A Brief Reflection on the Teaching of Landscape Architecture II in China (1); The study of Landscape Architecture VI in China mainly requires students to learn to read and write, and pay attention to writing strokes and glyph structures. According to the context, guess the meaning of words and understand the content of sentences. Stimulate students' enthusiasm for exploring nature and write their own doubts. Read and recite ancient poems and understand their contents. Can infer the meaning of words from the context in the sentence. I can boldly write my doubts, ask more questions, expand my imagination and arouse my thinking about nature.
First, the teaching effect:
1. Tip of the day projection lists the learning steps:
(1) Students are free to read ancient poems, requiring accurate pronunciation and understanding of sentences.
(2) with the help of reference books, understand the meaning.
(3) Ask yourself questions you don't understand. (Mark the questions in the book) Students teach themselves, and teachers go deep into the students to answer questions. Students think independently and speak freely. Understand the meaning of each poem. Let the students practice their spoken English by themselves, and the teacher will help them in time.
2. Read and write: Show pictures of venues and create situations. Teachers will show students around these places. Displays the picture and the corresponding name. Students know these buildings, so can they read their names? (Read by name) Remove the pinyin of the words and recognize the words. Read by train (combined with pictures). Show the first group of words "contain, welcome and stay", name them and tell their stroke order. The whole class will have a blank book to sort out the stroke order. Show the second group of words "Dang, Man and Jing" and tell their Chinese character structures. Introduction: "Dang" is the upper and lower structure, while "Man" and "Zun" are the left and right structures. Students practice in their spare time and arrange the order of strokes. Complete the writing of new words in the textbook and copy each group of words twice. The teacher patrolled and paid attention to the writing posture.
Second, success:
China Gardens VI is mainly a summary of the literary works of this unit. Emphasize the structure and writing rules of Chinese characters, and literacy and writing are a key point of this class. When guiding students to understand the meaning of words, I create situations and give students a demonstration, which provides them with a method and idea to guide them to think independently. I mainly use evaluation to stimulate students' enthusiasm for learning and promote their exploration of nature. Let students learn to ask more why and find the answers by themselves in various ways. At the same time, make them curious about nature. In nature, there are many magical mysteries waiting for us to explore. As long as we have the spirit of "getting to the bottom of the matter" like Chuanchuan and often ask "why", we can find more treasures, feel the infinite charm of nature and cultivate their love for nature.
Third, the shortcomings:
"I love reading" lets students find out the questions by themselves after reading the text, and the students answer each other. Finally, the teacher pointed out the key points. I think this idea is very good. Alas, I blame myself for not grasping the students enough and lacking corresponding measures. I think this is because I don't study the text enough and I don't have enough wit in class, which requires me to work hard in the future teaching.
Fourth, improvement measures:
The whole class has also implemented the important and difficult points, but I found that my teaching mechanism needs to be improved. I want to guide students' random questions in time, and don't miss the best opportunity to solve them.
A Brief Reflection on the Teaching of China Gardens II (II) From the perspective of the contents of gardens, there are such contents as "communication platform", "application of words" and "accumulation over time". I put "communication platform" and "accumulate over a long period" together for a lesson. Accumulate fresh sentences in the text and communicate with your classmates after reading them. Accumulate a poem "What You See". Accumulate four words with body parts. Learn to read sentences in an appropriate way and express their meaning. Organize several interest groups in the class, then give names to the groups in the groups, and the members of the groups plan activities. Whether the exchange programs between members have been improved and perfected.
First, the teaching effect:
In the teaching of "China Gardens 1", my main teaching purpose is to mobilize students' learning initiative, cultivate students' autonomous learning habits and improve students' autonomous learning ability. For example, when students are learning "My Discovery" in the use of sentence fragments, I let the students discover it by themselves first, and then guide them to report and exchange their findings. At the same time, let students say that these braille words can also form those words, so that students can further understand the phenomenon of polyphonic words in Chinese characters and read and understand the different pronunciations and meanings of the same word in different language environments. In the future teaching, I will use this form more, believe in students' ability, encourage students to broaden their thinking, speak boldly and practice more, so that they can not only achieve the purpose of training, but also creatively use teaching materials instead of learning them. Furthermore, in this oral communication teaching, I guide students to speak in many ways. For example, let students talk about interesting things that happened after the lecture, about themselves and about others. Pay attention to broaden your thinking and try to give students something to say. There are various ways of communication. I let students communicate at the same table, in groups and in the whole class, and also let students with the same interests communicate together. You can consult each other and evaluate each other when communicating. Teachers are also involved and give necessary guidance. Finally, the teachers and students made a summary of this oral communication activity and made preparations for the practice.
