Summary is a comprehensive and systematic summary of a period of study, work or its completion. It plays a linking role in our study and work, so prepare a summary well. Bar. How to write a summary so that it doesn’t become a formality? Below are examples of summary and reflection essays on primary school Chinese language lessons that I have collected for you. Welcome to read and collect them. Summary and reflection on primary school Chinese language lessons Part 1
In mid-October 20xx, our primary school Chinese teachers who participated in distance training entered the lesson activity, the fourth-grade reading teaching class "The Great Wall" taught by Teacher Guo Juan. After receiving the notice, all the teachers in the training group cherished this opportunity, modified the teaching design of the lesson taught by Teacher Guo, put forward reasonable suggestions, and conducted classroom observations and class evaluations. Everyone gained a lot from the exchange of ideas and collisions.
1. Overall feeling
In accordance with the requirements of preparing lessons three times and polishing them twice, we actively carried out special teaching seminar activities to focus on solving teaching problems and effectively promote the smooth implementation of the polishing plan. Teacher Guo Juan carefully completed three lesson plans (based on personal experience, peer assistance, and teaching reflection); teachers compiled personal reflections on the two polishing situations; after two polishings, the class was held and the teaching records were uploaded . The whole group of teachers carefully participated in activities such as lesson study and polishing, lesson observation and evaluation, etc.; they conducted lesson observation and evaluation according to the division of labor, and collaborated to complete the lesson observation report, which has been uploaded; the lesson is about to end, and the teachers have already felt the joy of growth. Through the polishing of this lesson example, the teaching and research level of all members of the training group has been improved. Among them, the specific training process is the most important, which requires close cooperation and brainstorming.
2. About lesson preparation
Based on the first lesson preparation, Teacher Guo Juan taught this lesson with the help of members of the training group. After class, we held a lesson preparation group meeting and listened carefully to everyone's comments and suggestions: it is easy to be bound by lesson plans in class, teachers' evaluations are not timely, and in the face of students' generation, they cannot and dare not make timely and tactful adjustments. Guidance is always afraid of extraneous matters that will affect the entire teaching process. Therefore, based on what was generated in the classroom, we modified the design of the teaching objectives, re-established the key and difficult points of teaching, adjusted some teaching links, and then prepared the lesson for the second time and taught in the division of labor of the members of the same group. The second class...
3. About the class
The important and difficult points of the class are accurately grasped, and the time arrangement of "highlighting the key points and breaking through the difficulties" is reasonable. In large-capacity classroom content, the key and difficult operating procedures can be clearly defined. So that "heavy and difficult" points can be fully digested, understood and absorbed. Each link is reasonably designed, consistent with the text and text extension, and the teaching link is closely centered around the text. And the previous link sets the stage for the next link, unfolding layer by layer. The transitions between links are coherent and smooth. The whole class is like flowing clouds, watertight and perfectly integrated.
1. Make appropriate choices, choose the right entry point for teaching, and focus on reading. This article is very long and it is impossible to cover everything in teaching. I focused on the words "outer edge of the city wall", "duozi", "lookout mouth", "shooting mouth" and "city platform" to start teaching. From the appearance and growth experience of the willow tree, I guided the students to go straight to the key points, read the text, and study the text in depth. In-depth, based on recitation, students are guided to read language, image, experience, emotion and method.
2. Consider the words and sentences and understand the connotation of the language. Flexible methods were used to help students feel the image of the willow tree: let students experience the height of "Jiayuguan"; compare it with the "height" of buildings with existing life experience, and compare the "length of the Great Wall" with the common "distance" degree" comparison.
3. The unique charm of the Chinese language also determines "enlightenment", a way of thinking that is unique to the Han nation. "Enlightenment is a kind of understanding thinking that eliminates the cumbersome logical reasoning process and makes comprehensive, direct and quick conclusions within the scope of experience." (Quoted from Dong Lifang's "How Should We Perceive Texts") Through language reading, On the basis of language, we can understand literature, resonate with the works, touch the author's shocked soul, and then appreciate the material and spiritual wealth left by the Great Wall to future generations, and understand the tenacious perseverance and tenacity to fight against the difficult environment. The philosophy of life is ultimately influenced by emotions and enlightened by thoughts. This enables a spiritual dialogue between teachers and students, the text, and the author.
4. Regarding listening to lectures and evaluating lectures.
The purpose is to experience the "wonderfulness" and "confusion" of the classroom together and to solve the practical problems of classroom teaching. During lectures, the division of labor for observation should be clear, and an observation scale should be designed. Class evaluation should not only evaluate the strengths, but also point out the shortcomings and make suggestions.
