As a people's teacher, classroom teaching is one of the important tasks, and the shortage of lectures can be well corrected through teaching reflection. Do you know anything about teaching reflection? The following are my reflections on Chinese teaching in grade two in primary schools (6 selected articles), hoping to help you.
Reflections on Chinese teaching in the second grade of primary school 1 First, pay attention to reading training.
Student-oriented, reading as the main line, appreciation reading and tasting reading, so that students can enjoy the beautiful autumn and feel the joy of autumn in reading, and make students' reading full of poetry in the classroom. There are also various forms of reading, such as individual reading, synchronous reading, competition reading, free reading, etc., so that students can understand the content of the text and feel the beauty of autumn during reading.
Second, pay attention to cultivating students' learning ability of "independence, cooperation and inquiry"
Students are the masters of Chinese learning. Chinese teaching should stimulate students' interest in learning and pay attention to cultivating students' awareness and habits of autonomous learning. In the classroom, I can boldly try the independent learning and group cooperative inquiry learning methods advocated by the new curriculum. For example, when teaching the second, third and fourth paragraphs, let students group freely, choose their favorite sentences and read them in groups, and explain the reasons for their preference. Although the teaching method in lower grades is not easy to operate and master, this design creates a good autonomous learning situation for students and cultivates their cooperative learning ability.
Third, pay attention to the accumulation of basic knowledge of Chinese.
In Chinese class, students should not only understand the content of the text in reading aloud, but also pay attention to the accumulation of basic Chinese knowledge. Rhetorical devices such as personification and metaphor are widely used in the text, and the use of reduplicated words makes the beauty of autumn personalized, dynamic and concrete. In class, students can feel the vivid characteristics of figurative sentences and anthropomorphic sentences through conscious reading, action demonstration, watching animation and game dialogue. In the training of overlapping words and figurative sentences, it not only appears in the text, but also extends to extracurricular activities, so as to explore students' potential accumulation of basic knowledge of Chinese, and also give play to students' imagination and creativity, and enrich students' basic knowledge of Chinese while understanding the text.
Fourth, pay attention to the use of multimedia courseware.
The proper application of multimedia-assisted teaching greatly stimulates students' interest in learning, such as the initial word recognition game, which allows students to enjoy the beautiful scenery in autumn under the rendering of music, so as to perceive autumn scenery as a whole. Later, the animation demonstrated the process of leaves falling, which made students feel the content of the text intuitively and vividly, which not only stimulated their interest, but also improved the efficiency of classroom learning.
Reflections on Chinese teaching in the second grade of primary school II. First, taste and understand in reading.
This lesson has beautiful language and sincere feelings, and is full of praise for spring water. It is a good material for learning language and emotional edification. Therefore, the teaching of this class should focus on reading. Through various forms of reading (independent reading, teacher-student cooperation reading, student-student cooperation reading, group cooperation reading, neat reading, male-female competition reading, etc.), students can appreciate the language beauty of the text and feel the spirit of helping others and selfless dedication of the spring. ). In this way, through reading over and over again, repeating the requirements over and over again, repeating the effect over and over again. "The endless mountain spring, clear as a mirror, sweet as dew and beautiful with the sound of the piano, gurgled all the way and sang happily all the way. It is ready to help others and give. Helping others is happy, proud and happy. Do students like spring water? " After reading, ask the students to evaluate each other around "whether they read the pride and happiness of the spring water" In the process of students' interactive communication and mutual evaluation, teachers seize the opportunity to make students' reading experience from the outside to the inside, and realize the beauty of spring-like dedication. Effective guidance of emotional reading. Finally, the purpose of reciting is achieved, so as to deepen students' perception of the text, enable students to gain emotional experience and achieve aesthetic interest.
