In a society where development is accelerating, we all hope to have first-class classroom teaching capabilities. Reflection means looking back and thinking in reverse. So what does good reflection look like? The following is the reflection on the teaching of the third unit of Chinese language in the second volume of fifth grade that I compiled for you. Welcome to read and collect. Reflection on teaching of the third unit of Chinese language in the fifth grade volume 1
"Yang's Son" is a classical Chinese article, because this is the first time students come into contact with classical Chinese. Regarding how teachers should teach and how students should learn, It’s all a new challenge, reflection on the teaching of the third unit of Wuxia Chinese. Therefore, I set the teaching goals as:
1. Be able to read difficult words such as "Weishuguo" and "Yingshengdayi", and be able to write new words such as "Hui" and "Qin".
2. Read through the sentences, understand the meaning, and describe the main content of the text in your own words.
3. Initially experience the language characteristics of classical Chinese and initially master the methods of learning classical Chinese.
Put the focus of teaching on "being able to read the text correctly, fluently and emotionally, and understand the meaning of each sentence. Cultivate interest in learning classical Chinese." and "understand the children's response to language in the story" "Ingenious." It is preset as a teaching difficulty.
First of all, I think we should clarify the difference between ancient Chinese and modern Chinese. Therefore, before formal teaching, I first show some sentences from classical Chinese. Some of them have been learned by students in the "accumulation over time", and some are accumulated outside class. Let the students read them and talk about the differences between ancient Chinese and modern Chinese. the difference. The students said it was difficult to understand, and the language was more refined and concise. With this kind of foreshadowing, students' interest in learning classical Chinese is stimulated.
Secondly, I believe that students should be given sufficient time to read, read the ancient texts thoroughly and smoothly, and understand the meaning of the sentences while reading. Therefore, I designed various forms of reading aloud according to the three links of "reading through-reading understand-reading beautifully": free reading, reading at the same table, cooperative reading between boys and girls, cooperative reading between teachers and students, named reading, and simultaneous reading , readback, etc. Students are also required to read the language in the context of ancient prose. This is a bit difficult, unlike the emotional reading of modern literature. So I conducted a model reading and asked them to listen carefully. I also pointed out that they should pay attention to pauses when reading ancient prose, so that they can have a good sense of rhythm. When understanding the meaning of the article, I first guide the students to find methods from learning ancient poems, and then carry out independent learning and cooperative inquiry in accordance with the law, striving to achieve the goal through self-reading and cooperative communication, letting the children learn on their own, and asking their deskmates for advice if they do not understand. or group mates. Most children can learn with the help of annotations and use context-related methods to understand the article.
Then I focused on the word "conghui" for teaching. This is the focus and difficulty of teaching this lesson. I first asked the students, "After reading the text, what impression did Yang leave on you? Where did you see it?" The students answered, "Smart, adaptable, and eloquent." Then, I asked them Go to the text to find key sentences that reflect Yang's intelligence. The most exciting and attractive thing that leads to this ancient article is the dialogue between Kong Junping and Yang Shizi. The following are the benefits of Yang's son: First, he is good at listening - he can hear what Kong Junping said "within his words". Kong was joking about his last name. The implication of Kong Junping is: Your surname is Yang, and "Yangmei" is also "Yang". It seems that Yangmei is your family's fruit! The second is to react quickly - before the other party has finished speaking, he reacts, "answers" and "reciprocates". The third is "treating others the way they are treated" - you use my last name as a joke, and I will use your last name to make a fuss - "I have never heard that peacocks are master's poultry"! Speaking practice "If it were 'Mr. Mei', 'Mr. Liu' and 'Mr. Huang', how would Yang's son respond?" pushed the teaching to a climax and enabled students to have a deeper understanding of "smartness".
Finally, when the students' interest is dull, expand on the other two wise words in "Shishuo Xinyu", "Xie Taifu Pian" and "Xu Ruzi Pian". Encourage interested children to read Shishuoxinyu and collect some exquisite language.
