"Grandpa and the Little Tree" is a text in the first grade volume of the standard experimental textbook of the compulsory education curriculum. This article specially collects and organizes teaching reflections on the first-grade textbook "Grandpa and the Little Tree" published by the People's Education Press. I hope you like it! Teaching Reflection 1 of the first-grade text "Grandpa and Little Tree" published by People's Education Press
The text "Grandpa and Little Tree" tells the story between Grandpa and Little Tree in a child's voice: In winter, Grandpa gives little The tree wears warm clothes, and the little tree is not cold; in summer, the little tree opens a small green umbrella to protect grandpa from the cold, and grandpa is not hot anymore. It shows the close and harmonious relationship between people and trees. The focus of teaching is: recognizing new words, understanding key words and sentences and practicing reading aloud. The first paragraph is the general sentence, explaining "There is a small tree at the door of my house." The second and third paragraphs are contrasting descriptions, from the two aspects of the narrator: grandpa dressing the little tree in winter to the little tree shading grandpa in summer. An intimate relationship with trees. The structure of the two paragraphs is the same, and the sentence pattern is the same. When teaching, I use the method of focusing on reading one paragraph and guiding myself to understand the other paragraph. Use the sentence structure: "When, who helps whom to do what." to understand the text. On the basis of looking at pictures and speaking, we will then provide reading training and guidance so that students can read with the appropriate rhythm and stress while reading correctly and smoothly. Then, through various forms of reading training, students will deepen their understanding of Understand the text and develop students' reading ability. During the classroom operation, I felt that there was sufficient time for guidance on the understanding and reading of the second paragraph. Students were able to go from being unable to read fluently to reading emotionally in class, which shows that the reading guidance was in place. When teaching the third paragraph, students can quickly understand the content and transfer the reading method to the third paragraph, which is less time-consuming and more effective. Judging from the overall class rhythm, the first lesson seems long and slow, while the second lesson is rich and compact. This may be due to students' conditions, such as insufficient discipline and performance expectations, as well as the teacher's ineffective training of allowing students to read on their own, resulting in some content not being completed as planned in the first lesson.
Reflection 1: Focus on literacy and writing teaching. When teaching text, emphasis is placed on allowing students to recognize Chinese characters in a specific language environment, understand the meaning of the words, and use a variety of methods to help students memorize Chinese characters. For example, the teaching of the word "umbrella" guides students to use their imagination and then uses physical images to help them memorize the character shapes, which is in line with students' cognitive rules. But whether it is better to arrange the time for teaching writing ten minutes before the end of get out of class, or to arrange it in a special writing class for guidance, I am not sure about this issue. I always feel that writing does not play a very prominent role in a class.
Reflection 2: Take reading the text well as the teaching goal. Pay attention to the equal importance of reading aloud and literacy. We must give the power of reading to students, fully trust students to understand the text, break the teacher's thinking of teaching reading, establish students' awareness of learning to read, respect students' ideas, and teach students Encourage students to express their own opinions and opinions boldly. The first-grade reading guide is to first listen to the recording, then the teacher will teach the reading, and finally the students will read it themselves. This way the reading effect will be better. The student has a preconceived concept. Give him a good example at the beginning and lay the foundation for him to read the text smoothly. "Teaching progresses through reference, and students grow through imitation." Why not play the role of a teacher and let students explore alone in the dark?
Reflection 3: Cultivating habits is an important task. In lower grade classroom teaching, I have been working hard to create a lively, lively, and orderly learning atmosphere. However, if the regular discipline is not done well, liveliness will be an empty talk. Therefore, it is very important for first-year students to grasp classroom routines and develop good study habits.
The teaching of the text "Grandpa and the Little Tree" made me deeply feel that in order for students to have rich language accumulation, it is necessary to use a variety of teaching methods and learning methods to skillfully combine them, so that students can learn in a relaxed way. Only by using your brain and hands in an environment that makes your body and mind happy can you realize the value of respecting children, exploring childlike innocence, and childishness. Reflection on teaching "Grandpa and the Little Tree" in the first volume of the first grade of the People's Education Press
First of all, I think I didn't pay enough attention to this activity. I thought that the usual classes, corrections and tutoring were more important. I felt that there were more other tasks this week, so I neglected the preparation for the open class. The lesson plan is careless and not detailed enough, unlike the low-level lesson plan; the text content on the courseware is not marked with pinyin, which brings difficulties to students' learning; they have not tried it out, and they have not been able to find the flaws in the design in time to make up for it; they have not thought about it in their minds before taking it. I carefully thought about and sorted out the details of the class, so that the class was too casual and not refined and rigorous enough. For a wonderful and effective class, full preparation before class is crucial, but because of my lack of understanding, some things that could have been The problems to be avoided appear in class. I think this is the most worthy of reflection.
Secondly, there are also problems in course selection. The teaching progress of my class is now at the stage where Pinyin has just been completed and the text has just begun. Before taking this class, students had only taken one formal text, and it was a familiar ancient poem "Painting". Most students should have been exposed to this poem before school, and it is not difficult to learn it.
