Reflections on the Teaching of "It's Going to Rain" for Kindergarten Classes
This article is a reflection on the teaching of "It's Going to Rain" for kindergarten classes that I compiled for you. I hope it will be helpful to everyone.
"It's Going to Rain" is a friendly scientific fairy tale. Through the dialogue between the little white rabbit and the little swallows, the little fish and the ants, the text introduces three natural phenomena: swallows flying low, fish swimming out of the water, and ants moving before it rains in summer. Cute animal images and childlike conversational language naturally infiltrate scientific knowledge into children, making the text overflowing with the joy of exploration. It can not only guide students to pay attention to the things around them and pay attention to observation, but also stimulate students' interest in exploring the natural scientific phenomena around them, thereby germinating thoughts and feelings of loving nature in students' young minds, and allowing them to initially receive thoughts and feelings of loving science.
1. A variety of methods to learn new words
1. Preview new words
Preview is a very important part of preview learning, which allows students to Understand what you will learn in advance. Before learning a new lesson, let them circle the unfamiliar words after reading the text, spell the word carefully twice, and mark the words that they cannot pronounce correctly or are prone to mispronunciation. Focus on learning these words when the teacher teaches. In this way, students first familiarize themselves with the new words, and then focus on learning in class. The mastery of new words will become stronger.
2. Learn to read through movements.
Chinese characters are symbols of meaning, and form and meaning are closely related. The inner meaning of some words can be seen through their appearance, such as: ? Cut grass? Let students do the action, ? Cut? What tools are needed? Sickle, so it is? Stand next to the knife?; ? Stretch the waist? Also let students do it. Make movements to recognize and memorize the new characters ??? according to their meanings, so that you can master this type of Chinese characters easily and firmly.
3. Connect with life literacy.
For example, when teaching the word "humidity", I said: "Some time ago, it rained all the time. What have you seen that was very humid?" Contact the students' actual life experience and let the students understand it in the specific context. Understand the word "moist".
4. Change words to memorize.
For example: "Shout" to another word with a similar meaning. The students said "bark". Then read aloud to understand, who is willing to shout loudly? Once you understand it, it will be fun to read aloud.
5. Literacy using image memory method.
Primary school students are good at association. For example, when memorizing the word "boring", I said while writing: of course it will feel boring if you close your heart inside the door.
2. Return the classroom to students
The "Chinese Curriculum Standards" point out: "Reading is a student's personalized behavior, and teachers' analysis should not replace students' reading practice." ?In teaching activities, we must "return the classroom to the students". In the process of participating in learning, we should always pay attention to the students, listen carefully everywhere, grasp the good words that pop out of the students' mouths, students' life experiences, and refine rich resources. Promote student development and optimize our classrooms. Students in the new century have grown up in a rapidly changing society. The Internet, media, society, and family have given them many learning opportunities, which means that they now have a wide range of knowledge. They have accumulated certain life experiences in various ways in their lives, and these experiences more or less guide their study and life. As teachers, we cannot look at students from a static perspective. To understand students' knowledge level, we must make full use of the various experiences students have mastered to serve teaching activities and use students' life experiences to open up new areas of learning. Therefore, it is necessary to guide students to understand and figure out the expression effect of language forms by analyzing the meaning of some key words and phrases, and to fully respect students' unique feelings, experiences and understanding of these key words and phrases. There is such a sentence in the first paragraph of the text. The weather was very boring, and the little white rabbit straightened up and stretched his waist. ?When asking students to understand "boring", I asked this question: Children, when have you ever felt bored? In the students' life situation memories, some students said that when covering the quilt, there were Said before it rained. These are not all the answers I want. I remember that during a trial teaching, a student answered like this: "When I am alone at home on Sunday and no one plays with me, I feel very bored." ?At that time, I did not handle this detail well. Now that I think about it, this is also another meaning of "bored". I should seize this opportunity to enlighten it appropriately. I distinguish between "bored" at home alone, which means boredom and having nothing to do, and "boring" which means being covered by a quilt and making you unable to breathe, causing colds and stuffy nose. The meaning of "boring" means "the weather is very boring". It not only allows students to understand the meaning of the word, but also teaches students to choose the meaning of the word through the specific language environment to understand.
The difficulty in teaching this lesson is to let students understand why swallows fly low when it is about to rain, because there are several layers of cause and effect in what the swallow said. I have also read some cases. In some cases, teachers often use their own analysis to replace students' reading practice, and use their own understanding to replace students' perceptions and experiences. The words are divided into several causal relationships to fill in the form, but I feel that although students can follow the words and fill in the forms, they may not really understand.
Based on the starting point that "Chinese courses must be based on students' physical and mental development and Chinese learning characteristics, paying attention to students' individual differences and different learning needs", I use "reading aloud, experience, and teachers' supplementary explanations" in teaching to let students learn in the teacher's role. Under the guidance of the teacher, they can read and comprehend independently, which not only stimulates students' interest in reading, but also enables them to better feel and experience the profound phenomenon connections of the text, thus effectively exploring the key and difficult points of this textbook; guiding students to realize The relationship between changes in animal behavior before rain and climate conditions before rain.
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