After teaching this article, I discovered that teaching ancient Chinese can be so interesting, and I like reading ancient Chinese even more. The control of class time is much more accurate than before, and the wonderful speeches of individual students add color to the class. Unfortunately, some details were not taught in the teaching. For example: when arranging the meaning of students' sentences, say: "Try to use the method of learning ancient poems to understand the text." After walking down, I found that the students were reading the text again, and suddenly realized that my expression was not accurate enough. I should say: "Use the method of learning ancient poems to understand the text." The method of poetry is to talk about the meaning of each sentence. "5th grade Chinese language unit 3 teaching reflection 2
"Yan Zi Envoys to Chu" is a historical story that tells the story of the king of Chu insulting Yan Zi three times. , Yan Zi cleverly rebutted, thus effectively fighting back the King of Chu and safeguarding the dignity of Qi. The insult of the King of Chu and Yan Zi's rebuttal constitute the three events of the entire article. Yanzi's three rebuttals were logical and powerful. They also clearly demonstrated Yanzi's image of being wise, courageous, resourceful, and eloquent. Every confrontation ended with King Chu's defeat.
During classroom teaching, students experienced Yan Zi’s intelligence and Chu King’s arrogance and domineering through understanding and reading the languages ????of Yan Zi and Chu King in the three confrontations.
But have you truly realized it? I created a situation and practiced speaking, which not only exercised the students' ability to speak impromptu, but also allowed the students to have a deeper understanding of the character's qualities during the situational speaking.
Before speaking training, let students summarize the mood of the King of Chu in words or utterances. It seems very simple, but it is actually a check on students' extracurricular knowledge accumulation, because the new curriculum standards require students to have a certain amount of accumulation. Secondly, through the students' summary, I can also immediately understand the students' mastery of the class.
Then create a situation where the students become Yan Zi's followers and refute the King of Chu's attack in the first person. First of all, the students' interest immediately became stronger, because after studying the text, they already admired Yan Zi very much, and admired his calmness and wit. The children were eager to try, eager to experience Yanzi's feeling when facing the King of Chu, and even more eager to show their intelligence. The first purpose of situation creation is achieved. Secondly, giving students time to prepare in small groups also gives those who are timid and less capable children the courage and opportunity to speak. I can also take this opportunity to teach and guide students. Finally, let the well-prepared students show everyone that he, Yan Zi, is an unbeatable follower. Reflection on the teaching of the third unit of Chinese language in the second volume of the fifth grade Part 3
The text "Telephone Call" is a cross talk, which mainly satirizes those who have nothing to say and are inefficient in doing things. What could have been finished in a few seconds - inviting friends to watch a play - ended up being rambling on and on for more than two hours. By the time I said goodbye, the play was almost over. The article is a skimming text. Compared with the script of the previous lesson, students are more interested in it. The article is easy to understand and has strong performance characteristics. Therefore, after introducing the basic knowledge of Chinese language such as article genre, There is not much explanation, but students perform directly to complete their understanding of the text. I think the effect is still good: students are allowed to read and understand on their own, giving students more time to study and discuss. The classroom is where students learn, and they are the masters of the classroom. To allow students to actively participate in learning, teachers need to be able to create interesting teaching activities. They like novel things and show themselves, and the class teacher is really good and has a script. Let the students rehearse. So I directly involved the students in the text. Performance is a program that children like. In order to play the role well, students must take the initiative to read the text and figure out the psychology of the character. This is a comprehensive activity that requires a variety of talents. It requires students' ability to understand texts, requires students to use their creative abilities, and is conducive to students' good understanding of the text.
But students are still students. Even if they have an understanding of the text, how they express themselves is still limited by their own knowledge and experience. It is often difficult to achieve the ideal goal when expressing, so they do appropriate demonstration readings. Although cross talk is an art of language, it is somewhat different from the recitation of poetry and text. Cross talk is closer to ordinary chatting, but it is also very exaggerated. It is a performance, so exaggerated expressions are required. expressed through body language. Although it may not be as good as an actor, it can at least inspire students. Afterwards, a large number of students raised their hands and asked to perform.
The disadvantage is that due to the limited time in class, it is impossible for every student to perform, but I believe they can learn something from the performances of other students. From their evaluation of the performance group, they can understand what is better and what needs improvement. Reflection on teaching of the third unit of Chinese language in the fifth grade volume 4
This week, under the arrangement of the school, I selected the skimming text "Telephone Call" according to the teaching progress, and combined it with the information in the textbook and the text. The characteristics of the students in the class, after some preparation, were held in class on Wednesday. In the preparation of this lesson, based on the characteristics of the textbook, I worked hard to grasp the spirit of the new curriculum standards and design the teaching process so as to give full play to students' autonomy and make students the masters of learning. I finished this lesson with a diligent attitude.
