As a new teacher, classroom teaching is one of our jobs. Through teaching reflection, we can effectively improve our classroom experience. So what kind of teaching reflection is good? Below is a collection of first-grade Chinese language teaching reflection examples (selected 7 articles) that I compiled. I hope it can help everyone. Reflection on teaching of the second volume of first-grade Chinese language 1
"Literacy 1" is a word string that introduces my country's traditional festivals to primary school students. There are not many words in the whole book, only 4 lines and 12 words, 24 characters. It is catchy and full of charm. After reading it, I feel that I understand a lot. During the teaching process, I feel that it is very useful for second grade children to learn. necessary.
Why do you say this? Looking back at some details in teaching, you may be able to find the answer.
When I asked during teaching: "Children, do you all know what holidays there are in the year?" The children rushed to speak: Valentine's Day, Christmas, Halloween, Children's Day, Women's Day , National Day, New Year's Day, Spring Festival. There was no further answer. Looking at their quiet little faces, I knew that the children no longer knew other festivals, but when I looked at the names of the festivals that the children answered, I felt a little aching in my heart.
When I was learning about these four traditional festivals, I asked them again, which days are these four festivals? Only a few children knew that the Mid-Autumn Festival was August 15th, but most of the children looked at a loss.
I know it’s not the children’s fault, because our country has only listed those traditional festivals as national statutory holidays in recent years, so busy people have time to take their children and the whole family to celebrate and have fun. "It's not too late to fix the problem before it's too late." Children are lucky. They will definitely be familiar with and remember these festivals after spending these traditional festivals in the future.
From the children’s answers, I also vaguely felt the lack of traditional family education. How many parents in today’s families don’t know about these festivals? Why don't the children know? The reason may be that parents only take their children to celebrate and fulfill their wishes, but do not know to tell their children about this festival on the day of celebration. Just imagine, if you could tell your children about the traditional festivals every year, most of them would be 8 years old now, and they should be familiar with it over the years! The embarrassment of not being able to answer the dates of these festivals should not arise today.
This phenomenon also reveals the lack of children's ability to observe life carefully. In fact, as long as you pay a little attention, during these festivals every year, there will be some celebrations in families, schools, society, and the media. Why do they only pay attention to these celebrations and not pay attention to what the activities are celebrating?
It seems that teaching is not everything. While teaching children knowledge, they should also be taught some skills to observe and understand life. Only in this way can the purpose of cultivating children's emotions be truly achieved and be effective. Achieve integration of three-dimensional targets. Reflection on the teaching of the first-grade Chinese language volume 2
This lesson gave me an inspiration on how to conduct Chinese garden teaching in the future, that is, let students learn Chinese in a created situation, and pay attention to guiding students to discover patterns and expand extend.
In addition to helping students systematically sort out, integrate and consolidate the Chinese knowledge and skills they have learned, the "Chinese Garden" also focuses on cultivating interest and confidence in learning Chinese in students. So, how can we make the "Chinese Garden" a paradise for students to learn Chinese?
1. Create situations based on students’ age and psychological characteristics
Primary school students who have just entered school are active and playful, and their thinking is mainly about image thinking. In their observation and imagination, the objective world is an anthropomorphic world. In their eyes, everything from a forest to a small animal becomes an emotional and intelligent spirit. Organizing teaching according to this characteristic of students also captures the key to successful teaching. The practice of creating situations is particularly useful. The teaching in the first segment above creates a situation of "Big Forest Game". In the created situation, students arouse their interest and enthusiasm for learning Chinese, and easily complete the teaching tasks of consolidating literacy and accumulating words.
2. Guide students to discover patterns and extend them
In teaching, we must make full use of text resources to guide students to discover patterns in characters, words, and sentences and transfer them. Training such as "I know how to recognize", "comparison writing", "reading, speaking and speaking" should guide students to recognize, write and speak sentences on the basis of independent discovery, and then rely on teaching materials to further make the teaching necessary. extension. For example, the above-mentioned segment 2 of the "Comparison and Writing" teaching "quickly use your brain to think about it, are there any brothers with such characters?" The arrangement of this link is intended to guide students to classify the words with similar shapes they have learned and cultivate them. Expansive training for students to draw inferences from one example.
The classrooms for Chinese teaching are becoming more and more extensive. We should boldly and fully tap the Chinese course resources in life, creatively use teaching materials, and carry out creative Chinese teaching activities, so that our Chinese classroom can truly become A paradise for students to learn.