5. About grinding classes.
Class grinding refers to the continuous discussions between teachers and other members around practical classes - discussion - design - practice - reflection - modification - redesign - practice again - and summary. The focus of the lesson grinding is to make teachers feel the refined research of the whole process from lesson preparation to after-class summary. It requires teachers’ active thinking, rich knowledge reserves, keen observation skills, understanding of educational psychology, and professionalism. Teachers truly understand how problems in teaching arise and how they are solved.
After repeated practice, everyone’s teaching and research level has been greatly improved.
6. Reflection on teaching.
The main content of reflection is whether the teaching design is realistic and effective; whether the teaching behavior conforms to the new teaching concept; whether the teaching method solves practical problems, etc. The highlights of teaching are:
1. Carefully designed to find the breakthrough point of interpretation. "In-depth dialogue with the text." It does not mean guiding students to taste and chew word for word. Rather, it is about finding the breakthrough point for interpreting the text. For example, when teaching, we focus on key sentences and guide students to read and experience them repeatedly, so as to feel the tenacious vitality of this willow tree on the Qinghai Plateau.
2. Streamline the links and use reading instead of speaking. Streamline teaching links and truly return time to students. Combine learning key sentences with appreciating exquisite pictures, and understand the magic of this willow tree on the Qinghai Plateau through reading aloud.
In short, we deeply understand that the process of grinding classes is a process of dialogue with the text; a process of reinterpreting the curriculum standards; a process of communicating with colleagues; a process of analyzing academic situations; It is the process of connecting with the reality of social life; it is the process of using modern information technology; it is the process of curriculum integration; it is the process of optimal selection of teaching and learning methods. In this time of "grinding", our teachers' teaching concepts have been updated, the teaching process and links have been optimized, the reform of Chinese classroom teaching has been deepened, and a rich teaching and research atmosphere has been created, which has promoted the growth of teachers and sharpened their skills. It reflects teachers’ spirit of innovation, practice and exploration. Summary and reflection on primary school Chinese language lessons 2
Happy growth in training - primary school Chinese training group lesson review summary The curriculum standard proposes that "students are the main body of Chinese learning, and teachers are the organizers and guides of learning activities. ". Although teachers can blurt out this concept, it is difficult to actually implement it, especially in the lower grades. This time we selected the theme of "how to play the main role of students in lower grade Chinese teaching, carry out effective learning activities, learn to read, write, and accumulate and use language" for research. Under the leadership of Professor Shen, Professor Zhang, Principal Bi and Teacher Wu, all the teachers in our group rose to the challenge and made great breakthroughs in the research problem through three rounds of design and two rounds of polishing of the lesson examples. The entire training process has the following highlights:
1. Consistent tracking of problems and obvious improvements in lesson examples
First of all, this research topic is based on the concept of the new curriculum standard and brings together a group of The group members’ teaching confusion and questions arise from the teachers’ teaching confusion. Then, taking "I Really Want to Become a Big Lotus Leaf" taught by teacher Liu Xiaolu as an example, strategies and methods to solve the problem were discussed many times. Throughout the course, we closely focused on the issue of "how the lower grades can play the main role of students". For example, in this text, "I" want to change many things, but "I really want to become a big lotus leaf" is the focus of the text. In order to highlight the teaching focus and give full play to students' initiative, after polishing the lesson examples, Combine the teaching of sections 2 to 4 and use group cooperation, practice reading aloud and questioning and solving problems; focus the teaching on section 5, highlighting that the big lotus leaves bring happiness to others, and they also bring happiness to themselves. Happy emotional experience, and at the same time, sentence training on who is coming and what. In the lesson observation and evaluation process, the lesson observation point is centered around the issue of "playing the main role of lower-grade students in Chinese learning", and the design of "student participation", "time allocation for teacher-student activities", " "Teaching Objectives Achieved" and several other lesson observation scales. In the after-class discussion, the effectiveness of problem solving was analyzed in a targeted manner. Finally, each teacher conducted a careful reflection and summary on the three issues in the discussion topic. Therefore, the entire lesson study is a process in which teachers discover, research and solve problems.