Today, I calm down and recall the entire process of design, modification, and teaching. I feel both gratified and regretful.
Looking back on the entire teaching process, I have been trying to do the following:
1. Try to return the classroom to the students
This is a brief article When reading texts, teaching should focus on cultivating and improving students' ability to read independently. In the teaching of this class, I strive to grasp this principle. In the design of each learning link, I strive to allow students to read, explore, and think independently, and then communicate with each other, supplement, and guide students to read and comprehend. In order to make students' learning more orderly and effective, I have specifically and clearly provided the corresponding self-study requirements for each link, so that students can start learning step by step according to the requirements, and try to give students enough time for self-study to create "subjects" for them. The teaching atmosphere of "participation and harmonious development" enables every student to calm down and read the text by himself, learn the words, understand the article information, and understand the characteristics of the characters.
After self-study, I guide students to communicate with each other. I let go fully and let students report, supplement, and correct errors. When students make mistakes and their understanding is not enough, I will provide guidance and guide students to learn in depth, and strive to speak less and let students learn more. Students really get active and acquire knowledge through self-reading, thinking, consulting, and discussing with others, and improve students' self-study and reading abilities.
2. Try to let students read enough to understand
In this class, I strive to let students read throughout the text, guide students to read, think, and understand the characteristics of the characters, Characteristics of crosstalk art. The curriculum standard points out: Only by reading a lot can we have a richer accumulation, develop a good sense of language, and develop independent reading skills, and reading aloud should be emphasized during multiple readings. I first let the students read the text for the first time and read it through in order; secondly, I guided the students to read silently and think about what the text mainly said? After that, let the students quickly browse the text to find the sentences that best express the characteristics of the characters, and read the annotations attentively. Finally, guide the students to emotionally display and read the most exciting fragments in the communication, and read out the characters' long-winded words. Tone, read the exaggeration of the cross talk actor's tone. When extending the reading of "Bragging", I also asked students to read silently first, and then name them to perform the reading aloud. In reading the text again and again, the students were immersed step by step in the unique language environment of cross talk. In one class, the classroom was full of students’ laughter. The students received good enlightenment and education during the reading, and they naturally understood I also understood the language characteristics of cross talk and how to speak.
3. Efforts to strengthen students’ accumulation in reading
In order to help students accumulate rich vocabulary, in teaching, I strive to guide students to accumulate good words and Learn to use it. For example, after letting students understand that "嗗嗗" is a modal particle, let them think about what other onomatopoeias they understand? After understanding "forward and backward", let students practice speaking. The purpose is to guide students to learn good words and use them flexibly, rather than just reading and not using them.
4. Strive to get students to read more in class
In order to implement the theme reading materials in the classroom, I strive to make the design focused and valuable. The questions allow students to focus on reading, thinking, and understanding, and give more time to students to read more relevant articles, enrich their knowledge, and accumulate more vocabulary.
The disadvantage is that self-evaluation of language is not rich enough, and expressions and body language are not contagious enough; secondly, the time for students to perform reading should be more sufficient, so that children can read more . Reflection on the teaching of the third unit of Chinese language in the fifth grade volume Part 5
"Making Phone Calls" is a comprehensive practice class in the fifth grade of the new curriculum. The subject matter of this class is very good and closely related to students' real life. Through this practical class, students not only increased their knowledge, but also learned methods to solve mathematical problems. After teaching, I have the following experiences:
1. Being able to teach the characteristics of activity classes.
First of all, it is "live", which can actively guide students to deal with problems flexibly and activate mathematical thinking. The classroom learning atmosphere is strong, teachers and students explore together, and students are highly involved. Next, move, this class not only focuses on the results, but also on the process, focusing on the students' performance throughout the process, whether they can actively use their hands, brains, and words to solve the problem. During the teaching process, students can speak freely, speak what they want, write what they want, draw what they want, argue and differentiate, explore knowledge in a pleasant environment, and feel comfortable.
