Sample essay for after-school teaching reflection on Chinese language "Rainbow" in primary school (selected 5 articles)
As a new teacher, we must have strong classroom teaching ability. You can effectively improve your teaching ability through teaching reflection. So do you know how to write formal teaching reflection? The following are sample reflection essays (selected 5) on after-school teaching of the Chinese language "Rainbow" in primary schools that I compiled for you. They are for reference only. You are welcome to read them.
Reflection on after-class teaching of "Rainbow" in primary school Chinese 1
The lesson "Rainbow" is the third lesson of the "Light" unit in the fourth grade of primary school science. The study of this lesson is based on students' preliminary understanding of various phenomena of light (propagation, reflection, refraction, etc.) of light and their understanding of colors in daily life. Students are allowed to try to make a series of light Experiments on the synthesis and decomposition of colored light to experience the infinite mystery of light and color. Let students realize that sunlight is a mixture of different colors of light. Without light, there is no color. Guide children to explore the secrets of light and color through these scientific inquiry activities that are both close to life and fascinating. In the teaching design of this course, based on students' existing knowledge about light and students' experience with seven-color light, we focus on hands-on and brain-based thinking to guide the understanding and analysis of the dispersion and synthesis phenomena of light.
1. Make a rainbow by hand.
The rainbow itself is a beautiful symbol and a beautiful natural landscape. This lesson starts with the activity of making a rainbow, which will definitely stimulate students' strong enthusiasm for learning and will definitely make students devote themselves to the light and harmony. Go into the study of color. Through the courseware, students are introduced to the experimental method of making a rainbow, that is, the method of decomposing white light:
1. Use a prism to decompose sunlight - after the light enters the prism, the light is refracted. Since the seven components that make up sunlight The refraction angle of the medium-colored light is slightly different, and the various colors of light are broken down.
2. Use a mirror placed diagonally in a basin of clear water to decompose sunlight - adjust the mirror and the water surface to make it resemble a prism, producing the same effect as a prism.
3. Use a sprayer to spray with your back to the sun.
2. Analyze the rainbow and understand the dispersion of light. Through the report and summary, understand the seven colors of light that make up the sun - red, orange, yellow, green, blue, indigo, violet; understand that white light passes through a prism or small water droplets, etc. Refraction and reflection produce dispersion phenomena. Use what you have learned to analyze.
3. Mixing different colors of light to synthesize seven colors of light into white light.
Cover the flashlight with three colors of red, green, and blue cellophane, mix them two by two, and observe the mixed colors. When I tried teaching for the first time, I found that this experiment failed because the intensity of the flashlight light was different, and the color displayed after covering it with colored cellophane was not obvious enough. Therefore, it is difficult for students to judge the color of light and color after mixing, and I have to tell them the result. In the second trial teaching, I first selected the same model of flashlight, fully charged it, and then covered it with two layers of cellophane, and the effect was much better. Through this experiment, students can know that all other colors can be synthesized by mixing two or two of the three colors red, green, and blue. They are the main colors of light. The mixture of three colors is the white light we see. The video introduces the three primary colors of light and leads to the development activities of the color working principle of color TV.
In science teaching, when students regard inquiry as a need for learning and gradually become a behavioral habit of learning, classroom teaching will turn from passive to active, and learning will become an internal drive for students. force. In the teaching of this class, based on the psychological characteristics of middle school students in primary schools who are young and playful, I guide students to learn through "playing", stimulate students' learning motivation through "playing", and experience and explore the secrets of seven-color light through "playing" The whole process of "playing" stimulates interest in continuing inquiry, thereby achieving the teaching goal of cultivating students' independent inquiry ability and innovative spirit.
4. Extension Finally, I played the "Color" video for students to watch. Students can understand that the colors we see in life are not only related to the objects themselves, but also related to light. In order to make students concentrate more and listen carefully, I asked students to take notes while listening. After the playback, some students were asked to come to the podium to ask questions, and other students answered. Students who can ask questions not only listen carefully but also prove that they are thinking seriously about the problem. , kill two birds with one stone, many students also want to be small teachers, and when they ask questions, they listen more attentively.
Through the teaching practice process of "Rainbow", I feel that my teaching design is not perfect enough. For example, the teaching language is not refined enough, and the students are not fully allowed to think and let go during the entire experimental process. When students do this, students’ creative and thinking abilities are not sufficiently cultivated, and individual students are still unable to actively think about problems in class. These are worthy of my continuous reflection, improvement, and accumulation in future teaching. Reflection on after-class teaching of "Rainbow" in primary school Chinese 2
What I am teaching in this open class is "Rainbow", a text in the fourth unit of the second volume of the first grade. This is an interesting prose. The little protagonist saw a beautiful rainbow in the sky after the rain stopped, imagined the rainbow as a bridge, and then started thinking all the way. The article presents an innocent world of imagination and conveys the beautiful emotions of children caring for their families.
