Chinese 1 reflection on the final teaching; Chinese teaching in primary schools under the background of the new curriculum reform. In this process, I really saw my growth track, and felt the energetic excellent teachers, who are striking the sparks of wisdom in the Chinese classroom one after another. The subjective consciousness and innovative consciousness are touching and thought-provoking, and the "three-in-one" is impressive. I once said excitedly that the new course is really good. The new curriculum reform has been in Wanzhou for two years. If the new curriculum reform is just "the new curriculum is really good", it is worth thinking about in Wanzhou. Fortunately, under the guidance of Wanzhou Education Institute, in the organization and implementation of teaching and research sections at all levels, many of our teachers have begun to look at the new curriculum reform rationally, and have begun to give Wanzhou teaching and research a new life with criticism and reflection, and build a truly wonderful teaching. I want to talk about some reflections on minority language teaching based on my personal experience and encourage my peers!
Reflection 1: What kind of Chinese lessons are given to children?
I remember at the beginning of the curriculum reform, many teachers and parents said: "Although the curriculum reform is an experimental process, it is related to the fate of thousands of children in Qian Qian, Qian Qian!" Educator Mr. Dewey said: "What kind of education you give your children means what kind of life you give your children!" I thought, "What teachers care about, what students develop."
(A) to give students an "emotional classroom".
1. A Chinese teacher should make students feel incomparable passion. In Chinese class, how to embody the "humanity" of Chinese subject depends on "emotion". How can a teacher without passion arouse students' emotions and make them study enthusiastically? Show the students a "passionate me" and accompany the children through every "burning year"!
2. Respect "demand" and pay attention to "wonderful".
Stimulate students' interest in learning in various ways in the teaching process, or intuitively demonstrate, or learn from others, or skillfully set suspense ... stimulate their reading desire and motivation, and create a positive teaching atmosphere of "I want to learn" and "I want to learn". In order to stimulate students' interest in learning, when I was teaching the text "There is Only One Earth", I found pictures and materials of the Milky Way, celestial bodies and the universe to enjoy with the students. When the vast universe appeared in front of children, I really felt their eager eyes! They want to know more about the Milky Way and the universe! I sincerely asked: "What do you want to ask the Milky Way? What else do you want to say? " The children are all in high spirits and eager to try. "Stimulating interest" greatly mobilized students' initiative and enthusiasm, and the teaching process also "turned pain into pleasure".
3. In teaching activities, teachers and students should be immersed in the text, the author and the situation, that is, "dissolving feelings".
"Mountaineering is full of emotions, and watching the sea is full of emotions." Emotion in teaching is like a "catalyst" for bilateral activities between teaching and learning. With it, students will enter wonderful texts under the guidance of teachers.
(2) Give students a "communication class".
In previous Chinese classes, students were only poor listeners, let alone "communicate" with anyone. It is also necessary to give students a "communication" classroom to realize "text dialogue", "communication between teachers and students" and "communication between students".
(C) to give students an "open classroom"
1, let children "show themselves".
Teaching is not only a kind of narration, but also a kind of experience, inquiry and feeling of students.
Give the child a big stage, he can dance beautifully. What is a classroom? Classroom is a dynamic zone where passion burns, and it is a platform for them to seek knowledge, create, show themselves and experience success. It is a place where students grow up healthily. The potential of students is infinite, and the key lies in whether the teacher gives students a large enough platform. Children's creativity is sometimes beyond our imagination: when a teacher was teaching crows to drink water, he was exposed to two groups of similar characters, namely, bird and dog, drinking and thirst. This has always been a difficult point in teaching. The teacher asked the children to think for themselves and got such an answer: the understanding of "Wu": "Wu" means black; "Wu" is smaller than "bird", because the crow is black all over, so we can't see its eyes.
Regarding the difference between "drinking" and "thirst", the students said: "drinking water" should be done with your mouth, and your mouth must be wide (the image shows the font of "mouth"), so it is next to your mouth; "Thirst" is because you are thirsty and want to drink water very much, but you don't have to open your mouth to drink water, so you are next to the water.
