Reflection on the teaching of Hua Zhong 1 begins with the text. I introduce it with sentences from the text. Ask the students who can read to read aloud and see what the author has found. In this way, the child's interest in reading the text is stimulated at once. The students quickly entered the state. Then read it again around the question and think while reading. Third reading, language training. Fourth, read the feelings.
In this way, the whole class will concentrate on reading. Let students read fully, find problems in reading and solve problems in reading.
"Reading" is an effective means to understand the text. Reading can help students understand the text well. The purpose of reading more is to give students back their study time in class and let them feel and understand the text by themselves. I use various methods to guide reading in this class.
1, listen.
Before learning the text, students can be arranged to watch the text, listen to the recording or listen to the teacher's demonstration reading, so that students can perceive the content of the text as a whole, train their listening and be influenced by the recording or the teacher's reading.
2. See for yourself.
The purpose of self-study is to let students read through and get familiar with the text. Before students can read freely, they should ask:
(1) Read the text carefully with the help of Pinyin, without missing or adding words.
(2) When you encounter difficult sentences during reading, you can mark them at any time or ask the teacher for advice.
(3) After reading the text, mark the serial number of the natural paragraph and draw the birth word. Teachers should remind students of difficult words and long phrases in the text in time. For example, many students send "Zi", and so on. I corrected it in time.
3. Read carefully.
Intensive reading means reading sentence by sentence, paragraph by paragraph, and practicing words, words, sentences and paragraphs while reading.
This step is to read with emotion. In a passage in the article, I grasped that the opening time of different flowers is different in a day, so I guided in time: Are you happy when flowers bloom? What kind of mood should I take to read this passage and read it out loud for guidance. The second paragraph mainly focuses on reading the text and finding out what makes students read things since the enlightenment.
In the last paragraph of the text, I mainly focus on fun and let students read it. When reading this part, read it kindly and lively. I designed such a question to guide the children: "little friend, this botanist's idea is really wonderful, and the flower clock designed is really interesting." Can you let the teacher feel his interest through your reading voice? "
4. Watch the game.
After the teacher's guidance, most students can read the text well. At this time, students can be arranged to read in groups, and each group chooses the best students for comparison. After reading, teachers and students will comment on each other and point out their advantages and disadvantages, thus arousing students' interest in reading aloud. Read it, read your feelings, and then practice reciting.
Reflections on the teaching of the flower clock 2. The flower clock is a beautiful article. The first paragraph introduces the different flowering times of different flowers, the second paragraph introduces the reasons why different plants have different flowering times, and the third paragraph says that botanists have made interesting flower clocks by using this characteristic of flowers.
According to the content of the textbook, I have such a "positioning" for the teaching goal-through the study of this course, students should be able to know 8 new words, write 14 new words, and correctly read and write words such as "competing for novelty, being gorgeous, being awake and delicate"; Read the text correctly, fluently and emotionally, and recite the parts you like; Read the content of the text, stimulate students' interest in observation, and initially cultivate students' habit of paying attention to things around them and carefully observing and thinking. Among them, the difficulty is "learning to express the same meaning in different ways on the basis of understanding the content of the text".
Therefore, according to the idea of "inducing phenomena-revealing reasons-practical application", I explain that different flowers will bloom at different times, and cite nine kinds of flowers such as morning glory as examples to illustrate this discovery. Then, two reasons why different plants have different flowering times are analyzed and answered. Finally, it was extended to botanists to build a "flower clock", which was wonderful.
Reading teaching is based on "reading". This course has clear thinking and beautiful language. In class, we can understand the content of the text through various forms of reading, and appreciate the beauty of words from reading. In class, I try to make students read freely and fully, such as free reading, deskmate reading, roll call reading, silent reading, chorus reading, music reading, action reading and so on. And then enjoy the multimedia courseware of Flowers.
This lesson has many shortcomings. Every time a question is difficult, my classmates look at me with wide eyes. At that time, I was also very anxious, so I was anxious to give some inspiration to my classmates. I was anxious to see my classmates raise their hands, and I spoke more unconsciously. As a result, students have much less time to think. They just revolve around my ideas, and there is much less room for thinking, so the answer is much simpler. This is a great pity, and there is a fourth link to guide students to make a flower clock. Students' enthusiasm for answering questions is not as high as the first three links, and the quality of answering questions is not high. The enthusiasm for learning is far from the first three links. The reason is that primary school students have little life experience and know little about the opening hours of different flowers. If I ask students to check the information online before class to find out the opening time of different flowers, and then after sensing the flowers on the flower clock in the second link, I will expand: "What other flowers do you know in life?" To pave the way for the fourth link to build a flower clock, I want to teach the fourth link well without regret. This regret taught me a lesson: we must understand the characteristics of children and pay attention to preview before class.
Reflections on the teaching of Hua Ling 3. The text "Flower Bell" is a highly scientific reading article. According to the idea of "inducing phenomena-revealing reasons-practical application", the text explains the reasons why different flowers will open at different times. Botanists deliberately plant flowers at different times together to build a flower bed like a clock face to form a "clock" of flowers. These flowers bloom in succession within 24 hours. One only needs to look at what flowers have just bloomed to know what time it is. It's amazing!
However, for the students in Grade Three, "Why different flowers bloom at different times" is hard to understand. After I got the textbook, I grasped the editing intention, strengthened the sense of integration and fulfilled the requirements of the textbook. Finally, the focus and difficulty of the first class teaching are defined as "learning to express the same meaning in the same words on the basis of understanding the content of the text".
Reflecting on this lesson, I feel that I have done better in the following aspects:
First, the teaching process has always been concerned about the development of students.
Students are the main body of learning and development, and Chinese courses should fully stimulate students' initiative consciousness. Therefore, I have been paying attention to the development needs of students in all aspects of the class.
Whether you recognize new words at the beginning of reading, know nine kinds of flowers, know the time when flowers bloom, and understand the various statements in the text, you can guide students to learn step by step according to their needs.
Second, follow the laws of students' physical and mental development and Chinese learning, and choose teaching strategies.
The development of students' physical, psychological and language abilities has the characteristics of stages, and different teaching methods have their own laws. Appropriate teaching strategies should be adopted according to the characteristics of students in different periods and different teaching contents to promote the all-round improvement of students' Chinese literacy. Switzerland's "big flower clock" was introduced to stimulate students' interest in learning.
In the process of literacy, students' subjective initiative is fully stimulated and their self-confidence is cultivated by reading aloud by name, driving a train and reading aloud in a group competition. As for the different expressions of flowers, this is a difficult point for students to understand. Take reading as the main line in teaching, break through difficulties in personalized reading practice, and accumulate language in Lang Lang's reading practice.
Third, create an atmosphere of equal dialogue between teachers and students, and strive to achieve the optimization of teaching.
Chinese learning should be carried out in the process of equal dialogue between teachers and students.
Therefore, teachers should create a good autonomous learning environment. Teachers should always use a kind and peaceful image, teachers' words should inspire students, give students room to develop their individuality, guide students' learning methods, and strive to let students learn the most nutritious things in 40 minutes, and carry out various forms of Chinese practice such as listening, speaking, reading and writing, so as to effectively achieve the purpose of teaching and learning.