In the first class after teaching, my goal is to read the text correctly and fluently on the basis of knowing the new words, so as to guide students to understand the characteristics of some animal tails and stimulate their feelings of loving animals.
Children like small animals very much and are more interested in strange animal tails. In preschool education, most children have been exposed to stories or nursery rhymes about animal tails and accumulated some common sense in their lives. These favorable factors have laid a solid emotional foundation for the teaching of this course.
Literacy teaching in every class in the lower grades is the focus, so the study of new words should run through. I stimulate students' interest in learning new words in this lesson by creating situations, start teaching according to students' original knowledge and experience, encourage students to read independently, use collective wisdom and encourage students to remember new words in various ways. (such as "add one", "subtract one", "change one" and "make up one") Let students communicate with each other and speak freely. The learning of new words runs through the whole classroom, and the goal of learning new words that can be read and recognized is implemented in a lot of repetition and speeches. Whether it is literacy, memorizing words or text learning, most of them are acquired by children in their own way, or cooperative learning, or discussion between two people, or independent thinking. Students' autonomous learning ability has been well exercised. I also added a writing session in the whole class, learning to write three words, and asked to write according to the rules of stroke order, instead of putting writing in another class, so that the difficulty of writing can be dispersed. Every class, I start to write a few words, so that children can remember and write words more easily.
Students' learning feedback in class also reflects some problems. Among them, reading aloud made me think deeply. How to read deeply, how to effectively guide students to read, so that students' reading level can be improved every time. I have made the following reflections on this: when guiding students to read a sentence well, first of all, don't rush to let them read their feelings. Such as the instruction "whose tail is like an umbrella?" On the premise of not adding words, missing words and missing words, let the students experience the pause in the sentence and form a certain sense of language before trying to read the tone of the question. If some students still don't study well, don't worry, or just end the next link. Instead, we should continue to give patient guidance according to the actual situation of students, and at the same time pay attention to protecting the enthusiasm of students to read aloud. At this time, students can still be guided to recall the tone of question-and-answer dialogue in daily life, and practice reading sentences repeatedly through model essay reading and competition reading.
In the eyes of children, small animals are their closest friends. This lesson introduces the tail characteristics of six animals in the form of three questions and three answers, with six vivid illustrations. The language of the text is easy to understand, catchy and full of children's interest, which can arouse students' desire to learn and read aloud, and also arouse students' interest in observing the tails of other animals.
In the process of teaching, we pay attention to the connection of each link and string them together with appropriate language. For example, at the beginning, I used an exciting opening remark: "Students, do you like animals? The zoo is really lively today! The little animals are going to have a competition, and every child is invited to be a judge. What kind of competition is it? " All of a sudden, the students' attraction was concentrated, and their eyes were fixed on the teacher, wanting to know the answer. When reading the text, I will ask the students a question first: What animal comes to "compare the tail"? Let the students read the text with questions and solve the problems after reading the text.
The teaching emphasis and difficulty of this text is to guide students to read the questions well. In teaching, in addition to the old teacher reading aloud and recording demonstration reading aloud, I also instruct students to pronounce the last word of the sentence according to the characteristics of the question type, and also give students a hint with an upward gesture, so that students can practice by themselves, learn from each other and solve difficulties.
The requirement of the new curriculum standard is to integrate disciplines, and teachers should also pay attention to the combination of art and music in teaching. When learning the names of various animals, I will show the corresponding animal patterns in time, so that students can combine the words with the appearance of animals and have an overall understanding. The courseware is also equipped with songs. Students clap their hands and sing while watching beautiful animations, and their enthusiasm for learning is higher.
Can attend this class with a serious attitude, successfully complete the teaching objectives, reflect and solve the important and difficult points. We are not sure about the link of learning new words and the guidance is not in place. After students say the word "know", they should immediately ask where they learned it. How did you learn it? Attention should be paid to guiding students to learn Chinese characters in life.
Expand knowledge and stimulate students' creative ability. The sentence patterns of children's poems can often be generalized and applied. The sentence pattern "(whose) tail (how)?" "Bi Wei" appeared six times in the text, but the knowledge in the textbook is limited after all. In order to enrich the textbook knowledge and stimulate students' curiosity. After learning the poem, I designed the unfolding link and showed pictures of six other small animals (tiger, horse, swallow, goldfish, mouse and tortoise) with courseware. Vivid pictures once again aroused students' desire, and they were able to grasp the characteristics of animal tails and have a heated discussion. After that, they made up children's songs according to the style of the poem in the article. For example, "whose tail is like scissors?" "Swallow's tail is like scissors." "Whose tail is long and thin?" "The mouse's tail is thin and long." This kind of creation is students' creative thinking beyond life experience, and it is a free expression from the heart. It not only cultivates their ability to use language, but also feels the cuteness of animal tails in the use of accumulated words, thus being full of love for animals. Different learning needs, cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. Therefore, teachers should strive to run a relaxed, democratic and cooperative space for students in the classroom, so as to awaken and activate them.
Reflections on English teaching in the second grade of middle school. I taught the lesson "Tail-to-tail". In designing this class, I made beautiful teaching pictures, which fully stimulated students' interest in learning. But because my basic skills are not solid enough, there are many loopholes in teaching. Reflection is as follows:
1, focusing on the creation of situations
The first-year students' classroom routine is very poor. They are fidgeting, fidgeting and inattentive. How to attract students' attention is the key to classroom teaching. Children like small animals and create a situation of "being a small judge for small animals" so that students can always be full of emotions and devote themselves to their studies. The creation of situation stimulates students' emotional experience in the learning process, promotes students' language development, promotes the unity of students' subjective initiative and real environment, improves students' language expression ability, and realizes the all-round improvement of quality and the full development of personality. Therefore, teachers should constantly explore and innovate in teaching, give full play to their imagination, carefully design teaching, create ideal situations, stimulate students' strong thirst for knowledge and creativity, and make teaching develop and improve continuously.
2. Practice reading the text and understand the intonation.
This lesson focuses on the reading of interrogative sentences. I practice reading repeatedly, the purpose is to let students understand the language and words in reading, feel the feelings in reading, and understand the way of using the language and words in reading. However, in practice, the effect is not ideal because the guidance method is not in place.
3. Hold, Pull and Release
One of the basic concepts of the new Chinese curriculum is to strive to build an open and dynamic Chinese classroom. The traditional Chinese curriculum frames students' vision in textbooks and classrooms, which makes students' Chinese learning divorced from their rich Chinese life and their daily needs. Today, what we need is an open and energetic Chinese course. Such a course should be based on students' Chinese life experience and growth needs, and integrate the textbook "this little book" with the life "this big book". In this class, I have been trying to lead students into the path I designed in advance, which just stifled the children's personality development and curbed their divergent thinking. After class, should I make students think more: What are the tail characteristics of six animals in the text? What other animal tails do you know? You can also compare the tails of two or three animals from various angles such as "length, thickness, straightness, bend and width", and even create suspense. For example, by comparing the tails of monkeys, puppies and rabbits, it is concluded from the surface that "who is short and who is wide is flat" is relative, depending on the object of comparison. Is this the best time for dialectical thinking enlightenment?
4. Pay attention to the dynamic generation in classroom teaching.
The new curriculum concept tells us that classroom teaching is not a simple process of knowledge learning, but a life course for teachers and students to grow together. It is colorful and full of vitality. Therefore, we should also look at classroom teaching with a changing, dynamic and generating concept from the height of paying attention to life, rather than a static and rigid concept. But in today's class, I feel that I don't have a good grasp of the emerging phenomenon.