Second, success:
Cultivating students' cooperative ability: The new curriculum standard points out that students' cooperative ability should be cultivated, which includes not only cooperation with partners, but also cooperation with parents. We should always create certain situations for our classmates so that they can learn to cooperate with others. Help students form a good cooperative behavior: cultivate students' habits of listening, expressing, supporting and expanding, asking for help and assistance, suggesting and accepting. Cultivating students' good cooperative behavior is a long-term work, which requires both teachers to start from scratch and teachers to set an example.
Third, the shortcomings:
By expanding and supplementing materials, the capacity and density of the classroom are increased, and the burden on students is increased.
Fourth, improvement measures:
Because most of them are the key words and phrases in this unit, students are encouraged to read these words and phrases first, then exchange their understanding, and then read aloud and copy them with emotion, so as to achieve the purpose of accumulation. When learning ancient poems, students are encouraged to read ancient poems by themselves with the help of pinyin and illustrations, and teachers can cooperate with each other to exchange poems. It is very important for teachers to remind students in time to help them understand ancient poems.
Reflections on Landscape Architecture Teaching in China (Ⅲ) 1. Learn to examine questions
Students should practice self-examination when writing the first draft in the first class without any guidance from the teacher. In the exercise guidance class, the students reviewed the topic again. I instructed them, "What do you think is the most important sentence in the topic? Do you have any suggestions on writing requirements?" By grasping the key words in this way, students can ask themselves no matter what kind of writing topic they encounter: "What does the topic require them to write? How to write? " After such guidance and training, students are used to grasping the main words and phrases to understand the meaning of the question. The cultivation of this learning ability can not only help them learn to write, but also help them correctly and quickly understand the meaning of application problems and analyze the quantitative relationship when learning mathematics. So I think it is very important to guide students to master the method of examining questions in the teaching of various subjects.
Second, learn to imitate writing.
Because they want to introduce themselves in practice, the students have finished the first draft independently before class. With a little help, students' ideas can be easily expanded. The question is, how to write your own characteristics clearly? This has become the key for students to write this exercise well.
So, I started with the familiar appearance description of the students. First, I gave an example to let students sort out their writing ideas, read the paragraphs describing the appearance, and review the writing method of "grasping the characteristics in order", and then let a talented student read the first draft fragment written in the first paragraph of Swallow, so as to further guide other students to learn to imitate writing. Then, I asked the students to recall and recite the lesson "Kingfisher", "It is small and exquisite, with a long and sharp mouth under a pair of bright and flexible eyes." This sentence allows students to practice parody and try to use reverse thinking to change the description order and describe the appearance of characters flexibly.
Third, develop thinking.
For "good articles have changed." I don't quite agree with this statement. In my opinion, a good article is a combination of reading and writing, which mobilizes the accumulation of life and language, activates and expresses ideas, and naturally comes from constant writing practice.
For the third-grade children who are beginners in writing, they should not only insist on training the use of basic expression methods, but also pay attention to the accumulation and internalization of students' language, the training of thinking and the activation of ideas, keep students' enthusiasm and interest in expressing and gradually improve their writing ability.
In this exercise tutoring class, I focus on cultivating students' thinking order. Because the practice requires "introducing yourself in many ways", it is helpful for students to form a good habit of thinking first and then writing by guiding them to sort out the writing order and the content to be written, so that they can learn to sort out their writing ideas initially and record their thinking trajectory with simple and concise keywords. This helps students to clear their minds, make their exercises orderly, develop their logical thinking, and make students' language better serve them to express their thoughts.
Of course, I have no objection to guiding students to improve their expression level by evaluating and correcting homework. But this method only focuses on the revision of words, phrases and sentences in the manuscript, just like a small step when climbing the writing peak. However, if we guide students to learn to think, first determine the full-text ideas, understand the use of expression methods, and then start writing, which will help students make a big step forward. So don't stick to details, start from the big picture, put the training of words and phrases in the usual Chinese learning, and focus on infiltrating and mastering writing knowledge in the composition class to help students understand and use expression methods. In this way, when climbing the writing peak, students will have a clear goal, go all out and get twice the result with half the effort.
In the first half, everything went on in an orderly way according to my preset teaching plan. In the second half, on the one hand, I didn't think deeply about how to "guide through evaluation", on the other hand, the physical projector could not be used normally, which affected the learning effect. But I think: this is mainly due to my lack of in-depth and meticulous design of classroom learning, and I just want to act according to circumstances, ignoring the leading role that should be played around learning objectives; In addition, there is still a lack of high teaching wit, which makes it impossible to improvise and flexibly control the process and rhythm of classroom learning, resulting in the regret that needs to be made up after class.