I believe that open classes are not only a display and report, but also a process of self-improvement and continuous improvement for me. Through this class, I realized my progress and shortcomings. , now reflect as follows:
As the saying goes: "Interest is the best teacher." The rainbow is a natural phenomenon that is both familiar and unfamiliar to children. Starting from this, we use the method of question and answer and appreciating pictures to introduce it. Good ones stimulate students' interest in learning, create a good learning situation for students, and make a good start for the following teaching.
The key points of teaching this lesson are literacy, reading the text well, and initially experiencing the text. For first-grade students, literacy is a major task. Since the previous teaching has always used concentrated literacy, although students are already accustomed to that learning method, picking out new words individually will undoubtedly increase the difficulty of students' literacy and make the class a bit boring. In this lesson, the text-based literacy method is adopted to guide students to learn texts and read sentences while literacy, which increases the interest of teaching and also increases the difficulty of teaching for teachers. However, students have a strong receptive ability. As long as the teacher's teaching ideas are clear and he is ahead of the students, the students will accurately follow the teacher's steps. The learning effect will be good, and the interest in learning will be improved, which will change the previous teaching methods. It makes students feel fresh and makes the class more interesting and full of Chinese flavor.
This class takes into account the differences of students in every teaching link from literacy, reading, and answering questions. For example, students who are relatively poor at asking simple questions are relatively poor at asking difficult questions. Good students respect the individual differences of students so that every student can actively participate in the class, instead of "only teaching this class to good students" and ignoring students with poor foundation. The teaching links set up also infiltrate the concept of "students are the masters of Chinese learning", fully teaching students the initiative. In addition, as a guide, I allow students to learn independently, find answers to questions, and exert their leading position.
After class, I listened carefully to the suggestions of the teachers, actively reflected on my teaching, and found some shortcomings: the use of repetitive language in class should be paid attention to in future teaching, and try to Do not repeat what you or your students have said unless it is a top priority, and classroom instructions should be clearer, concise, and specific. Really pay attention to students, pay attention to each student, rather than always focusing on the next link of your teaching; guide students to focus on literacy and master academic conditions. In teaching, there is a link of "reading long sentences well". Students should be given more opportunities to read and make effective evaluations in a timely manner to reflect stepped and hierarchical teaching. In addition, we must pay attention to the use of language, pay attention to classroom teaching and the effectiveness of student learning, and do not say useless words. Every minute in class is very precious.
Through this class, I have grown and gained something, and it has made me understand more clearly: students are the main body of learning. In future teaching work, from lesson preparation to class, students are always We must consider students, grasp academic conditions, pay attention to students' feelings and experiences in class, expand students' thinking, increase students' desire to explore, increase students' participation in classroom fun, and create a relaxed and pleasant learning atmosphere for students , and at the same time, the teaching objectives can be completed more efficiently. Reflection on after-class teaching of primary school Chinese language "Rainbow" 3
"Beautiful Rainbow" is a children's song full of children's interest and beautiful pictures and texts. It writes about the rainbow hanging in the sky after the rain, through Tintin and Dong Dong's narration and his brother and sister's questions describe the beauty of the rainbow and the beauty of nature. The entire children's song is divided into 6 sections. Each section is easy to understand, catchy to read, and incorporates natural knowledge into the learning process. In order to better highlight the characteristics of the teaching materials and better cultivate students' Chinese literacy, I focus on the following three aspects of teaching in this class:
1. Pay attention to the cultivation of students' good reading habits.
When reading texts to themselves, students are put forward with the simplest and most practical requirements and guided to solve pronunciation problems on their own during reading, thus cultivating students' good reading habits. Later, when checking the self-reading situation in small sections, teachers and students listened carefully together and helped students who were reading to read the pronunciation of each character accurately. This not only allowed teachers and students to participate in the learning process together,
2. Pay attention to literacy teaching to cultivate the ability of independent and cooperative literacy.
When analyzing the teaching materials, I classified the new words in this lesson according to the students' cognitive patterns and levels. Some of the easier words can be learned through students' independent cooperation, which allows students to learn words in their own way, such as adding words. A variety of literacy methods such as writing, changing radicals, counting strokes, forming words, making sentences, making up children's songs, making up riddles, telling stories, etc. cultivate the ability of independent learning, and at the same time cultivate a cooperative spirit in cooperative literacy with classmates. The other part is more difficult and can be studied along with the text under the guidance of the teacher. For example, the most difficult character "Dai" is typed out with an interesting riddle: one soil and one field, with the word "***" at the bottom, a slant hook on the left, and a dot. Not only has the difficulty been reduced, students are also full of interest and have deep memories. In this way, through two stages of literacy, learning presents a gradient and reduces the difficulty. At the end, interesting literacy games are designed for students to consolidate while playing, and the literacy efficiency is greatly improved.