2. Ability to fully tap students’ potential.
Making phone calls is familiar and interesting to students. It can fully mobilize students’ existing life accumulation. The design improvement of the phone call plan allows students to combine the actual life of their close friends and develop the knowledge of the entire class. All are completed by students under the guidance of teachers. It can be seen that teachers are the organizers of teaching, guides of students, and participants in research. In the classroom, I can keep track of the students' learning level and progress at any time, and I will help and help the students without losing any opportunity. For example, when teaching about the notification diagram of 7 young actors, when the students make notifications one by one or group them equally, When announcing the announcement, the teacher used a projector to show their ideas and asked the students to look at the pictures and talk about it. When the students found that grouping was not time-saving when filling in pictures, they started drawing pictures by themselves and innovatively improved their drawing methods. This allows students to learn to draw in an orderly manner, and this method is more understandable to the bottom 20% of students. The diversity of mathematical methods and the optimization of methods are also reflected there. Reflection on the teaching of the third unit of Chinese language in the fifth grade, Part 6
"Making Phone Calls" is a comprehensive practical activity class. Through the daily life material of making phone calls, which is familiar to students, students can help teachers design plans and find the optimal plan. To enable students to further appreciate the close connection between mathematics and life. Discover hidden mathematical rules through drawing and cultivate students' thinking ability of inductive reasoning. Through the teaching of this class, I deeply realized that teachers must fully trust students and give them sufficient time to think and communicate. The collision of thinking among students may create the highlight of the classroom. Let’s reflect on the following three aspects:
1. Fully believe in students, first of all, we must teach students the initiative
Let them have time to communicate, time to do things, and time to discuss.
After raising the question, I set aside ample time for students to think and practice, allowing students to think independently or work in groups to solve the problem, and encourage students to think about multiple ways to solve the problem. Let them fully express their ideas in the interaction.
2. Fully tap the potential of students
Every student is a "potential stock". In this class, I let the students try it many times and actively optimized it under the guidance of the teacher. It is not difficult to make students understand that "only when the teacher and the students who receive the notification participate in the call, the time spent will be the least." This is not difficult. The difficulty is that practice has proved that students have great potential. In comparison and communication, students' thinking became active and their methods were optimized. In the end, I got the key to success through my own efforts.
3. The contradiction between presupposition and generation
I always prepare lessons carefully before each class, but there will always be generation in class, which leaves a lot of questions Pity. Today's class is no exception. At the beginning of the class, student Hong came up with the most time-saving plan. I didn't intend to avoid it and followed his ideas. However, the general method was not shown. Do I need to go back? As a result, time was very tight, so I immediately adjusted the teaching and omitted that part. There are gains and losses. During the exchange after class, a colleague suggested that I should show more students’ plans. Alas, preset and generation can never be equated, but I think only by carefully and fully presupposing can we generate better ones. Reflection on teaching of the third unit of Chinese language in the fifth grade volume 7
In the teaching of this lesson, I grasped the goal and grasped the key points; the roles of teachers and students changed; I was good at asking questions, which triggered interest. In this way, judging from the teaching effect, the good, average and poor students have undoubtedly broken through the important and difficult points of this class. The expected goal was achieved.
In the classroom teaching, I strive to transform myself from the original professor into the learning leader and collaborator, so that the students can truly transform from the original listeners to the main participants in learning. The person changes from passive acceptance of knowledge to his own personal experience. Paying attention to the use of independent, cooperative, and inquiry-based teaching models, the teaching tasks have been completed well, and a broad space has been created to give full play to students' creativity.
In classroom teaching activities, questions are the key. There is no unified standard for what kind of questions to choose, but students should be the basic starting point to promote students' thinking, problem solving, emotional attitude The goal is to achieve comprehensive development in all aspects. The questions in this class are all topics of interest to students. Reflection on teaching of the third unit of Chinese language in the fifth grade volume 8
"Who spends the longest time on the phone" creates a life situation in which two students make domestic long distance calls and international long distance calls to study who spends the longest time on the phone. Guide students to actively participate in various teaching activities such as independent thinking, cooperative communication, and experimental calculations, so that students can feel that mathematics comes from life and use mathematics to solve problems in life, thereby further experiencing the connection between mathematics and real life, and mastering the function of divisors How to calculate decimal division. I did the following when teaching:
1. Targeted review, review the rules of decimal point shifting, constant quotient, and decimal division calculation method when the divisor is an integer, so as to provide students with independent exploration The divisor is a decimal division calculation method to fully pave the way.
2. Use specific situations in students’ lives to introduce new lessons. Let students fully realize that mathematics comes from life.