2. Focus on students and generate student learning
1. Organizing and teaching a good Chinese class based on students’ problems should highlight the students’ subjectivity, so that students can read happily and dare to Question and communicate boldly. As organizers and guides, teachers should respect students, study how students learn, and seek teaching methods that are more suitable for students. Before preparing this lesson, we were thinking, if we let students read this text, which parts might they be able to understand and which parts might they not be able to understand? For this reason, we conducted a pre-test and learned that the students’ problems were due to their incomprehension of words. Therefore, according to this characteristic, the teacher arranges a questioning session in class to guide students to raise words they do not understand in order to learn and determine the teaching. Words such as "shuttle", "qing lingling" and "playful" were all proposed by students. Teachers just encourage them to help each other and solve problems. On this basis, use pictures appropriately and give accurate and concise explanations to help students understand the new words in this lesson.
2. Design activities according to students’ interests.
65.9% of the time in this class is devoted to Chinese language practice activities for students in listening, speaking, reading and writing. It has better abandoned the seemingly active question-and-answer teaching in lower grades. And the classroom is mainly student activities, with various forms of activities, including individual activities, group activities and whole-class activities, including cooperative reading, word questioning, sentence training performances, and word guessing games, etc., all focusing on the lower grades The focus of reading teaching - literacy and reading aloud.
For example, during the first trial lecture, the teaching design was to guide students to study sections 1-4, and let students indicate which section they like and read it beautifully. The teaching methods are repetitive and monotonous, and students' attention drops as they learn. Later, through continuous polishing, we adopted the approach of skimming sections 1-4 and focusing on section 5 to increase students’ opportunities for listening, speaking, reading and writing. First, let the students read the poem happily and freely, and then let them Ask questions that you don't understand, have students help each other answer them, and then ask the teacher for guidance. We found that students’ little hands were raised more often, their little mouths read more energetically, and children’s enthusiasm for learning was mobilized. 3. Have students in mind and follow up with practice. For example, when students are asked to mark out "the words I want to change" and "guide writing", students are asked to revise and practice writing again, correct mistakes, and do it in a solid and effective manner without being a mere formality.
In short, we design effective learning activities based on academic conditions to highlight the main role of students. Students learn from not knowing, learn easily, and engage in learning.
3. Team members actively participate and grow happily in the lessons
From the moment they receive the task, all team members devote themselves to making plans, preparing lessons, polishing lessons, and posting , observe classes, and treat everything seriously with a research attitude. During the two months of training, the process was arduous and a process of constant self-denial. We went through an anxious period where there were divergent opinions and hesitation and confusion, but the teachers in the group did not give up. Through continuous attempts, we created a lesson design with our own characteristics. The instructor, Mr. Liu Xiaolu, has basically had no days off since the beginning of the training, and stays at home quietly thinking. Especially during the bottleneck period when there was no breakthrough in the second teaching design, Teacher Liu was able to be tenacious and persistent in the face of repeated setbacks in trial teaching. The group of teachers also overcame many difficulties and never gave up on training. The school spring activities In particular, group teachers are basically head teachers. They reasonably arrange their teaching tasks and class management tasks, give up their own free time, and accompany trial teachers to listen to and discuss classes together. They don’t even miss lunch time. Perceived; "The fragrance of plum blossoms comes from the bitter cold, and the edge of the sword comes from sharpening." After nearly twenty drafts of repeated revisions, every teacher in the group has grown up in the "sharpening lessons", and the teaching philosophy has changed, and the teaching behavior has changed. Follow up and improve.
4. The process is more important than the result
I remember at the beginning of the training, when we participated in the training, the professor told us that this time our task is not to pursue the final chapter. Wonderful class, pursuing a perfect result. Our task is to understand the process of solving problems in one word. Through such an experience, every teacher can participate in it. Each of us learns how to find problems in teaching and how to solve them. Looking back on the whole process now, there are many unforgettable scenes, the frowns when problems are discovered, the passion and frequent nodding of colleagues during discussions, the knowing smiles when solving problems... These scenes are so nostalgic, Full of magic and temptation. It is this kind of happiness from the heart that allows us to turn hard work into happiness, and gain a happy and fulfilling mood in the difficult process.
Through this training, we can stand on a new platform to re-examine Chinese teaching and have a clear direction for future Chinese teaching reform. We must carefully chew on the teaching concepts we have learned, internalize them into our own teaching ideas, and guide our own teaching practices. Let us harvest together and share the joy of professional growth. Summary and reflection on primary school Chinese lessons 3
Since participating in the distance training, as a primary school Chinese teacher, I have a deeper understanding and ideas about primary school Chinese teaching:
1 , Stimulate students' interest in learning and improve students' Chinese literacy
Chinese is a subject full of ideas and wisdom. In the context of the new curriculum reform, students' independent learning and cultivating students' innovative abilities have become a focus of teachers' attention. In my Chinese classroom teaching, I strive to make students come alive, make students interested in learning, and enable students to enjoy learning in Chinese learning, thereby developing students' Chinese literacy.
