As a new teacher, we must have strong classroom teaching ability. Through teaching reflection, we can effectively improve our classroom experience. How should we write teaching reflection? The following are the reflections on life teaching in the first volume of Chinese language for seventh graders (selected 9 articles) that I compiled for you. I hope it will be helpful to you. Reflection on Life and Life Teaching in Volume 1 of Chinese Language for Grade 7 1
"Life and Life" is the female writer Xing Linzi's unique perception of life and an ode to life. The author uses three common examples in life: moths to survive, seedlings sprouting from cracks in bricks, and listening to heartbeats to listen to the heartbeat. The author uses the small to see the big, leading the readers to understand life from the three examples, to explore the meaning and value of life from between the lines, and to express at the same time It reflects the author's strong sense of life and positive attitude towards life. He hopes that everyone will cherish life, be strong and brave, let limited life exert infinite value, and make his life more meaningful and glorious. Therefore, I designed several teaching links: creating situations and introducing case studies for review; self-reading texts and special research; reading texts and comprehending the language; creating situations and understanding the true meaning of life; in-class expansion and sublimation of emotions; reading with music and so on.
In the teaching clip, I asked the students to imagine that they were the unspectacular seed. What difficulties would they encounter in such an environment? How would you choose? Ask students to put their hands on their chests and quietly feel their heartbeats. What do you feel? These words allow students to put themselves in the shoes of the seeds and worry about them, to be moved by the author, to fight with the melon seedlings, and to be pleasantly surprised by their own fresh lives. In this way, understanding the author's feelings is a matter of course.
The focus of this article is to combine the understanding of life with actual life, and how to make your limited life exert unlimited value. When I was studying the text, I asked students to talk about how to make good use of life and create unlimited value? How can we waste our lives in vain and waste our years? Students talk about their experiences in connection with real life situations. After that, I said: "Life is wonderful because of_______". After thinking for a moment, the students expressed their opinions one after another, and each one of them became a little philosopher. "Life is wonderful because of cherishment, life is wonderful because of strength" and so on. I struck while the iron was hot and quickly added: "So since life is in our hands, how should we make good use of it? The students' enthusiasm has been mobilized.
Existing shortcomings:
Class At the beginning, due to nervousness, the transitional language was not concise enough, some were repetitive, and some key teaching links were forgotten. It was not possible to fully mobilize the enthusiasm of all students and make them participate in the seventh grade Chinese language volume 1. Reflection on Life Teaching 2
"Life and Life" is Taipei female writer Xing Linzi's unique perception of life. It is an ode to life.
When teaching this lesson again, students have already learned "Touching Spring" in this group of texts. "" and "Eternal Eyes", we already have some understanding of life, which originated from the blind girl Quiet's "love life, love life, and face optimism" and "Eternal Eyes" in "Touching Spring". In order to achieve the effect of "thinking while reading and sublimating in understanding", this lesson adopts the four sections of "listening-seeking-understanding-memorizing", so as to complete the teaching of this lesson. The teaching of the class.
The goals of this class are:
1. Read the text correctly, fluently, and emotionally, and accumulate good words and sentences.
2. Understand the profound sentences and figure out the meaning contained in them.
3. Understand the author’s thinking about life, and know how to cherish life, respect life, and treat life well. This is also the focus of this lesson.
4. Based on your own reality, talk about how to make life meaningful.
From the teaching process, it mainly reflects the following advantages. :
1. The function of "reading" throughout Chinese teaching:
As the saying goes, "Read a book a hundred times, and its meaning will become apparent." As an article with strong philosophical meaning. , reading is essential. Therefore, in teaching, I use different forms of reading and advance step by step. In the first reading, I will perceive the three examples of the article; in the reading, I will find the sentences that I feel the most; in the comprehension, I will talk about the sentences. Understand and talk about feelings; read by heart and accumulate good words and sentences as a reserve. The whole class is full of reading and reading.
2. Give students the initiative in learning:
< p> The concept of "students are the masters of learning" is well reflected in this class. Whether it is self-reading or group cooperation, the teacher only acts as a director, and the main learning tasks are completed by the students independently or cooperatively. .3. Pay attention to study guidance and the cultivation of good study habits:
In teaching, I use the "marking method", "group cooperation and exploration" and "prescribed answers". "Sentence pattern" and other methods have a certain guiding effect on students' learning and language training.
Although there are things to be happy about in this lesson, there are also unsatisfactory aspects, which are as follows:
1. The teacher’s inspiration in some places is not in place, resulting in students “knowing but being speechless” and failing to activate students’ thinking to the maximum extent.
2. Because teachers are limited to the framework of lesson preparation, they force students to follow predetermined steps in order to complete teaching tasks, resulting in certain issues not being discussed in depth enough.
3. The teaching aids are not well prepared and fail to provide students with visual or sensory stimulation, which makes the discussion of the meaning and value of life seem to be "labeling".
