After listening to Teacher Chang's class, I wrote a simple class reflection. The content is like this: Mr. Chang's language in the whole class is clean and neat, and his praise is in place. In the form of competition, students are always excited and have a strong sense of competition. At the beginning of class, the problems of listening calculation and oral calculation card are very representative, especially in the process of oral calculation, so that students can master the theory of oral calculation skillfully. When solving problems, create situations to attract students' attention and make them talk more. From class to homework, it is strict and disciplined.
I also attended Mr. Wang's Chinese class. She talked about Chinese Pinyin. Paying attention to praise in the whole process has stimulated students' interest in learning and established their firm confidence. Because the children in Grade One are too young, we should always attract their attention in class, otherwise classroom discipline will be difficult to maintain. In the whole teaching process, Mr. Wang deeply attracted the children by playing games such as driving a train and grabbing apples, so that they could really learn in happiness and master knowledge among their game colleagues. After a class, every child is very happy.
Listening to Mr. Zheng's class also benefited me a lot. I am a famous and excellent teacher. First, divide students into groups and stimulate their competitiveness in the form of competitions. At the beginning of class, Mr. Zheng aroused the interest of first-grade children with a slide of kitten fishing. Obviously, the children are very interested and happy, and then guide the students to discover the mathematical information in the slides, and use this situation to introduce new lessons and learn to write zeros. Teacher Zheng first demonstrates how to write, so that students can observe carefully. When looking for students to write, we should teach students to know the advantages of other students at any time. When teaching how to write zero, using counterexamples makes it easier for students to compare the correct writing and deepen their memory. Finally, according to the study of zero, contact with the reality of life, think about the use of zero, where I have seen it, and so on. Train students to understand the close relationship between mathematics and life and guide students' imagination with slides. Finally, let's talk about how many flags each group won in this class, and some groups didn't get any, which is zero. Then play a clap game, or consolidate students' understanding of zero. The class activities are flexible and diverse, and the tone is kind, which is deeply loved by children.
After listening to these teachers' classes, different grades and courses are very vivid, and the teaching effect is good, which is also deeply loved by students. It seems that I will really learn a lot from attending classes, not only teaching experience, but also many methods and teachers' ethics and so on. These excellent teachers are my role models!
Reflections on Chinese teaching in primary schools II. After attending classes for two days in a row, I was deeply impressed by the excellent personal qualities and wonderful teaching design of all the teachers. The comments after class all mentioned the word "Chinese consciousness" without exception. I am both familiar and unfamiliar with this word. Familiar with it, it appears in our teaching activities and teaching research activities every day, and we often communicate with it inadvertently; Strangely, I can't see its true colors all the time. I often want to reach out and touch it, but I get very little. According to my shallow understanding, Chinese consciousness is to guide students to master the methods of reading, tasting and using Chinese step by step, and practice and consolidate them in daily teaching, so as to improve students' Chinese literacy, enable students to appreciate the beauty of Chinese and consciously use beautiful Chinese.
This observation class has a brilliant performance in terms of language awareness. Such as the accuracy of words and their emotional experience, the guidance of reading aloud, the infiltration and practice of writing methods, have left a deep impression on people. In view of these lessons, combined with the middle and lower grades I have taught, I will briefly talk about some of my feelings:
1, Textbook Interpretation
From grade one to grade three, the text is relatively short. At the beginning of teaching, there is often a worry that the text is too simple and I don't know where to start. Reading textbooks is exactly the cornerstone to guide students to learn, and it is a link that must be done and done well.
In this observation class, the teachers attached great importance to the interpretation of the textbook. What impressed me the most was the class of the sixth grade textbook Captain. Teacher Zhang noticed two descriptive techniques when portraying characters: action description and language description, and consciously integrated them into teaching. First, find the key words and summarize the methods of action description; Then point out the method of language description and look for keywords around language description. Although only changed the order, but the class cohesion is very good, not deliberately rigid. In terms of small details, Mr. Zhang's interpretation of some words in the text is in place. For example, the understanding of "roar" is not just a loud noise on the surface. In the specific context at that time, the word "roar" had the power of "overwhelming" "all calls and noises" in addition to the captain's hope that everyone could hear his voice, and it also had the function of commanding people to escape with dignity and calmness. And so on, the understanding of the words "crowd", "command" and "enough", coupled with the teacher's extremely rich language description, made students understand the panic of the people at that time and the majesty and calmness of the captain, thus guiding students to study hard.