3. Pay attention to reading teaching, develop students' innovative thinking, and gain unique emotional experience.
The teacher guides the students to achieve the purpose of literacy in the language environment through multiple solid readings. How important is this process for students to go from reading and listening to reading on their own, from needing help from others to reading fluently to gaining their own unique emotional experience! In fact, the process of reading is not only a process of students' literacy, but also a process of students' active thinking and emotional experience.
1. Guide reading and appreciate the language beauty of poetry.
In order for students to develop their creative potential, reading is a necessary foundation. But how can reading make effective use of time and make students feel the beauty of poetry? I have taken a variety of forms:
(1) Choose beautiful rainbow pictures and create situational readings
(2) Teachers provide timely sample reading to help lower-level students better master reading aloud Essentials.
(3) Students practice how to read the beauty of poetry.
(4) Read to each other at the same table and find out the beauty.
(5) The whole class communicates and the teacher provides random guidance.
(6) Boys and girls compete in poetry reading, etc.
2. On the basis of reading, use multimedia to develop students’ innovative thinking
In order to expand children’s thinking and cultivate their speaking skills, I created the following activities in conjunction with reading texts: < /p>
(1) Look at the picture of the rainbow and imitate the sentence structure of the text to ask questions to the rainbow.
(2) What do you think a rainbow looks like?
(3) Although the rainbow disappeared, the children used their favorite method to leave the rainbow. Who can tell me how you kept him? Among them, the activities "What do you think a rainbow looks like?" and "Leaving a rainbow using your favorite method" were particularly loved by students. They spoke based on their daily life experiences almost without thinking, such as: ① "The rainbow is like a colorful python" ② "The rainbow is like a mother's silk scarf" ③ "The rainbow is the cradle for a fairy's baby ” ④ “The rainbow is a colorful ribbon” ⑤ “The rainbow is a colorful banana” ⑥ “The rainbow is a colorful crescent moon”... These highly personalized and imaginative words are where the students’ creativity is displayed and fully stimulate their interest in learning. After class, I thought, what a pity it would be if I didn’t create this activity! In the later activities where students used their favorite methods to leave rainbows, some children kept the rainbows in the form of painting or paper-cutting, some recited children's songs about rainbows, and some introduced small experiments about rainbows... Children Full of fun and unique imagination.
After taking this class, I felt more deeply that the curriculum reform experimental textbooks provide teachers with a lot of creative space. The classroom must be full of vitality and cannot be separated from the cooperative efforts of students and teachers. In the days to come, it will be up to us how we go to the next level. Reflection on after-class teaching of the primary school Chinese language "Rainbow" 4
"Rainbow" is an interesting prose. The author uses rich imagination and childish language to write that "I" saw the beautiful rainbow in the sky after the rain stopped, imagined it as a bridge, and then started thinking all the way, thinking that I could go to the rainbow and carry my father's hand. Watering the water with a kettle, using her mother’s round mirror to comb her hair while looking at the moon, and even tying her brother’s swing to the rainbow to swing around. The article presents an innocent and imaginative world and conveys the beautiful emotions of children caring for their families.
The full text*** has four natural paragraphs. The clever metaphor in the first paragraph stimulates students' interest in reading and triggers thinking. The following three natural paragraphs have a similar structure: they all start with affectionate titles, dad, mom, brother, using rhetorical questions to present three wonderful ideas. These three paragraphs are strangely imaginative, full of childishness, and are exercises. Great material for reading aloud. The language expression in this article is very vivid and interesting.
There are three teaching objectives for this lesson: 1. Recognize 12 new characters such as "rainbow" and "zuo", as well as a radical next to the word "clothes", and be able to write 7 new characters including "zhu" and "that". 2. Read the text correctly and fluently, understand and read long sentences composed of multiple clauses, pay attention to the pauses between clauses, and try to read the tone of the question. Experience the beautiful emotion of caring for your family.
There are many new words in this lesson. I have classified the new words that need to be read. At the same time, I use the picture literacy method to deepen the children's recognition of new words. This method is used in actual teaching. Got better results. Not only does it arouse children's interest in learning, but it also deepens their understanding of new words. For new words that are required to be written, I use multimedia software to teach the pronunciation and stroke order of the new words and project them on the big screen, allowing the children to write in empty space and deepen their memory of the strokes of the new words.