Although there is no fixed method for teaching, we should try to avoid the above problems in future teaching and prepare to start from the following aspects:
1. In addition to preparing teaching materials, students should also be prepared when preparing lessons. , and try to imagine what will happen in the classroom.
2. Consider students’ actual conditions and set some questions so that they can “jump up and pick peaches”, thereby activating the classroom atmosphere and stimulating thinking.
The purpose of reflection is to better serve teaching. In line with the purpose of teaching and educating people, I will reflect on teaching, improve in reflection, and do my best to make up for the "regrets in teaching." the art of". Reflection on Life Teaching in the seventh grade Chinese language volume 3
After teaching the article "Life", looking back on the whole process, there is indeed much worth reflecting on.
This lesson is not too long, but the content is difficult to understand. For fourth grade students, talking about life issues is indeed a bit difficult. In more cases, students' understanding only stays on the surface of the text, lacking real feelings, which is exactly what is emphasized in teaching. Without a true feeling for life and unable to arouse enthusiasm, teaching will be a failure.
In the process of preparing lessons, the initial consideration is to allow students to collect a large amount of relevant information, and through the collection of information, they can feel the meaning of the article. During the trial teaching process, it was clearly felt that students’ understanding lacked a foundation. Although they have a lot of information, such as the deeds of Helen, Keller, Beethoven, Zhang Haidi, etc., these materials only increase students' perceptual knowledge and do not have more significance in helping understanding.
When students are asked to talk about their feelings, they simply list the information they have collected, which seems empty and boring. Gradually, under the guidance of the teachers, a breakthrough point was chosen, which was to firmly grasp the life story of the author Xing Linzi, establish a connection between the text and the author's life course, and guide students to feel the content of the text while Enter Xinglinzi's world of life and understand with your heart the thoughts about life contained in the words written by the author.
In teaching, the first courseware shows the misfortune of Xinglinzi’s fate, while highlighting her strength and guiding students to experience the little moths and melons mentioned in the first two examples in the article. Miao's life enables students to understand that the author chose such an example entirely out of thinking about his own life. In this way, students can not only feel the language and characters, but also experience the author's heart and resonate with their own hearts. The effect has been significantly improved.
The second courseware shows Xing Linzi’s life works, allowing students to feel that it is really admirable to have such perseverance in such a difficult life journey. In this way, some profound sentences in the last two paragraphs of the article can be understood much better, and students also have a more real understanding when talking about how to "make limited lives reflect infinite value." In teaching, how to reasonably use and process materials is worthy of in-depth consideration.
In teaching, how to handle teaching according to the characteristics of teaching materials is also a question worth thinking about. This text is the third text in this unit, and the entire unit is about life. How to enable students to learn this lesson better on the basis of learning the first two lessons, and in the process of learning, based on the understanding of the first two lessons, better combine it with the study of this lesson, and learn more deeply, this is is a difficult problem. We can guide students’ thinking, but it is not determined by us. In teaching, the method I use is to ask students to talk about "What other creatures do you know like small moths and small melon seedlings?" During the discussion, I guide students to talk about it in connection with the first two texts. From the practical effect Look, it’s still pretty good. Students do not talk in general terms, but can grasp the connection between the teaching materials and express their understanding in a targeted manner. It seems that in teaching, it is a more solid and effective method to consciously guide students to combine textbooks, focus on units, grasp the connections between the front and back of the text, understand the content as a whole, and understand the center. Unfortunately, many of us, myself included, often overlook this aspect.
In fact, when I first selected the course, it was just because I simply liked this text. In the process of preparing lessons, under the guidance of teachers, I became more and more aware of the shock that the article brought to me. After being shocked, I gradually understood more and deeper things, and then I was able to express my own Understanding permeates teaching. I think that the appearance of a lesson is important, but the process of preparing lessons is even more important. This process has gone beyond lesson preparation in the general sense. It is a re-examination of the author, as well as a review and reflection of one's own history. The huge impact this aspect brought to me still remains strongly in my consciousness.
In the teaching process, because of the introduction of materials, I guide students to think beyond reading. However, a prominent question arises.
When students fully think about things, it is often very effective, but the purpose of thinking is ignored. The purpose of thinking beyond reading is to better understand the text, so as to grasp the content and center. If you can think beyond words, you should be able to take them back. In actual teaching, when I guide students to think about it, I do not pay attention to letting students return to the text again. I think that after thinking about it, students should be able to understand it thoroughly. After thinking about it later, students should be able to connect what they are thinking with what they need to understand in the text after thinking about it, and reflect this connection through specific words and sentences. This way, understanding will be deeper. In retrospect, this was the biggest failure of this trip. In future teaching, we should think more about the integrity and guidance of teachers’ summary language.