2. Pay attention to practice and practice the language in many ways.
Mr. Ye Shengtao once said: Teaching materials are nothing more than examples. Then, after teaching students learning methods with good examples, there should be a lot of practice next. Only in practice can students' ability be continuously consolidated and improved. Based on this idea, I often collect extracurricular reading materials and recommend them to students. After teaching Mo Mei, he led the students to read and recite more than ten ancient poems, such as Bamboo Stone, Horse and Song Qing, which made the students know more about lyric poems by borrowing things and accumulated a lot of ancient poems invisibly. In addition, books such as Andersen's fairy tales, 300 Tang poems and Grimm's fairy tales are recommended for them to read, so that they can understand the subtleties in the books! In short, the teacher should be a shepherd, leading lovely children to the most fertile grassland to enjoy themselves! The teacher asked the students to express their feelings through "speaking" and "reading", and the classroom reached a climax in this fierce emotional collision.
3. Learn Chinese in life.
Let Chinese come into life and learn Chinese in life. All along, students have been consciously guided to learn Chinese in their lives, so that children can deeply feel that Chinese is close to them. In this way, children will learn more confidently and actively. The teaching experiment of "life reading" proves this point well. On the street, on TV, in the carriage ... everywhere has become a place for children to read. Grasping every bit of life, we have resources in our eyes, education in our hearts, and curriculum resources everywhere.
Give students a "perception class".
1, turn other people's emotions into your own.
"Guilin Landscape" describes "Southern Scenery". How do students understand the author's feelings of loving nature and the mountains and rivers of the motherland? Show beautiful banyan trees through pictures and videos, and then guide students to introduce their beautiful hometown to everyone. The children are full of pride and admiration for their hometown ... in this way, the children naturally feel the author's feelings and deeply touched themselves.
2. Turn other people's languages into your own.
3. Take other people's articles as staff, and your own life as a soldier.
Every article has something we should feel with students, and everyone's income is different. It is necessary to guide students to keep in touch with themselves, realize themselves, and realize life while learning and understanding other people's wonderful chapters, and "treat other people's articles as staff officers and their own lives as military affairs"!
I try to have a good time with my children in every Chinese class. Let them think about their future and create their dreams in the ocean of books.
The reflection on Chinese teaching at the end of the second semester is coming to an end. Combining with the education and teaching work of this semester, my reflections are as follows:
First of all, we should cultivate students' learning enthusiasm in the teaching process.
Teachers' trust in students is a great encouragement. Mr. Tao Xingzhi also advised us: "There is Watt under your pointer, Newton in your cold eyes and Edison in your ridicule." As a teacher, we should believe that every student has the hope of success and every student has the potential of success. The role of teachers is to awaken students' self-confidence and reflect on "students' problem consciousness". There is an old saying: "Learning begins with thinking, and thinking begins with doubt." Small doubts and small progress, big doubts and great progress. " It can be seen that "questioning" is important. In teaching, it is the starting point to cultivate students' insight and inspire students' creative thinking.
Second, at present, our students' problem consciousness is very weak, and their enthusiasm for finding and asking questions in class is getting lower and lower with the growth of grade. This phenomenon really deserves our deep thought.
The cultivation of students' problem consciousness requires our teachers to change their teaching concepts and teaching models. In the process of classroom teaching, we constantly explore teaching methods to cultivate students' problem consciousness, create a good educational environment, and promote the development of students' innovative spirit and ability. However, there are also a series of problems, that is, it is often difficult to organize teaching in class. In this case, should we let it develop or destroy their enthusiasm here?
Third, organize teaching with inquiry and practice as the core.
Biology teaching divorced from inquiry and practice can't meet the requirements of new curriculum standards in the future. Only after careful exploration and personal practice can students' biological ability be effectively improved. The basic strategy of organizing teaching with inquiry and practice as the core completely abandons the teacher's explanation and analysis, and pushes students to the position of classroom masters, which can give full play to students' enthusiasm and initiative in learning, develop their learning potential and improve their learning ability, thus effectively cultivating their innovative spirit and practical ability.
Diversified activities can stimulate students' interest in learning, complete learning tasks efficiently and achieve classroom curriculum goals. Exploration, innovation, practice and other activities.
Reflections on the teaching of Chinese at the end of the third term. The semester is coming to an end. Looking back on my own teaching, there are many aspects worthy of reflection.
First, reflect on the teaching objectives.
