Reflections on the Teaching of "Protecting Crops and Guards"

Chapter 1: Teaching Reflection "Protect Crops and Defenders" is a children's song full of childlike interest, and learning Chinese characters by using the characteristics of pictophonetic characters is the teaching focus of this class. By writing "Little Frog is a good guardian to protect crops", students are guided to concentrate on literacy, and literacy teaching is carried out with the basic word "Qing" of different radicals. In teaching, I combine the characteristics of junior students and start with the game form of "breaking through the barrier" to skillfully create novel and interesting scenes, effectively stimulate students' interest in literacy and improve literacy efficiency. In the process of literacy, we should pay attention to mobilizing students' existing literacy accumulation, and use various literacy methods to remember new words (for example, adding one, subtracting one, adding radicals to familiar words, guessing riddles, jingles, etc.) to guide students to remember words. At the same time, because the content of this lesson has rich humanistic significance, I also let students feel the truth of "protecting animals" in reading, such as asking why frogs are good guardians of crops. In this way, when students answer questions, they realize that we should protect little frogs, and protecting animals means protecting our homes. The process of reading and writing teaching mainly embodies the instrumentality of Chinese subject. Ten minutes should be set aside in class for students to write, let students talk about the occupation of words, and then I will guide and analyze the keywords.

Teaching is an art lacking. In this class, I feel that my shortcomings are: I don't pay enough attention to students when asking questions, I don't face all students, and students' participation is not enough; In class, students have no intention to interrupt and repeat their answers, and the inspiring language is not rich enough, which leads to the weakening of students' enthusiasm for answering questions; In addition, in writing guidance, students are required to write enough words, resulting in some students having nothing to do after completion and insufficient guidance.

Future improvement measures:

1, learn from classmates or old teachers, accumulate more, practice more, reflect more, and truly become partners, organizers and guides in students' learning.

2. In the classroom, we should strive to be people-oriented, teacher-student interaction and student-student interaction, so that students can truly become the masters of learning.

3. Pay attention to students' interest in learning Chinese characters. Use some games to let students learn in the game and let them feel happy in their study.

4. In teaching, encouragement and praise are often used to improve students' learning enthusiasm.

Chapter Two: Reflections on the Teaching of "Protecting Crops and Protecting Posts" On Wednesday, I gave a new teacher's appearance class "Protecting Crops and Protecting Posts" in Class Two, and many teachers took time to listen to it. After class, I asked many teachers about my problems in teaching. Now I want to sum up some thoughts as follows:

First of all, the teaching language needs further carving. The cadence of language, the accuracy and pertinence of questions, and the rigidity of teaching interlanguage. These are all the questions I have shown in class. Senior two students can't concentrate for a long time, but the cadence of language can attract students' unintentional attention, make them concentrate on the classroom, and also use body language to cultivate students' ability to listen carefully. The accuracy of questioning language is related to whether students can find information correctly and provide students with clear learning ideas. Therefore, in preparing lessons, we should strive to carve the language of questioning to ensure the accuracy and pertinence of the language. The natural transition between teaching links is conducive to the convergence of teaching content, so that students can naturally transition to the next link without being abrupt.

Second, the interest of instructional design. The memory of primary school students is mainly images. In teaching, pictures, videos and other forms are used to present things that are difficult for students to understand, deepen their memory and understanding, and set up some games in time to let students participate in activities and adjust the classroom atmosphere. The efficiency of students' attending classes is related to their own attention and the setting of teaching activities. What teachers can do is to actively let students fully participate in it, let students become the masters of learning, and set corresponding teaching activities according to students' physical and mental characteristics to control the classroom.

Finally, the key points and difficulties in teaching are not comprehensive enough. The control of the whole text is basically in place, but there are still some details that are not handled properly, and some points that can be used as knowledge expansion are not found and developed in time. This requires accumulating teaching experience, grasping knowledge points carefully, and presenting relevant and similar knowledge to students in time in teaching, so as to consolidate knowledge and distinguish similar knowledge.

Under the careful guidance of all teachers, I have a clearer understanding of my future efforts, and I can also work hard in this respect in the future teaching, so as to strive to grow into an excellent Chinese teacher as soon as possible.