Second, independent learning, teaching students according to their aptitude
When teaching this course, according to the characteristics of Chinese teaching, let students understand the content of the text on the basis of their full reading and familiarity with the text, and then solve the key and difficult points of this course by learning and teaching, taking advantage of the situation, and adopting the methods of teacher-student cooperation and autonomous learning. In teaching, let students pay attention to the problems raised by their study partners, then speak out the problems of their study partners, and then discuss them among students and between teachers and students, give full play to the initiative of teacher-student interaction, encourage students to boldly adopt their own learning methods and take the initiative to learn, and combine their feelings with the thoughts and feelings expressed in the text according to the language characteristics of the text, so as to deepen their understanding of the text content in reading. At the same time, teachers can give timely guidance, guidance and norms in teaching, so that students' enthusiasm for autonomous learning is higher.
Third, focus on accumulation and flexible use.
"Chinese Curriculum Standard" points out that learning Chinese should pay attention to perception, accumulation and application. Reading teaching in primary schools should not only guide and train students to understand the language, but also guide and train students to accumulate and use the language.
The picture depicted in this lesson is beautiful, and the language of the text is also beautiful. The teaching of this course makes full use of the teaching materials, so that students can accumulate beautiful language in the text through different forms of reading, such as "red azalea", "beautiful figure", "bright big mirror" and "quiet valley". On this basis, through speaking and writing exercises, students are guided to carry out various language practice activities, and students are encouraged to use the language in the text flexibly and accumulate language in application. In this way, students can appreciate the methods of using language and accumulate the fun of language. For example, at the end of the class, ask students to expand their imagination and imitate the text to talk and write "Where did spring flow?" Who did they meet? ), and Spring said, "Promote the transfer of students' learning and provide opportunities for the development of students' thinking and language.
In a word, this Chinese class embodies the teaching concept of taking students as the main body, replacing teaching with reading, reading properly and thinking in reading. It is both solid and innovative. Students get pleasure and gain from their study.
Reflections on Chinese teaching in the second grade of primary school 3 Celebration is a text in Unit 3 of Chinese in the second grade of primary school. This text praises the motherland in the form of a small poem and describes the scene of celebrating the mother's birthday.
Literacy and writing are the focus of junior students' teaching, so in this class, according to the teaching requirements of junior students, I arranged the links of pinyin literacy, word literacy, word literacy and writing guidance in the classroom. Students are the masters of Chinese learning. Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences and encourage students to choose their own learning methods. Therefore, when instructing students to memorize new words, we should adopt the method of self-literacy, guide students to memorize with their own good methods, and communicate with the whole class, give them literacy methods and realize flexible literacy, thus cultivating their literacy ability and interest.
In the teaching of the text, I grasp several key sentences and words, so that students can feel the joy of celebrating their mother's birthday in reading aloud. For example, I emphasized that "golden fruits appear in the fields, red flags rise in maple trees, white pigeons fly in the blue sky, and the sea plays cheerful music." In this sentence, we can experience vivid scenes by repeatedly reading and intuitively watching courseware pictures. In guiding reading, students are guided to read their own feelings through various forms such as teacher's demonstration reading and small representative reading.
In class, I have been trying to create a democratic atmosphere, always talking with students and encouraging them to answer questions actively. Encourage students in time when they perform well, and put their trust in every student when they encounter difficulties in class. By loving and respecting students' behavior, we can create a relaxed teaching atmosphere and make our study fruitful.
Students have the best learning mentality and participate in learning easily and happily.
To sum up the teaching of this class, there are still many places to be improved. For example, when instructing students to read aloud, they should go deeper and make them read better. In addition, we should deepen our own learning and improve our own ability, and strive to be comfortable in guiding students' learning process and set a good example for students.
Reflections on Chinese teaching in the second grade of primary school. The new curriculum standard "advocates personalized interpretation of the text, respects students' diversified understanding" and "advocates students' perceptual experience" Therefore, in the case, the teacher asked the students to concentrate and talk about their feelings about spring after full dialogue with the text. When students feel that "spring is lively" between the lines of the text, the teacher is not in a hurry to talk about other feelings, but locks in this "lively" feeling after affirming that he can read and think, so that students can continue to think deeply and stimulate their imagination. With this introduction, the thinking space displayed by children is so vast. Imagination is so rich, if there is no stop and excavation of this link, students are only superficial and pluralistic interpretations, then the lens of emotional generation in class will no longer exist!