(1) Pay attention to the novel introduction of new courses.
"Interest is the best teacher." In teaching, I attach great importance to cultivating and stimulating students' interest in learning. We need to design different introduction methods according to different course types. You can use multimedia to display text images to allow students to enter the situation; you can also introduce it by telling stories, stimulating interest, designing suspense... triggering design, which can stimulate students' spirituality and open the door to learning than simple narration.
(2) Cultivate the habit of active inquiry and develop the ability to think differently.
In Chinese teaching, readers’ perception of language meaning and language emotions is largely related to students’ life experience, knowledge accumulation, and understanding level. For this reason, in Chinese teaching, to build semantic understanding, students must be guided to express their own opinions boldly. In the process of thinking and debating, teachers work hard and give clever advice to promote students to sublimate language and develop spirituality in fierce debates and collisions of thinking.
Teachers should make the best use of the situation and allow students to fully think about the problem and then debate the divergent issues based on their existing knowledge structure. Through debate, students can further understand nature, understand that knowledge is infinite, and realize that learning is endless. In such a class, the classroom atmosphere is very active. During this period, the open classroom teaching gives students more space for independent learning. The teacher also does not hesitate to let students think and argue, which truly allows students to experience their self-worth in learning.
2. Pay attention to reading, commenting and understanding to make classroom teaching "alive".
Every text in primary school Chinese textbooks is a masterpiece of both literary quality and beauty. The wonderful description of context, the exquisite use of language, the profound expression of thoughts, and the uniqueness of insights are all guiding students. important content of understanding. Due to the limited classroom teaching time, it is impossible to guide students to understand the wonderful points in the text one by one. In order to make these wonderful things leave an overall impression on students, we can focus on the key points in reading and guide students to recite the language and words repeatedly to realize the rich image connotation, meaning connotation and emotional connotation of the language. At the same time, let students guide students to evaluate the text condescendingly on the basis of their perceptions, deepen their understanding, sublimate their understanding, and fill in the gaps during the evaluation. This guides students to select the essence of their reading insights and express them in detail, allowing them to further sublimate their understanding in their respective evaluations.
3. Pay attention to the integration inside and outside the classroom.
In the practice of curriculum reform, we have extended the tentacles of Chinese teaching to a vast world. Let students read many extracurricular books; through these collections and readings, they lay the foundation for an in-depth understanding of the text content.
In addition, I pay attention to the integration between disciplines. Allow students to acquire knowledge and develop abilities from different angles and in different ways. In the future, I will continue to work harder and strive to comprehensively improve students' Chinese scores! Summary and reflection on primary school Chinese language lessons Part 4
The process of polishing lessons is a process of constantly denying oneself and constantly surpassing oneself; it is a process of repeated polishing and reflection, turning a grain of sand into a pearl. Since the preparation of the lesson plan, the entire group of teachers has been extremely busy. They have to prepare lessons and complete teaching tasks, but also deal with daily chores, pay attention to the students' situation, and participate in lesson preparation activities. It is really amazing for Yixiao. I'm haggard, but my belt is getting wider and I don't regret it. We attach great importance to every link, pay attention to every detail, and do every job well.
Online teaching plan modification - you will never get tired of reading it a thousand times
Teacher Li released his own teaching plan based on personal experience. After the lesson plan was issued, we read the lesson plan over and over again, and reread the teaching materials over and over again, trying to make the lesson plan and the teaching materials consistent. Then we carefully considered every word and sentence to show our own classroom ideas and put forward our own teaching opinions.
Offline lesson study - Cut out the complex and simplify the three autumn trees
After the online teaching reform was revised, under the leadership of the training team leader Teacher Yin Jiguo, we conducted offline training on Teacher Li Yanrong’s lesson plan Grinding class discussions. Everyone expressed their opinions and finally reached a consensus on the teaching objectives and teaching process. The original design is to learn the new words in this lesson, understand words such as "majestic, graceful, aging, bright, bloody fight", etc., and be able to use the correct writing posture to write the word "fight", and write the word correctly and beautifully. , this target is deleted. Change the goal of "continue to practice reading the text quickly, and practice grasping the main plot and summarizing the main content of the text" to "feel the feelings of Zhan Xianggaxun from the relevant sentences in the text, and learn the use of language and characters." Some aspects of the original teaching process were not smooth. The process was adjusted based on the revised teaching objectives and was roughly divided into four steps:
1. Directly import and write the topic on the blackboard;
2 , exchange information, and understand the content of the text;