This semester, I seriously studied the new curriculum standard, deeply understood the students' reality, and formulated the knowledge goals, ability goals and emotional goals of this semester, unit and each class hour to guide my teaching practice with goals. However, in the refinement of the goal, there is no in-depth study, too much attention is paid to the content, and the way to achieve the goal is not deep enough.
Second, reflect on the teaching content.
The first is the reflection on the teaching content. This semester, although I undertook a lot of administrative affairs, I never relaxed my study of teaching. I can study the teaching materials carefully before class and make a personalized interpretation of the teaching materials. Although the textbook has been taught several times, I still don't forget to read more textbooks and strive for in-depth study of them. Secondly, reflect on the teaching design. This semester, I subscribed to "Middle School Students' Books", "Middle School Chinese Teaching Newsletter" and other publications at my own expense, and extensively studied excellent teaching cases and high-quality teaching materials, striving to design skillfully, be close to students' reality and improve teaching effectiveness. However, due to the complicated administrative affairs, there is not much time to study textbooks, and some articles are not deeply studied and personalized interpretation is not enough. Sometimes, teaching is not targeted.
Third, reflect on teaching methods.
This semester, when I took over the original class again, I found that my classmates had been somewhat alienated from me, and I felt more about their weak foundation. I try my best to cultivate students' autonomous learning consciousness in class, and use heuristic teaching and group cooperative learning to promote students' thinking ability, which has achieved certain results. But for classes with poor foundation, how to arouse students' learning enthusiasm is still a subject I want to study.
Fourth, reflect on the cultivation of study habits.
As a result of changing teachers many times, the students in this class have not fully developed the habit of learning Chinese as a whole, which is manifested in:
1, inattention in class, about 10 students gossip too much, don't think, and don't listen carefully;
2. About one-third of the students don't finish their homework seriously, either writing or copying, and the learning effect is poor;
Most students don't have the habit of reading consciously. This semester, I thought a lot of ways to cultivate habits. First, I am strict, reminding and educating students who are inattentive in class in time, and checking basic knowledge such as dictation and recitation during morning self-study time; The second is to urge students to take notes and complete necessary exercises by teaching students to listen to lectures in class; The third is to train class cadres and use students to teach and check each other to improve the quality of inspection. But after a semester, the reality of poor study habits has not been completely reversed.
Fifth, reflect on the teaching effect.
Through a semester's "running-in", the students' Chinese habits have been improved to some extent, and the learning effect is obvious. The average mid-term exam score is about 88. However, there is still a big gap from expectations. The main reasons are summarized as follows: First, I have taken on a lot of administrative affairs, and my energy tends to be excessive, which relatively distracts my teaching energy, and I haven't done enough in extracurricular counseling, cultivation and remedial work; Second, we should think of more ways to cultivate students' study habits. Too much criticism is not conducive to solving problems. It is necessary to go into the hearts of students and understand their ideas, so that students can "be close to teachers and believe in their ways"; The third is to be more detailed and in-depth in inspection and counseling.
Only reflection can introspect, and reflection can find the gap and promote progress. This is the purpose of my reflection.
The reflection on the end-of-term teaching of Chinese 4 is a subject full of humanistic spirit and thought, which is widely used and has far-reaching influence. It's actually quite difficult to learn this subject well. Listening, speaking, reading and writing are very important for primary schools. First-year students, in particular, should cultivate their good habits and start from the basics.
Pinyin is the key point, and first-grade children should know Chinese characters with Pinyin. If pinyin is spelled incorrectly, it will affect children's recognition of Chinese characters. The pronunciation of new words seems more difficult than spelling pinyin. Some children can pronounce this word easily, but if they want to write it, there will be many strange mistakes. Tone is wrong, light tone is wrong, and similar letters are wrong. In short, sometimes the pinyin they write is really varied, which makes us wonder.
At present, the distinction between homophones is not so strong, and sometimes spelling mistakes occur. As long as it is a homophone, other words can be formed. Sometimes this word is put on another word. In this case, the teacher emphasizes and distinguishes, but the review process in the later period is not effective and there is no deep memory.
Confusion of similar characters. This semester, I will learn the word "same" from my classmates and "ask" from my questions. Most students can't distinguish these two words, so they will make mistakes in dictation. There is no connection between the two words "you" and "you", but they can still be confused, which shows that they have not established the concept of this word. We need to work harder on fonts and word meanings in the future.