Students' spiritual flight in the classroom depends on the free and relaxed atmosphere created by teachers. The democratic and equal dialogue advocated by the new curriculum standard allows students to transcend all kinds of bondage, imprisonment, stereotypes and attachment. In the process of interactive dialogue between teachers and students, students fully develop ideological collision, spiritual acceptance and emotional contact. Based on this, students will have the bold idea of "I will speak" in class. When students have these ideas, teachers can not only give them great encouragement, but also help them "get on the horse and give them a ride" so that students can enjoy the happiness of success.
The new curriculum standard emphasizes the development of Chinese curriculum resources, making full use of the ubiquitous and ever-present Chinese education resources, enriching students' Chinese practice and expanding their Chinese space. The article "Looking for Spring" is beautiful in language and full of poetry. On the basis of being familiar with reading, students make spring more beautiful, which not only deepens their understanding of the text, but also makes full use of the text and broadens the space for students to write. It can be seen that the teaching material should not be a dock, but a boat.
For a long time, there was only one voice in the classroom The teacher said that it seems natural for students to listen. Teachers' lectures are designed according to their own understanding of teaching materials, their own ideas and wishes. The new teaching mode makes teachers realize that students are the masters of the classroom, and "believing in the potential of students and returning the classroom to children" is the real connotation of quality education. What a childish voice I heard in today's class. This voice comes from children's unique feelings, and this voice comes from children's rich imagination! I felt the collision of their intellectual sparks, which activated students' thinking and showed their potential. The students' creative speeches made me realize that the development of children's thinking ability, language expression ability and cognitive ability can not be underestimated. In today's curriculum reform, students' challenging personality gradually appears. In childhood full of imagination and dreams, only by fully developing children's personality and guiding their imagination can we light a lamp that is difficult to extinguish in their hearts.
In the past, our Chinese curriculum was too closed, paying too much attention to Chinese knowledge, keeping students in the world of Chinese books and lacking contact with other disciplines, life and society. The discipline of Chinese must move from closed to open, and the phenomenon of discipline-based must be changed. In the teaching activities of curriculum reform, we can see that some Chinese classes are permeated with various activities in various ways, which are very vivid, regardless of whether the genre and content of the text are appropriate or not, and whether the knowledge is put in place. In my opinion, whether it is integration or communication, Chinese class can not be divorced from its essence, and the ultimate goal is to let students learn and use Chinese in a broader space.
"I am familiar with 300 Tang poems, and I can sing even if I can't write poems." The Chinese Curriculum Standard clearly points out that primary school students must recite 70 ancient poems. In the experiment of curriculum reform, I combine reciting ancient poems with students' literacy, aiming at improving students' literacy by learning ancient poems independently after class. Familiar students organically integrate ancient poetry and learned texts, which is more harmonious. It made me realize two things: first, teacher guidance in class and autonomous learning after class advocated in curriculum standards are important ways for students to learn Chinese, and second, we should pay attention to language accumulation. Accumulation is the basis of expression and the process of internalizing language materials into personal language reserves.
Reflection on Chinese teaching in the second grade of primary school 5 This year, I am the head teacher of the second grade and have a Chinese class. There are 50 students in our class. For sophomores, a class of 50 students has a large capacity. After listening to the headmaster's briefing, I was anxious and worried. I wonder if I can take this course well and teach Chinese well.
To teach a class well, the first thing is to pay attention to discipline. Nowadays, children are lively and active, and the classroom is always noisy. I forced the children not to talk, but studying hard had little effect. I don't think education reform needs less criticism and more praise and encouragement. Why don't I use it? Once again, when children talk nonsense, I will lead by example. A truly outstanding person either talks hard or studies hard; Who made progress, didn't speak this time; Who is a good boy who really abides by discipline? Discipline is the guarantee of study. Before long, the class discipline was much better.