Although classroom teaching is a regrettable art, I still have to think about how to improve the teaching link of "evaluation and guidance" in my opinion: after guiding students to start with the analysis of examples, it is clear that this exercise should be "clear thinking and clear expression" and "truly introduce themselves in many ways", and then let students group according to "smart team" and "smart team", and each person chooses two articles to evaluate in the exercise for his classmates: "Is the exercise clear?" Do you clearly show your true self in many ways? " After the students communicate in groups, the two teams can comment on the exercises through competitions. Teachers guide students to closely follow the exercises and related languages, and give specific guidance, that is, how to clearly describe examples of performance characteristics and how to clearly express themselves at that time. This design will help students, especially those with learning difficulties, understand the writing requirements and improve their expression level.
How far can I take my students on the road of learning Chinese? This first depends on how far I have the ability to go. Through this seminar, I may have a little confidence in my "walking" ability, but there is still a long way to go. Do I still have the confidence and potential to go on? If I don't persist in studying and researching, and don't work hard and reflect, I will walk very slowly, and even affect students' "walking". That's really misleading. Here, I would like to encourage all of you and classmates here: Let's embark on the journey of learning Chinese and strive to "read with connotation, speak eloquently, write with literary talent and taste."
A Brief Reflection on the Teaching of China Garden II (Part IV) This is the shortest preparation time for an open teaching class (less than one day from accepting the task to starting the class). Because of the rush of time, the teaching design and preparation are relatively rough. But the whole course was satisfactory-even better than I expected.
1, students have a high interest in learning, actively participate in the learning process, and the participation rate is very high. The demonstration learning effect of mutual help at the same table is very good. Only two students didn't master all the eight new words they asked to know through self-study and deskmate help, but after listening to their classmates' demonstrations and inspections, they also mastered all of them and mastered the literacy method of "adding radicals to familiar words".
Children deeply appreciate the happiness of learning and success. In the whole learning process, children always maintain high spirits, and their little faces are often filled with happy smiles, deeply feeling the ease and happiness of using the method of "using familiar words to add radicals" to read.
3. By guiding children to do actions, children's understanding of the word meaning is in place, and the difficulty of understanding the word-formation feature of "the word meaning is related to radicals" is easy to understand.
According to the characteristics of the first grade children, I put forward the learning goals twice. Every time a child learns, the goals, requirements and methods are very detailed and specific. Children's learning will soon move towards clear goals without saying some empty and general words.
When class is over, the children don't control their movements well enough. The children are so excited that the whole class seems a little confused, and some students can't concentrate on the class.
"The authorities are confused, the bystanders are clear", and my level is limited. Please give more valuable advice to the leading teachers so as to improve next time. Say, "Thank you!"
Reflections on the teaching of the first volume of Chinese exercises in grade three;
The third grade is the primary stage of practice, and its importance is extraordinary. There is no uniform requirement for writing in each class in Chinese curriculum standard, but it emphasizes the importance of cultivating students' writing interest and self-confidence. Making students like writing and willing to write is conducive to overcoming the fear of difficulties in the process of transforming spoken language into written language. Without interest and emotional support, it is impossible. Teachers need careful guidance, students need motivation, and only your heartfelt praise can give students confidence in writing a good composition. In this practice teaching, I pay attention to starting with interest, using games to stimulate interest, using competitions to mobilize emotions, and using evaluation and encouragement to make interest last. With a strong interest, students will naturally write about people they are familiar with easily and happily. Before the teaching, an activity of "Guess Who He Is" was held, so that students could guess the names of their classmates by "touching the blind" and talk about the basis of guessing. Greatly stimulated students' interest, cultivated students' observation and thinking ability, and reduced the difficulty of children's writing. In teaching, I first take student diaries as an example to increase children's interest in writing, to get rid of their fear of writing, and to "find a way" when writing.
Next, tell me the requirements of this exercise:
(1) Write a close-up of a small partner;
(2) write with one thing;
(3) Writing characters' language, movements and demeanor should reflect their characteristics.
After the students understand the requirements, I will ask them to write a competition and give it to me. I will read it in class. If most students can guess who wrote it, then this composition will be successful. Therefore, students' enthusiasm is very high. A classmate wrote in his composition: "He is the most naughty one in the class and often makes girls cry ... Guess who he is?" After reading this, the students said the name of this classmate in unison! Didn't this classmate find his own characteristics? In teaching, I also pay attention to students' self-evaluation, self-correction, cooperation and interaction, and teaching with learning. Let students appreciate excellent works. Comment on what is worth learning. Then let the students collectively revise a model essay with many problems and comment on the places that need to be revised. Such as: format, punctuation, words, whether sentences are fluent, whether the selected examples are typical, and whether the description of things is clear ... Students will feel extremely excited and proud to see that their articles can be used as model essays to communicate with their classmates; Other students will feel intimate when they see and hear all the good articles of their classmates. Judging from students' feedback on the composition, students can describe things simply and clearly, but few people write vividly, especially the format of practice and the correct rate of punctuation need to be improved. So I attach great importance to the evaluation of homework. After changing the evaluation, let the children modify the composition and read it to the person you wrote. Let them develop good writing habits.