1. Reflection on a Chinese education activity you taught? 2. What problems should we pay attention to in the conversation? 3. What problems should I pay attention to when reading picture books?

First, reflect on a Chinese education activity you taught? After-class Reflection on the Chinese Teaching Plan "I Want" in the middle class "I Want" is a Chinese class in the middle class. The length of this nursery rhyme is not long, and the content is relatively simple and easy to understand, which is of great interest to children. Through the live performance, I mobilized the enthusiasm of the children to participate in the activities and aroused their interest. At the same time, I make full use of body language, while reciting children's songs, I use body movements to express the content. Then, I asked the children to use body language to help them learn poetry. And through the collective, grouping and other forms, thus playing a role in consolidating and reviewing. Finally, I designed an extended activity to let children talk about their own small animals, and also talk about things with small animals, so that children can experience the joy of editing. During the activity, I designed the prominent body movements of small animals, and the children got the expected results. When I finished reading the whole nursery rhyme with tone and body movements, the children all felt very interesting and laughed happily. When they learn to read nursery rhymes and do actions, they are very enthusiastic. Learning children's songs by action not only improves children's enthusiasm, but also improves their learning speed obviously. Therefore, I think body language plays an important role in teaching, and timely and appropriate use of body language will get unexpected results. Finding and grasping children's bright spots in time and giving encouragement in time will also get twice the result with half the effort. Of course, there are also some shortcomings in the activity. For example, in the stage of letting children perform, I am worried that the children's own designs are not good, so I tell them my ideas and perform according to my method. Although each of them can perform well and be happy, they are passive: children will act according to what I say, and there is no room for innovation and choice. I think, if I can let my children design and perform boldly, independently and innovatively, maybe they will design many actions they like and need. The most important thing is that they will change from passive learning to active learning, and truly let children become the masters of learning. Conversation is an activity to help children learn to use language to communicate with others within a certain range. Conversation has the unique function of promoting children's language development. I think we should pay attention to the following aspects in conversation activities: 1, enriching conversation materials. The materials involved in the conversation must be within the scope of children's knowledge and experience, based on the knowledge and experience gained by children's visits, sightseeing and observation in daily life, games, movies or TV. The more knowledge a child has, the richer the dialogue will be. 2. Create a relaxed environment. The teacher is angry and wants to create a relaxed environment, don't blame the children for their mistakes, don't sharply scold them, and don't demonstrate their own language. Free from all kinds of restrictions and scruples, children are willing to show themselves and present their most natural state and level in front of teachers and peers when they are relaxed physically and mentally. 4. In the process of conversation, teachers need to guide children's conversation in different identities, because teachers are participants and share their joy; Time is a guide, guiding them in the direction of conversation; But a bystander, integrated into their experience world. 5. After the conversation, the teacher should summarize the conversation activities, and summarize the main points of the conversation activities and the highlights and differences of children's performance. Don't ignore these trivial words. Once they are understood by children, it will be a good opportunity for them to rebuild their language experience. As a new reading method, children's picture book reading is gradually entering kindergartens and approaching children, which makes up for the limitations of pure text reading to some extent. Because the picture book is illustrated with pictures and exquisite pictures, it is more in line with the characteristics of children's thinking in images, especially suitable for children in early childhood. It also plays a positive role in stimulating children's interest in reading, developing their imagination and improving their aesthetic ability. However, some teachers did not understand picture book teaching fundamentally, and followed the traditional teaching methods such as story teaching and picture presentation. In my listening to the teacher's picture book teaching activities, I found some problems and put forward some ideas. (1) Question: 1. The teaching goal is not clear; 2. Children's subjectivity is not strong. Some teachers are influenced by traditional teaching and ask too many questions. Teachers like to guide children too much in the process of activities, let them think in their own way, and ignore their own thinking, which leads to the imprisonment of children's thinking. Such picture book teaching has not played its due role. 3. Over-reliance on courseware Generally speaking, the best way to teach picture books is to let children read them themselves. However, in actual teaching activities, teachers mostly use teaching courseware because they can't have a book for each person and consider the children's concentration. But this often leads to a problem, that is, some teachers leave most of their teaching time to courseware and become courseware players themselves. (2) Improving countermeasures 1. Clear teaching objectives Teachers should be clear about the teaching effect of picture book activities and remember not to regard picture book teaching as story teaching. I have also seen some good picture book teaching activities, such as the goal of "Grandpa must have a way" in the big class picture book activity: (1) appreciate the picture book and feel grandpa's intelligence and deep affection in the story; ⑵ Pay attention to the development clues of the story, imagine and express it boldly, and taste the unexpected interest of the story. 3. Guide children to think. Teachers should stimulate children's interest in learning in teaching, pay attention to guiding children to think, do not limit children's way of thinking, and at the same time guide them correctly. Teachers should think from children's perspective, let children observe and imagine, guide children to express their understanding of picture books in words, and encourage children to have their own ideas. 3. The rational use of multimedia courseware in picture book teaching is only an auxiliary means in the teaching process, which is the need of teaching, not the leading role of teaching. Teachers should make it clear that teaching courseware is for teaching. Teachers can take advantage of the image of teaching courseware to attract children's attention and interest in learning, but they can't ignore the guidance of teachers. They should properly guide questions and interact with children, and apply vivid picture books to picture book teaching. In short, teachers should deeply study the connotation of picture book teaching, make clear the teaching objectives of picture books, interact with children, let children enjoy reading, learn to read and enjoy reading in picture book reading comprehension activities, give full play to children's dominant position and give full play to the role of picture books.