Reflection on the teaching of the first-grade Chinese language volume 3
This class is set as a demonstration class of the "Four Meetings" efficient classroom. Therefore, throughout the class, I focus on the "Four Meetings" teaching model And proceed so that our students can truly question, listen, express, and explore in class.
1. Questioning leads the way
To learn, you must have doubts. Learning is valuable with doubts. Small doubts lead to small progress, big doubts lead to great progress, and no doubts lead to no progress. Encourage students to question boldly in the classroom, and gain knowledge by guiding students to discover problems, ask questions, and think actively. Although I was in the first grade, I still boldly designed a questioning session. After introducing the topic, I said: "Looking at this topic, do you want to ask any questions? Children who can ask questions are smart children and can learn. "Children." After listening, the students quickly started thinking about the topic, and then guided them to find answers from the text. Starting from the lower grades, we gradually cultivate students' thinking ability, allowing students to experience how to discover problems during learning, and experience the sense of success after solving problems, so that students can truly become the masters of learning.
2. Listen attentively
Listening is a kind of communicative interaction, which not only requires the speaker to be able to speak, but also requires the listener to be able to listen. "Learn to listen" means to listen carefully and carefully when listening to others. It is also a courtesy and shows respect for the speaker. Because students are young and have immature psychological development, we must start from the classroom to let students understand the importance of listening. When others are speaking, students are required to listen carefully. When others are reading the text, students are required to listen carefully. When the teacher is explaining, Students are also required to listen carefully and develop the good habit of listening carefully from an early age.
3. Be willing to express
For children in lower grades, first ask them to say complete words when answering questions, such as: At the beginning of class, I asked: "How are you feeling now?" "Some students replied: "I'm very nervous." This is obviously not a complete sentence, so I asked him to complete the sentence. When the student answered the question and said the complete sentence, I gave a positive evaluation and asked the student to follow the teacher's instructions. When reacting, understand that speaking is how it should be. Next is to develop students' oral expression skills in class, and then to train students to learn to speak and speak actively. At the same time, give students positive evaluations so that they dare to speak, are willing to speak, and are good at expressing themselves in class.
4. Active inquiry
In the teaching of this class, I let students learn to discover, analyze and solve problems independently. From the exploration of literacy methods to the discussion of text extensions, students' independent learning model is reflected. For example: when guiding reading, I first ask students, in your impression, what does grandma look like? What kind of dad do you have? Let students start from the reality of life and figure out the different tones that should be used when reading aloud. At the end of the class, let the students have a conversation with the little boy in the article and realize for themselves the truth that the article wants us to understand. The whole class is a learning process in which teachers and students actively and independently participate.
Disadvantages:
1. Pay attention to classroom reading, but the form is not rich enough, and the teacher's demonstration is not enough. As a low-grade student, the teacher's exemplary role in reading aloud cannot be ignored, but he has insufficient guidance and insufficient demonstration in class. Nothing allows students to experience it more intuitively than a teacher's personal demonstration.
2. Teaching resources are not fully utilized. The illustrations in the text are intuitive and full of childlike interest, but I only focused on the use of courseware instead of guiding students to observe the illustrations, which wasted existing teaching resources.
3. In class, I lack the patience to "wait for the flowers to bloom". This is reflected in the fact that when conducting in-depth text analysis, I did not provide enough guidance and helped students analyze and solve problems many times. As a teacher, we should not only provide students with positive guidance, but also have the patience to wait.
The classroom is always a place full of surprises and always left with regrets. There is no fixed method for teaching and there is no end to learning. Each careful summary and analysis can help me go further in teaching. Reflection on the teaching of the second volume of the first-grade Chinese language 4
"Rain Bells" is a main text in the 10th unit of the second volume of the Beijing Normal University edition of primary school Chinese with the theme of "rain". It is a fresh song Natural and childlike poetry. The article describes the sound of the spring rain as "rustling" and the image of the spring rain as "a string of small bells". The "rain bells" hanging on the eaves, making a "tingling, clanging, clanging" sound, beckoning all things to return, revive and grow quickly. begin a new life. This will arouse children's infinite reverie, and their imaginative minds will float far away together with the ringing of "ding, ding, ding, ding, jingle"... March is the season of continuous spring rain, and teaching this lesson to children at this time will have more personal experience .