The last part of the teaching is designed to allow children to use their imagination and try to talk about what you are going to do if there is a rainbow in front of you. Let children speak freely, use their imagination, and exercise their speaking and imagining abilities.
There are highlights in the whole class but there are still some problems. I feel that the teaching focus of long sentence pauses is not dealt with enough. I personally think that long sentence pauses can be improved through multiple readings, but the actual effect is not very good. It is also necessary to deepen the key guidance on long sentences, lead the children to read, and read the whole text, so that they can read better.
It involves some polyphonic words and hypothetical questions, and children still have some difficulty in accepting them. Such improvement needs to be considered.
Teaching content and links should be improved based on the actual situation of the children. Reflection on after-class teaching of "Rainbow" in primary school Chinese 5
Since rainbow is a common phenomenon in life and is no stranger to students, there is no need to design gorgeous scenes at the beginning of teaching activities to introduce new lessons. Instead, go straight to the topic and guide students to engage in activities to explore rainbows. When students observe the rainbow, the teacher does not directly tell the students the best location to observe the rainbow, but allows the students to find the appropriate location to see the rainbow. This helps stimulate students' interest in inquiry and provides students with the opportunity to discover on their own. Teachers lead students to observe rainbows in the sun. Students participate and operate in person, and will gain more perceptual experience. Teaching students to think is the most valuable asset in their lives. From guiding students to explore the prism to gradually extending to asking students to think about the reasons for the formation of the rainbow phenomenon, science classes should not only inspire students to think deeply about the problem, but also encourage students to make reasonable explanations for the observed phenomena and consciously guide them In the process of searching for knowledge, students experience and reflect on the methods of scientific inquiry, cultivating students' spirit of observation, diligent thinking, and courage to explore.
In short, throughout the teaching process, students should be allowed to play with purpose, play with questions, and cultivate students' scientific learning methods while playing. Let students try to do light synthesis experiments. During the experiment, students will personally discover the mysterious color of light and feel the infinite mystery of light and color. My teaching idea is to understand the reasons for the formation of rainbows, to understand the seven commonly used colors of red, orange, yellow, green, cyan, indigo and purple, and through the experiment of mixing gouache paint with water, let students understand the connection between several commonly used colors. When consolidating understanding, you can show color cards of red, orange, yellow, green, blue, indigo, and purple and ask students to arrange them in the order of rainbow colors. Students can also be asked to find the colors corresponding to the rainbow from their own colored pens, and sort them according to the rules of rainbow colors, so that everyone can clearly identify commonly used colors. Provide students with a space to display their artistic talents to improve their artistic creativity. In teaching, I never arbitrarily stifle the unique things reflected in students' works. It is very important for students to express their feelings and ideas in painting and let them experience the joy and satisfaction of expression. important.
Therefore, students’ nervousness must be relieved before creative performance. This is the guarantee for students to express freely. When communicating and discussing with students, I am the best audience for the students and appreciate the students' expressions. In the process of painting guidance, I will not force the guidance. I will use an appreciative eye and cooperate with appropriate methods. Praise and suggestions, because I believe that teachers' caring eyes, loving praises and necessary tips are the source of courage for students to work hard.
Reflecting on the entire teaching, there are also some problems:
1. Students answer questions in class: Each student’s answer is different, some are more accurate, and some are more accurate. Some are remote, and some are unexpected. So as a young teacher, I still need to improve my evaluation of students after answering questions;
2. Students use colored pencils, oil pastels and other paints that are more convenient to use. Although the painted rainbow is beautiful, it cannot reflect the soft feeling of the gradual change of rainbow colors. Faced with these important unresolved problems, I asked myself how I could solve these problems flexibly and easily during the teaching process.
After reflection and thinking, I found several breakthroughs:
1. Improve your organizational management capabilities.
2. Encourage students’ positive evaluations.
3. It is recommended that students try to use watercolor paints as painting tools to draw rainbows, so that each color and the colors naturally bleed into each other, and the realistic and illusory feeling of the rainbow will come out, and it can be used for the future. Lay a solid foundation for further learning about colors.
After adjusting the teaching process and teaching methods, I implemented them in several other classes. The class effect was much more outstanding, the classroom atmosphere was active, and many exploratory practical activities were carried out under the guidance of teachers. Through their own hands, students saw the beautiful rainbow and developed a strong desire to create. The completed works were colorful and innovative. At the same time, through the teacher’s concluding words, we understand that as long as we observe carefully and discover carefully, beauty is around us and right in front of us.
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