In addition to writing, this stage should focus on practicing reading. Every night, children should read books at home until late, no matter how much or how long, they should try to read books, develop the habit of reading, and subtly enhance their interest in learning Chinese and improve their Chinese literacy.
Reflections on the teaching of Chinese at the end of the fifth period. The reflection of mathematics teaching in the second grade of primary school is the experience and lessons that teachers have summed up in the teaching practice of the second grade of primary school in previous years. Especially the second-grade children, after a year of enlightenment education in the first grade, have a certain understanding of some simple operations in mathematics. And children of this age are also the easiest to cultivate interest in mathematics. Teachers should reflect on mathematics teaching in the second grade of primary school in time according to the feedback information in the teaching process. The video of the whole set of teaching materials for grade two in primary school provided by us will give you some help in the reflection of mathematics teaching in grade two.
The average grade of grade two in primary school has always been a difficult point. In this regard, special teachers have the following reflections:
First, create situations reasonably and fully, highlight key points and break through difficulties. First of all, by creating an old monkey and a little monkey to share peaches, let the students see that average score and average score are two different concepts. Next, I observed and discussed the theme map. When the students told me the method of "more activities and less supplements", I immediately asked: 13 is the result of their actual collection? Further strengthen the difference and connection between averaging and averaging. Let the students clearly see and get that the average of three collected by each person is equivalent to the average share of mineral water collected by our group, so it is easy to understand when calculating. Therefore, the appropriate situational teaching in teaching is one of the reflections of special-grade teachers on mathematics teaching in the second grade of primary school.
2. When teaching the example 1 with oral calculation, estimation and pen calculation, I neglected the part of "estimation", so I think that after students get the information from the statistical chart, I will directly introduce new teaching. Students should be asked to think about this: Will the average be greater than 15? Will it be less than 1 1? What range should that be? First, determine the range of the average value, and then calculate it, which highlights the cultivation of students' estimation ability. In this way, students can conduct simple tests after their own calculations and cultivate their estimation ability. In the later exercises, students were asked to estimate first, but not given enough attention. So in later homework, when the calculated average exceeds the given number and minimum number, students don't know that this is wrong. Therefore, intensive estimation can enable students to make a simple check after calculating by themselves in practice. Nowadays, the curriculum standards pay more and more attention to the combination of oral calculation, estimation and written calculation. Oral calculation ability is an important part of computing ability, and estimation has important application value and is an important computing skill that students should have. Oral calculation and estimation activities can promote the development of students' thinking. Therefore, when we are teaching, we should pay attention to cultivating students' ability of oral calculation and estimation. Make full use of the materials in the textbook, or choose practical examples around students to create opportunities for students to use oral calculation and estimation to solve practical problems, so that students can go through the process of oral calculation and estimation many times and form relevant skills. Therefore, paying attention to cultivating students' habit and consciousness of oral arithmetic estimation is the second reflection of special-grade teachers on mathematics teaching in grade two of primary school.
Third, experience the average in life, get information from the number of averages, let students experience the activity of finding the average weight, and experience the process of measuring data-collecting data-processing data-obtaining information. Make full use of data in teaching to find out the average weight of three people, two people and five people, so as to strengthen consolidation exercises in activities. I attach great importance to students' understanding of the concept of average and correctly understand the method of finding average. The design of exercises pays attention to reality, connects with real life, and makes students feel that "mathematics" is around us, which embodies the instrumental nature of mathematics. Comparing the calculated average with the standard weight not only strengthens the new knowledge and statistical knowledge of this course, but also reproduces the practical application of "average" in life, which makes the relationship between teachers and students more harmonious and makes teachers get real information. Therefore, the real understanding of mathematics comes from life, and mathematical problems are around us. Let students collect a lot of information about the average after class, so that they can feel the great use of the average. This is the third reflection of special-grade teachers on mathematics teaching in the second grade of primary school.
In a word, only by understanding the age characteristics and understanding ability of the second-grade primary school students, integrating theory with practice, adjusting teaching methods in real time, and regularly reflecting on the mathematics teaching of the second-grade primary school can children be interested in mathematics and really teach this course well.