Based on the new concepts advocated by the new curriculum standards and the characteristics of this grade’s textbooks and students, I positioned the teaching of this class to stimulate students’ interest in reading and let students feel the joy of reading. On this basis Guide students to actively participate in teaching activities, be reading-oriented, let students feel the beauty of language, and pay attention to students' emotional experience, innovative thinking and the cultivation of rich imagination.
I designed the teaching into five parts, including introducing a new lesson, first reading the text, reading words and sentences, emotional reading aloud, and learning new words. After 40 minutes of teaching, I felt that time passed very quickly. The children gained a lot, and I also gained a lot. I have learned a lot. Now I would like to talk about some of my feelings after reflecting on it after class.
1. Pay attention to the development of students' study habits in the classroom
As a first-year primary school student, developing good study habits is the primary task of teaching. So I start with the details and always remind students to develop good study habits. For example: before class, I remind the children what they should prepare and where to place things. Use small tasks to encourage them to sit upright and raise their hands to speak. When reading the text for the first time, teach the children what to do when they encounter unfamiliar words, how to learn to listen, how to speak completely when answering the teacher's questions, how to imagine while reading, and how to do the "three ones" when writing... teaching at any time The development of penetration habits.
2. Literacy with text improves literacy efficiency
Literacy teaching is the focus of low-level teaching. How to improve literacy efficiency and reduce the difficulty of literacy in an effective time, literacy with text Undoubtedly the best way. When introducing the new lesson, I first asked the students to listen to the sound of the bell to elicit "bell", and then asked the students to talk about what the bell is made of, and then guided the children to observe that the radical of the word "bell" is next to the word "gold". This very cleverly let the children Got to know the word bell. After reading the text for the first time, we conducted reading and word formation training on the students' characters. When the children mentioned the pronunciation of the word "chuan", we guided the students to observe the shape of the word and let them connect it with the candied haws, which is very vivid. Remember this word. In this class, all aspects are conducted in a form that is popular with students and rich in children's psychological color. Using beautiful sounds and beautiful pictures, students can enter a poetic and picturesque situation, use their personalized and imaginative minds to dialogue with beautiful poems, and experience a truly interesting and meaningful reading process.
3. Pay attention to the step-by-step training of reading aloud
When guiding students to read aloud, students are required to be correct, fluent and emotional. Teachers should proceed step by step when giving guidance. At the beginning, teachers' model reading and students' self-reading were used, and students were required to read without adding or losing words, and to read the pronunciation of each word accurately. Finally, after understanding the content of the text and experiencing the author's thoughts and feelings, students are required to read aloud with emotion. For example, by emotionally reading the two sounds of rain, "Rustling" and "Dingling Dingling", let students first listen to the sound of rain, then listen to the sound of bells, and then read these words. It will be very easy for children to understand and read by themselves. The spring rain is soft and brisk. Finally, after clearing the word barriers and understanding barriers, let the children watch the beautiful scene of spring rain with music and emotionally read aloud until they recite it.
4. Encourage students to imagine boldly
When learning the last sentence, I guided the students to think, "If you were Chun Yu, besides greeting the little swallow, who else would you greet? What would you say to him?" What?" and encouraged them to learn the sentence patterns of the poem and imitate them. The students responded in a hurry: "Chun Yu is calling the little turtle, come out quickly to play games." "Chun Yu is calling the frog, come out quickly." Come out to catch pests. "Chun Yu is calling the little squirrel, come out and eat pine cones." Spread the wings of imagination in the self-composed children's songs, and the understanding of Chun Yu is no longer limited to the text, allowing children to express themselves through unrestrained imagination and communication. Personalized childlike innocence and love for spring also arise spontaneously. While exerting your creativity, you can appreciate the rhythmic beauty of poetry. Their unique experiences spurt out fantastic ideas that we never expected. This kind of personalized learning is the value of teaching.
After class, I also reflected on the teaching of this class and found some shortcomings: there was a problem with the courseware I used in class and the sound could not be played, which greatly compromised the creation of the teaching situation, and Can't let the children talk about what they think when they hear Chunyu's voice before? Or you can ask students to talk about their feelings about different rains, so that their experience will be more comprehensive. The attention to students in the classroom should be more comprehensive, more children should be given time to speak and read, and each child should be given space to show off. I think I will reflect on every lesson in future teaching, and constantly summarize and improve my teaching level during the reflection. Reflection on the teaching of the second volume of first-grade Chinese language 5
"The Function of the Tail" is the starting lesson of the seventh unit of Chinese language in the second semester of the first-grade language. I determined the goal of this lesson as: students can read and understand according to the text. Nine new characters such as "shuo" can be read accurately. Through reading in various ways, students can understand the content of the text and the functions of the four animal tails, stimulate students' interest in loving animals, loving science, and exploring the mysteries of nature, and guide reading ; Students read the text aloud in roles.