It is not enough to ensure discipline, but to develop the habit of learning. First of all, I started with writing. The students in this class have a shortcoming, that is, they make many writing mistakes. The reason is that they write casually, don't talk about format, just finish their homework and never check it. In view of this situation, I pay attention to the writing format and ask to write slowly and neatly, so that I can give a targeted evaluation by looking at the words written by my children. When the handwriting is too sloppy, I will write it again. After a period of time, I have made some progress in my writing, but there are still many mistakes. So I announced a rule in my class that if I answered correctly five times in a row, I would award prizes, which aroused the interest of good students. Some students are lazy and indifferent. What should I do? Of course, there is another way. Homework is wrong three times a day, and you can only pass if you come to me and recite it once. Gradually, there will be fewer mistakes.
It is impossible for 50 people to pass the exam one by one, and it is impossible to fail. Children in grade two are young, recite quickly and forget quickly. According to the psychological characteristics of grade two students, I asked them to recite new words three times in a class. The first deskmate exchange came back, then recited it to the group leader, reviewed it the next day, the teacher asked questions and recited it again, and finally dictated it again. If there are many children, we should give full play to the initiative of the group leader. Usually, in addition to giving the group leader a back, he also asks the group leader to help him with his homework. The children in grade two are younger, so they are not too serious because of their age characteristics. Then I'll show it to the team leader first and then let me see it. When I insist, I will pay attention to which group has not done anything wrong, praise the group leader in time, and other group leaders will also look carefully.
Grade two students should have a good habit of active learning. Children's age characteristics will not take the initiative to learn, so I made a series of steps for the production. Every class must recite a new type of word first, and then write it twice after reciting it. After writing, you can use the dictionary to look up the phrases and meanings of the two new words, and have a preliminary understanding of the two new words. Children can say many phrases when talking about the second kind of new words. The children will think they are great and will check them more carefully next time. After learning the second kind of new words, I began to read the text. When reading the text, you must mark the paragraphs and answer the questions at the back of the text. Let the children have something to say during the lecture. After learning the text, the children can make exercise books. After finishing their exercise books, they can read extra-curricular books and tell the story you saw to the whole class at a fixed time. If the children have no initiative, I will help them make the steps. Even if you don't arrange them, the children will follow the steps.
This is a summary of my harvest in the past month, but there are also many shortcomings. I will continue to work hard, explore and find better teaching methods.
Reflection on Chinese teaching in the second grade of primary school 6 In a blink of an eye, a semester has passed. Although four months is very short, I still remember the little things with my students.
Two or three days after the start of school, the students met their teachers and study partners again. Although they are all happy to re-enter the classroom, their "school-starting syndrome" has been committed again. In order to enable students to enter the learning state quickly, I first worked out a class study and work plan with them, and urged everyone to abide by it. I also paid attention to strengthening students' ideological work, understanding the basic situation of students and their families, helping students overcome obstacles in their study and correcting bad habits and wrong behaviors at any time. A week later, students were no longer late, attended fewer lectures and gave fewer reports.
After stabilizing the students' "mind", the next step is to do a good job in classroom teaching. Compared with the first-grade classroom teaching, an obvious change is that in the classroom, students' dominant position is fully reflected. I dare to let go. No matter what students can say, do and learn by themselves, I will give them enough time and space. What can't be accomplished through cooperative learning, I give timely guidance, so that teachers can truly become organizers, guides and collaborators of students' learning. For example, in teaching the lesson "Apple Falling to the Ground", after reading the text for the first time, I didn't immediately analyze the text, but asked them to ask questions that they didn't understand. Students are asking questions: Who is Newton? It is normal for apples to fall to the ground when they are ripe. Why did Newton feel strange? I don't know what "talking to myself" means, and so on. I will let them choose their own problems of interest, discuss them in groups, and concentrate everyone's wisdom to solve them. When reporting the results of exchange and discussion, all the answers are presented, which solves the key and difficult points of the text. After the classroom teaching, I often reflect on students' unique solutions, wonderful answers, innovative thinking and shortcomings in a class, practice a little every day and reflect a little, so that I can grow up in reflection.
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