3. In the new lesson, let students truly let go and explore the calculation method of divisors whose divisors are decimals, allowing students to think from different angles: some convert yuan into angles, and some convert yuan into angles. The ingredients are calculated, and some use the constant law of quotient to calculate. I give students sufficient opportunities to express themselves and let them speak out their own ideas. Through mutual communication and mutual inspiration, I concluded that the simplest calculation method is You have to use the property of constant quotient to convert the divisor into an integer and then perform the calculation.
4. A variety of consolidation exercises are designed to enable students to more firmly grasp the calculation method of decimal division when the divisor is a decimal.
There are also many unsatisfactory things in this lesson. For example, due to time constraints, the vertical format of writing was not emphasized, which resulted in many mistakes in the practice. Reflection on the teaching of the third unit of Chinese language in the fifth grade volume 2 Part 9
"Making Phone Calls" is a comprehensive practice class in the fifth grade of the new curriculum. The subject matter of this class is very good and closely related to students' real life. Through this practical class, students not only increased their knowledge, but also learned methods to solve mathematical problems. Through teaching, I have the following experiences:
1. Being able to teach the characteristics of activity classes.
The first is "living", which can actively guide students to deal with problems flexibly and activate mathematical thinking. The classroom learning atmosphere is strong, teachers and students explore together, and students are highly involved. Next, move, this class not only focuses on the results, but also on the process, on the students' performance throughout the process, whether they can actively use their hands, brains, and words to solve the problem. During the teaching process, students can speak freely, speak what they want, write what they want, draw what they want, argue and differentiate, explore knowledge in a pleasant environment, and feel comfortable.
2. Ability to fully tap students’ potential.
Making phone calls makes students familiar with and interested in them, and can fully mobilize students’ existing life accumulation. From Haitang Primary School’s rehearsal of cultural programs and the need to notify the actors, to the design and improvement of the phone call plan, everything Let students combine the actual life of their close friends, so that the knowledge development of the entire class is under the guidance of the teacher and allowed to be completed cooperatively. It can be seen that teachers are the organizers of teaching, guides of students, and participants in research. In the classroom, I can keep track of the students' learning level and progress at any time, and I will help and help students without losing any opportunity. For example, when teaching about the notification diagram of 7 young actors, when students use the method of calling one by one or grouping equally to send notifications, When announcing the announcement, the teacher used a projector to show their ideas and asked the students to look at the pictures and talk about them. When the students found that grouping was not time-saving during the drawing, they started drawing by themselves and innovatively improved the drawing method. This allows students to learn drawing in an orderly manner, and this method is more acceptable to the bottom 20% of students. This also reflects the diversity of mathematical methods and the optimization of methods.
3. Teachers are good at mobilizing students’ emotions.
Teachers are good at mobilizing students' emotions, so that students can explore knowledge in depth while enjoying the joy of continuous success. For example, in the process of teaching and informing 15 young singers. When 15 students were evenly divided into 3 groups to deliver the notice, it took 7 minutes. The students also used the grouping method to study, shortening the difficult time minute by minute, and finally only took 5 minutes. For every 1 minute shortened, students will be happy for their success. Another example is when students present different grouping methods in the form of tables. It is necessary to fully allow students to experience the fun of mathematics through the process of observation, analysis and finding patterns. Then apply the problems discovered by students to actual situations. For example, in the question of how many small audiences can be informed within 6 minutes, students use their existing knowledge and skills to solve practical problems in life. The students learn happily, sowing the seeds of happiness for learning mathematics knowledge in the future. Cultivate students' spirit of courage to explore unknown areas.
Of course, through this school’s classroom teaching competition for young teachers, I also discovered that there are many aspects that need improvement:
1. The study of the teaching materials is not deep enough. , making the classroom design not compact enough.
2. The ability to grasp the climax of the teaching process is not strong, so that this lesson does not highlight the key points in the teaching process and does not make students feel special.
3. The effectiveness of the teaching process is still relatively weak. After class, it was found that some students did not have a satisfactory grasp of this knowledge.
4. The thinking methods of mathematics are not clearly demonstrated in the classroom, which makes students not achieve the teaching objectives of this lesson to a high degree.
Through the teaching of this class, I not only discovered the huge potential of many students, but also felt how happy and excited it is for students to experience the generation and development of knowledge in the new curriculum environment. important. The quality of a class does not depend on how much knowledge students have learned, but whether students have learned some basic skills on how to learn mathematics. I will put forward higher demands on myself and strive to improve my classroom teaching ability to a higher level based on the original level. Make our classes more acceptable to our students and have our own teaching characteristics.