Throughout the entire class, I led the students to complete the teaching objectives in a relaxed and pleasant atmosphere. Now reflect on the performance of this class.
1. Literacy teaching focuses on fun.
I design teaching procedures and choose teaching methods based on the cognitive characteristics of lower-grade students.
Mainly using fun teaching methods, introducing games into the classroom, such as "sending the word baby home"; paying attention to mobilizing multiple senses, such as stimulating students' vision with pictures introducing the functions of four animal tails, and using hands-on operations - finding friends, uncovering words Cards act on students' sense of touch; mutual reading and performance repeatedly act on students' hearing; words flying into the screen attract students' attention like magnets; students are allowed to discover and freely communicate literacy methods on their own, mobilizing students' intellectual and emotional factors , In this way, the coordinated activities of multiple senses enable students to actively and vividly complete literacy tasks within an effective time.
Exceptionally, it not only pays attention to putting new words into the living environment to learn and memorize, but also pays attention to the writing itself, placing new words in unfamiliar paragraphs to consolidate the pronunciation of the characters, and timely introducing hieroglyphics to introduce The origins of my country's ancient characters are all bold attempts to give students a fresh feeling and beautiful yearning for Chinese.
2. Reading guidance emphasizes perception.
With the help of Pinyin, students are eager to try and have a strong desire to perform, and they can quickly read the text correctly and fluently during self-reading and mutual reading. However, whether students can feel the fun of the functions of animal tails and how to express their realized emotions through reading aloud is inseparable from the guidance of teachers. I did not give instructions on the reading technique, but focused on the point. When teaching the function of the African crocodile tail, "My tail is a weapon, and it is powerful when wielded..." Let the students read first, and then talk about their own reading. The reason is that many children are very expressive and re-read "infinity" without the teacher's knowledge. Why re-read "infinity"? Let the children talk about the reasons themselves, and let the students understand the meaning of "infinite" on their own and speak freely. The teacher only plays a role of instructing the students and then shows the dictionary explanation of "infinite" after the students talk freely. This gives full play to the students' subjective initiative, embodies the student's subject, allows the student to be the master, and even tries the identity of the instructor.
3. Emphasis on practical results in teaching.
Although it is an open class, since it is a class, no matter whether they are their own students or not, they must gain something. The purpose of the teacher's class should always be to serve the students. This is what I firmly believe. And have always followed it. When there are setbacks in a student's learning, we should not rush into the teaching session, but strive to let him understand, learn, and persist in learning.
This is a short article containing a wealth of popular science knowledge. It introduces the functions of four animal tails. However, nature is vast, and the category of animals is even broader. Use all available opportunities to expand. Stimulate students' interest in loving animals, loving science, and exploring the mysteries of nature in a timely and appropriate manner, and guide them in reading.
There are still points worth discussing in this lesson: it is important to have diverse guidance methods for reading aloud, and a lively format is also important for lower grade children, but we should insist on starting from the text, so that students and instructors can Students try their best to experience the charm of language and savor the taste of words. We need to establish this real language situation and wrap students in a gentle and natural way. No matter what kind of article it is, as long as there are words, we must try our best to protect this feeling from being destroyed, so that students can read, understand and understand the text. I should continue to explore and think more about writing. Reflection on teaching of first-grade Chinese language volume 2 6
There is no real understanding of the students, and the main body of the class is contrary to the teaching content. The teaching content I selected greatly exceeded the cognitive characteristics of the students, resulting in the failure to achieve the expected teaching goals.
The main body of the class is students who have just entered school for more than a month, but the topic I arranged is a lesson after learning Pinyin - "Little Fish's Dream". This lesson has 15 words that students need to learn To understand, for primary school students, the amount of literacy is a bit large. First, the pinyin has not been learned, and the students have not learned it well enough. Second, literacy methods have not yet penetrated. Third, students have not yet been exposed to text learning. But I designed it according to the teaching procedures for senior grades.
Therefore, teaching is not as good as I imagined. At this point, the inspiration given to me is: the teaching content must conform to the age characteristics and cognitive patterns of students, otherwise, the teaching effect will be greatly reduced.