3. Read the language and characters, and get into the heart of Ga Xuan;
4. Summarize the writing method and recommend reading.
The second lesson preparation - carving out the deep mountains with thousands of hammers
The article is not tired of being revised thousands of times, and the lesson is polished thousands of times. Based on everyone's suggestions, coupled with his own careful thinking and repeated polishing, Teacher Li prepared the lesson for the second time, whether it was the design of teaching links, the selection of teaching methods, the presets of questions, or the control of students' learning, Teacher Li is very thorough and knows everything very well.
Preparation for class observation-everyone gathers firewood and the flames are high
All members of our group gathered together to discuss matters related to class observation. After deliberation and discussion, the perspective of class observation was established. In order to make class observation more scientific, reasonable and easy to operate, we have also developed a class observation form. It is mainly observed from several aspects such as the achievement of teaching goals, teachers’ effective questioning in class, and students’ learning participation. Teachers carefully prepared according to their own perspective of observing the class, were familiar with the operation steps, made detailed records, and mastered the first step. First-hand information is convenient for summary and analysis
The "Chinese Curriculum Standards" states that "students' personalized reading should be respected, and teachers' analysis should not replace students' reading feelings." During the class, Teacher Li always pays attention to the students, pays attention to teaching methods to students, respects students' unique understanding, and reflects many highlights.
"The Last War Elephant" is quite long, and Teacher Li uses one main line throughout the text: Where can you tell that it is a war elephant? Students express their own opinions, and there is no fixed order. They supplement, correct, and discuss completely based on the students' answers. The students have no sense of restraint and the atmosphere is quite active. Especially the little pen-writing training: Gaxin stood by the river for a long time and stared at it. What did it see? It also gives students space to imagine and express their desires. The wonderful answers come from the fact that the teacher will not impose his own understanding on the students, and the students will have the pleasure of being affirmed.
After the hard work of thousands of sifting, there is the joy of harvesting real gold. The whole group of teachers participated in the lectures and discussion and review activities, and unanimously believed that Teacher Li could focus on the research theme and subject goals, grasp the starting point of teaching, generate it from the preset, and demonstrate a wonderful class.
The journey of sea exploration is long and you will never get tired of "grinding" it a thousand times. "Teaching" is a teaching process and reflection of excellence, and it is also a teaching practice and innovation full of wisdom. Revise again and again, reflect again and again, update again and again, gain again and again, in the hardship and hesitation, in the hope and appreciation, the superficial understanding is worn away, and the depth and height of grasping the teaching materials are worn away; the simplicity and simplicity are worn away. The roughness brings out the refinement and agility of the classroom! Summary and reflection on primary school Chinese language lessons Part 5
Yesterday’s lesson polishing activity for Donggenwang Primary School has ended. After school, teachers from the Famous Teachers Group, teachers from Donggenwang Primary School and relevant leaders from the joint schools gathered together to summarize the lesson grinding activity.
At the meeting, all teachers and leaders talked about their thoughts and feelings about these lessons. There are many words that still echo in my ears. Teacher Wang Shixin talked about Teacher Ge Qing’s method of teaching home lessons and the inspiration for himself. Home lessons are real lessons and cannot be pretentious. Students should learn to learn as the criterion. When encountering difficulties and where students don’t understand, teachers can stop for a while. Stop, you can't finish the lesson regardless of whether the students can follow their own ideas like some open classes. Teacher Liu Haifang talked about her evaluation of Teacher Huang Ruihe. As a fifty-six-year-old teacher, his persistence and pursuit of his career, his serious attitude towards work, and his active attitude towards learning new things are all The role model for young teachers is a role model for all teachers. As an older rural teacher, it is even more valuable to be able to teach in Mandarin proficiently in the classroom. Teacher Shen Yu expressed her gratitude to the leading teachers of Donggenwang Primary School for their enthusiasm. When entering Donggenwang Primary School, I felt warm in my heart. Their warm hospitality and enthusiastic help reflected their learning spirit and determination to pursue progress. Principal Yin of the joint school put forward further requirements for teachers, hoping that teachers can improve their professional skills through continuous mutual learning.
In short, this activity not only improved the teaching level of teachers at Donggenwang Primary School. And it also plays a role in training for those of us so-called famous teachers, and it is a good way for our professional growth.