After the lecture, I looked through the teaching materials and found that there were many exclamation marks in the language description of this lesson, which can be said that the exclamation marks accounted for a lot of weight. I think each exclamation point expresses the captain's different feelings and different tone. We might as well use these exclamation points to help students understand the text and strengthen reading. I also have this question about the omission of prompt reading when Mr. Du evaluates the class, because I just taught the third-grade children the function and usage of prompt in the exercise. Can you ignore the hint? (I couldn't see the screen clearly at that time, and I didn't think too much. It is true that the description in the article is "a short and powerful conversation", so there is no hint in the conversation between the captain and Locke's mechanic, only a sentence of "majesty" is mentioned in front, but I think that if the conversation between the captain and the first mate Aoukel continues to be "concise and powerful" without a hint, the first mate Aoukel may not hear the captain's "shout". The "captain's talk" placed in the middle of the speech is also to distinguish the meaning. The first sentence is aimed at "20 minutes" and the last sentence is an order. It is clearer to distinguish meanings by hints. Too many conversations without hints are easy to confuse readers, and there is even no room for thinking to understand the captain's feelings at that time. In fact, the following tips are very concise and will not affect the overall "simplicity and power" at all. As for whether this should be reflected in the classroom, that is another way of saying it. After all, it is impossible to cover everything in one course.
2. Reading instructions
Reading teaching should always focus on reading, help reading with lectures and promote reading with various teaching AIDS. In the final analysis, we should use all methods to make students fully read, read the feelings and personalities of characters, and read their own experiences and feelings. In this observation class, teachers used a variety of methods to guide students to read, beautiful language description, specific situation creation, emotional guidance of words, gradual emotional bedding, and many wonderful readings. What impressed me most was the children of Weisan Road Primary School. Take Captain as an example. Teachers use their rich language to guide students to read out the crisis when disasters occur. Students' reading skills and emotions, such as speed and intonation, seem to me to be very good. At this time, the teacher asked the students, "What do you think of your reading?" The students were still dissatisfied and thought that their reading was not "critical", so they tried again. In the following dialogue reading, the teacher guides the students to learn by expressing key words. Because the understanding of the text is in place, the students completely read out the "concise and powerful" dialogue in the final reading.
However, there are also some places in this observation class that let me see my confusion. In my daily teaching, it often happens that I try my best to guide students, but the students who read well still read well, and the students who read badly still don't read well. Even if they read well, there is not much difference between reading before and after teaching. This observation class also has some problems like mine. I think it's probably because I don't have enough training at ordinary times, and the guidance method is still inappropriate.
3. Data expansion
I have to say that in a good observation class, especially in the senior class, the teachers collected a lot of materials, and properly integrated them and showed them to students to help them better understand the text. For example, in the lesson Zheng He's Sailing to the West, the teacher collected quite a lot of video materials and written materials, which were displayed in the corresponding teaching links, so that students could experience the magnificence of treasure ships, the scale, scope and significance of Zheng He's voyages to the West, and so on. The students were also attracted by these materials and talked about their own understanding. However, I have a question: the curriculum standard requires cultivating students' ability to collect and process information, and our third-grade children have gradually learned the methods of collecting and sorting out information in their daily teaching. Why do senior children just skip the process and enjoy the results? I don't have senior teaching experience, so I'm not sure if I can put down some materials and let the students collect them themselves.
The above is a little reflection after my lecture. I don't have much teaching experience, many understandings and ideas are immature, and reflection is relatively simple. I hope teachers will give me criticisms and suggestions.
Reflections on the Chinese class in primary schools 3. The theme of this activity is the effectiveness of classroom teaching. Effectiveness is a problem that has been discussed in current teaching. So what is really effective? To put it bluntly, teachers use various teaching methods and means to achieve as many teaching effects as possible with the least time and investment, and achieve the established teaching goals. Through classroom teaching, students have reflected their three-dimensional goals, from ignorance to understanding in cognition, from little knowledge to much knowledge, never having meetings in ability, never liking to liking emotionally, and never being interested. Here I think of a sentence from President Tang: How to teach students well in a good class in less time. )
However, the current teaching situation is either effective or inefficient, and students either memorize passively or forcibly. Experts say this is violence in education (students are not interested in learning). Let alone like it. How to solve the inefficiency and achieve real results?
1, determine the target
The goal here not only refers to the goal of knowledge, but also includes the teaching method, the degree of teaching and the degree of students' learning. What aspects of students' three dimensions have been improved? If this goal is really set, it will be carried out in a targeted and orderly way in teaching. For example, if you decide to read aloud with emotion, it is not enough to read fluently. You must understand the content of the article and express your feelings on the basis of reading well and reading well, in order to understand your feelings. Setting this goal, in the guidance of reading, is targeted: what is the tone? How about the speed of speech? What do you feel when you read it? When the students can't do it, the teacher can demonstrate and let the students who read well read. Make students interested in the classroom through the guidance of teachers. Yes, effective classes are interesting.
2. Many goals have trade-offs.