There is no standardization of students’ learning behavior. In class, before I finished asking my question, some students had already said it casually, and some had not heard it; some students stood up and expressed their opinions, while the students who did not speak were still chirping in their seats, not caring at all. How do others learn? When giving out word cards, some cried, some shouted... The reason for the chaos is that I have not done a good job in educating students on their behavioral habits. The new curriculum advocates promoting students' individuality - say whatever they want; say whatever they want; do whatever they want (including this "sit")... This "freedom" cannot be distorted. This "freedom" is not arbitrary. "No rules, no standards". Students must be restrained by certain rules in the classroom so that there will be no chaos in the classroom. If you want to make the classroom "living but not chaotic", you should develop good study habits and attention habits from an early age. For example: learn the habit of listening carefully; learn to read carefully and learn study habits; learn the habit of observing classroom discipline and public order... Only when students have these good "habits" will the classroom be relaxed and happy, and teachers and students will be able to We will study together in an equal and harmonious atmosphere.
How to cultivate students' good study habits is the primary issue before me. I have reflected on this issue for a long time, pondered a lot myself, and humbly asked my colleagues for advice. In future teaching, we must re-examine and adjust our teaching ideas and methods. After class, the teachers in the teaching and research section sat down and carefully analyzed the problems that occurred in this class; they discussed how to deal with each link. Through exchanges and discussions with colleagues, I have been inspired and helped.
In short, after experiencing this class, I know what I should strive to do in future classroom teaching, and how to use new concepts and new ideas to standardize my teaching behavior. I will strive to achieve the following two points:
1. Learn to "diligence" and "learning". Be diligent in learning, diligent in writing, and diligent in reflection. "A stone from another mountain can be used to attack a jade" requires multi-level and multi-faceted learning of advanced teaching theories. Use new educational concepts and teaching methods to guide your teaching practice.
2. Learn to “practice” and “create”. We should ponder and capture the shining things in teaching from the actual teaching practice, be brave in innovation, and find the best method that suits our own reality. As long as I am a person who thinks and researches hard, I think there will always be more solutions than problems in teaching. Reflection on Teaching Volume 2 of First Grade Chinese Language 7
After several trial teachings, I taught the lesson "Child Holding an Empty Flower Pot" in my class. After class, all the teachers gave me a lot of suggestions. Looking back on the entire class process, I learned a lot and gave me a lot of feelings.
To summarize this lesson, the text is a suspenseful short story. The text has clear ideas. In the first lesson, my design is to focus on the first natural paragraph and understand how the king chooses his successor. In the second lesson, focus on studying the text and experiencing "honesty". I asked students to read in various forms to understand the inner conflict and struggle of the protagonist. Capture the key words in the sentence through different forms such as reading aloud, rough reading, reading with sentiment, reading with emotion, reading and memorizing, etc., and practice contextual understanding and master the usage of these words. After the whole class, the thinking was quite clear, and the important and difficult points were highlighted. However, the overall feeling was that students had not been introduced into the situation during the reading session. Therefore, reflecting on my teaching activities, there are still many areas that need improvement, and in the future I will In teaching, we must constantly reflect.
Main problems:
1. The response in the teaching process is not flexible enough. Teaching needs to be tactful, especially since students are living individuals and they have their own understanding. I have my own ideas and taught me to find ways to mobilize students' enthusiasm in class in the future.
2. Feedback to students must be timely, especially the evaluation of students. Evaluations should use more motivational language to encourage students to speak. When a student's reading aloud is not very satisfactory, give him time to read again. In this way, students will participate more actively in class.
3. Take care of students whose learning foundation is relatively weak and give them more time to think.
Some students can summarize the knowledge points. Try to let students answer some questions. Don't be too anxious to tell them the answers. This will most likely turn into indoctrination teaching. Let students draw circles with pens before answering the questions. This can also give most students time to think, and the effect may be better.
4. The effect of reading in this lesson is not reflected, so in the future I must be good at inciting students' emotions and guide students to read aloud while comprehending.
5. The direction of some prompts is not clear enough, so the usual teaching language must be standardized. When designing lesson plans, learn to consider some preset situations as carefully as possible, so that you can be mentally prepared when facing the generative knowledge points in class, and then continue to train yourself.
Finally, I think I still need to study more classes of excellent teachers, consciously exercise my classroom adaptability in regular classes, learn basic teaching skills in a down-to-earth manner, and improve the quality of my classes.