The lesson "Grandpa and the Little Tree" is the last one in the first group of texts. There are three texts before it. That is to say, there are still dozens of new words to learn and a dozen radicals to recognize before this. , without these foundations, it is naturally difficult for first-grade children to write a new text. In addition, the natural paragraph appeared for the first time in the text "Grandpa and the Little Tree". Before, I only briefly mentioned the concept of natural paragraph without teaching it in detail, so the students were very unfamiliar with it. . But I ignored this when choosing courses. I think the deviation in course selection is caused by my unfamiliarity with low-grade textbooks, teaching focus, student foundation, etc. In the future, I should continue to explore and research in daily education and teaching practice, and try to avoid similar overestimation of student foundation for granted. And the question of ability arises again.
Thirdly, in specific classroom teaching, there are still many detailed problems of this kind and that.
1. The language is not childish enough. The tone of his speech was not gentle and soft enough, but too crisp. First-grade children have just transitioned from kindergarten to elementary school, where singing, dancing, and playing games are the main campus activities. There are many things they cannot adapt to. They need teachers to communicate with them and teach them to learn in a soft voice like a kindergarten aunt. . If you speak too fast, their thinking will not be able to keep up, and they will not know what you are saying, and will not be able to achieve the effect you want them to understand, and the meaning of teaching will be lost, that is, haste makes waste. Bar. If the tone is too harsh, the children will feel that the teacher is fierce and scary, and they will not dare or be willing to communicate with the teacher or express their inner thoughts. In class, if we dare not raise our hands to answer questions or express our opinions loudly, we will lose many opportunities to listen to answers full of childlike innocence, and it will also seriously curb children's imagination, creativity, and language expression. development of abilities. Nowadays, many children of seven or eight years old still have to be hugged by their mothers at home. A teacher who speaks harshly, coldly, and disappears as soon as he spits it out is naturally unpopular with them. Therefore, in the future, I still need to change the tone, tone and speed of my speaking, practice more, and strive to achieve the state of "walking around for three days without stopping"!
2. The writing on the blackboard is not careful enough. Most of today's books, magazines and magazines use horizontal typesetting and printing. Children are accustomed to reading works in this format. Therefore, it is best for teachers to write horizontally on the blackboard in class. This is true for single new words, and even more so for coherent sentences. . In this regard, I am more casual about the content and usually choose whether to write horizontally or vertically based on the content written on the blackboard. When writing on the blackboard, pay attention to whether students can see each stroke clearly. When writing vertically, especially when writing the following words, the content is easily obscured by oneself and becomes invisible. This is especially taboo when teaching students to write, but writing horizontally can avoid this problem more effectively. When marking the pinyin, you should write it more clearly. Do not write the pinyin and the word too close together, so that students cannot see it very clearly and affect the learning effect. When it comes to content that needs to be highlighted, you should also choose the color of the chalk carefully. Brighter colors can attract more attention. Also, when teaching radicals and new words, two different colors of chalk should be used to write radicals and radicals, so that students can see them clearly at a glance and learn more effectively. When I was teaching this content, I simply and casually used only one color of chalk to complete this link because of my lack of preparation and worry that I would not be able to catch up on the following content. After thinking about it, vocabulary is the most important content of this class. Such an oversight can only be said to be a small gain but a big gain!
3. Insufficient attention to students’ learning conditions. During the teaching process, we should pay attention to every student. In this class, I arranged a session for classmates to read and check each other, but there was a child in the class who did not have a deskmate, and I did not pay attention to her. This is a very serious mistake that must be noted and corrected in the future. After students read the text by themselves and circled unfamiliar words and unfamiliar words, there was no timely feedback, but only individual communication during their self-study. This also failed to achieve the purpose of making all students pay attention to the words that are difficult to read and recognize in this lesson. .
4. Others. When teaching the character "ke", there was no combination of word combinations to allow students to memorize the character shape; when teaching important words such as "grandpa", "nuanhuo", and "clothes", there was no more emphasis; when teaching "point", the It is the old pronunciation of "acupoint" instead of "acuo cover"; the evaluation methods for students are not rich enough, only simple language evaluation; when teaching the word "cold", the word combination is too simple and is not taught to students More and better words; when one time I asked students to read together, I said a nondescript sentence such as "please read it together" and so on.
Details determine success or failure, and these are no small problems.
Fourth, there are some issues in teaching design. In this class, I arranged four links: introduction, first reading perception, learning natural paragraphs 1 and 2, and learning to write two new words. This is too much for first-year students, so they encounter many practical difficulties during class, and some content cannot be carried out in depth. In the first reading of perception, there is a part of students' self-study, and the self-study requirements are provided. If the students cannot understand it and ask the teacher to explain it, it is better not to provide it. I originally wanted to put the new words in a specific context and combine them with the paragraphs to learn them, but because I was in a hurry, I didn't implement it, which actually affected the students' ability to read the text. It would be better to list the new words separately before learning the text, which would be helpful. Text reading. There is not enough time to read aloud, and the content of the arranged recitation is difficult.
The capacity of the entire class is too large, so the final writing session cannot be implemented.
The authorities are confused, but the bystanders are clear. People taking classes are often unable to comprehensively and objectively recognize their own shortcomings, and need reminders and help from other teachers or students so that they can make progress faster and more effectively. Therefore, this teaching and research activity has benefited me a lot.