" has appeared in front of my eyes. I think children must be, and this word will be firmly remembered by children. Allowing students to read independently can not only avoid boredom, but also arouse students' enthusiasm and guide them to think positively.
Second, read aloud in multiple forms and recite skillfully.
Because Dui Yun Ge appears in the form of a pair of rhymes, it is catchy to read. I use various forms of reading: named reading-chorus reading-competitive reading between boys and girls-clapping reading and so on. This kind of solid and effective reading enables students to translate their understanding of the text into concrete language in repeated reading and communication, so that students not only learn Chinese knowledge, but also develop their Chinese ability. Finally, on the basis of students' familiarity with reading, students adopt various forms of reciting, such as: reciting by name-reciting by name-sharing each other's backs at the same table-boys and girls playing-clapping their hands, etc. , so as to improve students' interest in learning and enable students to recite skillfully. This variety of reading and reciting can make students learn to read and write happily and achieve good teaching results.
Third, entertaining and arranging games skillfully.
The communication in a class is warm and varied, and all the students are happy to learn. How effective it is remains to be tested. First of all, I played a game of "finding friends" with the children. The teacher said "clouds are right-",followed by "rain", and then everyone said "clouds are right for rain". This activity not only consolidates the recitation of children's songs, but also integrates the concepts of word-to-word and word-to-sentence into the game. In addition, "picking pumpkins" is also a game that children love to play. Only when you read the words on the pumpkin correctly can you pick the pumpkin. The children are very enthusiastic and eager to try. Students not only consolidated the new words, but also adjusted their learning status. In the consolidation test, the attention of junior children has reached the limit. This interesting interaction between teachers and students not only consolidates students' rhyming recitation, but also effectively attracts students' attention and improves learning efficiency.
Fourth, shortcomings.
This course has basically achieved the preset teaching objectives, but I still have some regrets. I spent about ten minutes on literacy teaching, but it didn't achieve the expected results. There are two reasons. First, when I tell my children the structure of the word "worm", I ask them to tell them where the word is easy to make mistakes. After the child finished speaking, I didn't emphasize it again, which led some students to remember this and forget another point when writing. Secondly, after I found the handwriting of two classmates to show on the booth, I only asked the children to evaluate it, but I didn't ask them to revise it again. I don't know how to do it on paper. Children are not allowed to modify it, so the writing of worm characters is not consolidated in time.
Learning in the teaching process is a necessary process, and constant reflection can also bring progress.
Speaking of teaching quality, we always pay attention to classroom teaching, attach great importance to the efficiency of classroom teaching, and emphasize the use of 45 minutes in class. However, teaching is by no means a lonely process, which requires the continuous cooperation between teachers and students. Pre-class preparation, classroom teaching, after-class reflection, homework assignment, and student counseling. This is a complete teaching process.
Two questions before class:
First, what kind of teaching methods do I use to achieve my teaching goals?
Second, why do I think these methods can achieve these goals?
The first volume of Chinese in senior one, Unit 1, On Yun Ge, has a strong rhythm. I'm going to recite the text by teaching and interactive games, for example, I can write seven new words. Basic strokes can be traced. Because the enthusiasm of young children needs the encouragement and guidance of teachers. Attention is easy to be distracted, the way games are introduced, and more interactions are made to strengthen children's concentration. Listen, read and imagine the pictures.
Two problems about classroom teaching;
First, what problems have I found in teaching?
Second, what do these problems mean to our teaching?
Children in lower grades have better memories and can recite the text content quickly. Mainly when starting to write new words, such as writing posture is not correct and writing is not good-looking; Some difficult words are easy to forget the order of strokes. Attention should be paid to finding different ways to impress children in classroom teaching.
Two questions about after-class reflection;
First, to what extent did my classroom teaching achieve my teaching goals?
Second, do my teaching objectives need some adjustment?
Two problems about assignment;
First, does the homework take into account students with different learning abilities?
Second, how to solve the problems in the homework?
Two questions about student consultation;
First of all, are you aware of the different problems that different students have in their studies?
Second, how to be more targeted in the process of tutoring students?
Although I finished a class, was it wonderful? For example, can children do more expansion when they can recite, can they rhyme more with strong rhythm, and strengthen their knowledge reserve. For children in lower grades, there is no need to assign too much homework, and each word is required to be written four times. Every child with different learning abilities should be considered. For individual students, we can let some students with strong ability teach each other first to form a state of active learning.
Reflections on the teaching of rhyme songs in the fifth part of senior one. Rhyme songs appear in the form of a pair of short rhymes, with neat sentence patterns, rhyming collocation, catchy words, easy to recite, easy to understand, and easy for children to understand and stimulate students' interest in literacy. Most students can recognize the new words in this lesson. Therefore, the teaching of this class focuses on teaching students to read with life and stimulating their interest in life literacy.
First, consolidate hieroglyphics and skillfully connect them before and after.
Among the new words to be read in this lesson, clouds, rain and birds are pictographs. The teacher fully considered the relationship between literacy and reading in this unit. In the recognition of these three words, students can use pictographic literacy to read, so that students can apply what they have learned and achieve the purpose of consolidating literacy by using pictographic characters.
Second, life is clever in literacy, and reading is clever in reading.
Watching TV, reading books, advertising and so on often appear around children in life. It is a very good way for students to use common words in life to achieve literacy. Then it is particularly important to stimulate students' interest in reading with life, which is also the focus of this lesson. This lesson is intended to guide students to read the words they know in life, and take advantage of the characteristics that students like reading picture books very much. The teacher shows the titles of four picture books, namely, A Perfect Couple, Where is the Wind, Grandma Hua and fabrice Insect, so that students can read aloud and circle four books entitled Dui, Wind, Flowers and Insect that need to be read. Such activities make students fully feel that new words are around us. As long as they know more and read more, they will master more new words. The design of this activity not only considers literacy, but also guides students to read, which is to prepare for the "parent-child reading" and "happy reading" in the Chinese Garden.
Third, multi-form reading, familiar with the back.
"Learn to read and recite the text in Mandarin" is a difficult goal in teaching. Moreover, for this rhyming song to make students recite it in a short time, teachers need various forms to make students interested in rhyming, master the rhythm of rhyming, and achieve the purpose of reciting it from practice. This lesson adopts various forms, such as model reading, guided reading, finger reading, group reading, solitaire reading, etc., which are repetitive rather than mechanical, so that students can read out their interests and rhythms and realize reciting in reading.
Fourth, literacy and reading, cleverly arrange games.
In this lesson, the teacher designed games of "reading new words, picking peaches" and "finding friends". The students like the game of "picking peaches" very much. Only when the teacher correctly reads the words on the "peach" can he pick the peach. In this process, students not only know new words, but also adjust their listening status. Then, the teacher, classmates and classmates play the game of "finding friends". The teacher loudly says "the clouds are coming …" The students loudly say "rain". Two people say "cloud to rain" together again. This kind of activity can not only make students know, read and find new words, but also cultivate students' interpersonal skills of reading aloud and interacting with classmates, and better consolidate the recitation of children's songs.
In the future teaching process, I should pay attention to the summary of literacy methods. It is better to teach people to learn than to teach them to learn. The first grade should consciously cultivate children's autonomous learning ability and create a good Chinese learning situation for children. We must pay more attention to the division of time. What should be done in two classes should be done in two classes.
Today, the emphasis on standard questions was neglected in class, and the academic performance was not bad, but it still needs constant emphasis and correction in order to let children develop good study and living habits.