There are many feelings after teaching, and there are many things worth reflecting on. But one thing is certain, that is, every time I take such a class, I will make a little progress, and my thinking about teaching will be deeper and broader, even if it is not successful sometimes. If you can think more, be more comprehensive, be more detailed, and be more dedicated, maybe it will be better. Reflection on Life Teaching in Volume 1 of Chinese Language for Grade 7 4
"Life" is a short, exquisite and philosophical prose, facing what is life? How to treat life? This grand theme is difficult for fourth grade students to understand.
This text uses three examples of moths surviving, melon seedlings growing, and listening to the heartbeat quietly, so that we can understand the author’s thinking about life, how to cherish life, respect life, treat life well, and let limited life reflect Out of infinite value. In class, I followed the Chinese curriculum standards that "reading teaching is a dialogue process between students, teachers, and texts." I led students to understand through reading and enter the situation emotionally in the dialogue with the text. It enables students to understand how to care for and cherish life.
In the teaching of this class, I reflected the following points:
1. Make full use of a variety of learning materials, communicate with each other inside and outside the class, and broaden the space for students to learn. In the first lesson, I let students understand the author and mobilize their emotions. Students receive, internalize, comprehend, and understand the topic of the article. It also cultivates students' ability to collect and process information.
2. Give students an "open" classroom. Teaching is not only a kind of teaching, but also a kind of "experience, exploration, and perception" for students. I let students experience, explore, comprehend, innovate, and show themselves to their heart’s content. In class, they are asked to speak on their own, and the whole class communicates and reports, cultivating students' speaking ability and divergent thinking, so that they can learn the text through "autonomy, cooperation, and inquiry" and understand the author's thinking on life.
3. Read the key paragraphs repeatedly to understand the emotion of the article. Let students understand the content while reading, feel emotions while reading, experience thoughts while reading, and receive education while reading. It embodies the unity of instrumentality and humanities in Chinese language disciplines. Reading-oriented and focusing on self-perception are the major features of this class.
In teaching, I strive to be reading-oriented and arrange a large number of reading trainings in various forms to guide students to read in a hierarchical and gradient manner and to understand the meaning of life while reading. I pay attention to creating situations to shorten the distance between students and the text, so that students can enter the text emotionally, have direct spiritual dialogue with the author, and read emotionally based on their insights. Sense while reading, comprehend while comprehending, and read again after comprehending; at the same time, grasp the typical language information, understand the subtlety of language and text expressions to express ideas, and accumulate language.
Experts have said: The highest state of teaching is authenticity, simplicity and solidity. We must teach Chinese simply, divide students into their own duties, and strive for development in a down-to-earth manner! My teaching of the lesson "Life" cannot yet reach this level. Further practice and exploration are needed on how to implement the three-dimensional teaching objectives well in teaching. But I will definitely continue to work hard because the pursuit is endless. Reflection on Life Teaching in Volume 1 of Chinese Language for Grade 7 5
"Life" is a philosophical prose that conveys the author's understanding of life through three small things: "moths survive, melon seedlings grow, and listening to the heartbeat quietly" The thinking expresses the author's unique life experience and insights, and Fu Ziyue's reflections on teaching. How to help students understand the profound sentences in the article, and how to let students have an independent and personalized understanding of such a grand topic of "life" are the goals I want to strive to achieve in this class. In the teaching design of this course, I tried to guide students to appreciate life from the shallower to the deeper through the four levels of "starting from the topic, paying attention to life", "reading the words and sentences, feeling life", "emotional sublimation" and "returning to the topic and comprehending life". Analyze words and sentences, read out your own feelings, and use the classroom as a starting point to trigger children's understanding of life.
Before class, I was still very confident in my design and felt that there were many bright spots in the design. Reflection on Teaching "Reflection on Fu Ziyue's Teaching". For example: the beginning and end of the class are all centered around the topic, questioning at the beginning of the class and triggering thinking; at the end, punctuation is added to the topic to express personal insights, making the structure of the class complete.
Another example: the expansion of extracurricular materials is not a one-time display, but a photo of Xing Linzi appears first, allowing students to intuitively feel her optimism; then the teacher reads Xing Linzi’s life affectionately, allowing students to experience Xing Linzi’s personality through strong contrast. Be strong and feel the "shock" in your heart; then by reading Xing Linzi's achievements, you can understand "use it well, waste it in vain", so as to connect with life and trigger your own understanding of life. In this way, we build a bridge between students and the text, strengthen their emotional experience, and thus understand the key sentences of this lesson and break through the difficulties.
But after the class, I felt very frustrated. I feel that the actual classroom is far from the ideal. In class, I was trying so hard to interpret the lesson plan that I neglected the students' reading rhythm. Often I am in a hurry to implement the next link before students can understand it thoroughly. Because I didn’t read the words in depth and in place enough at the beginning, I rushed to read them, so the students were never able to enter the emotional atmosphere I worked hard to create, which directly led to the second half of the class, where the students were always outside the text. Even if there are many reading trainings, due to the lack of inner feelings of the students, the reading will only stay at the guidance of skills, rather than truly reading with feelings.
This class made me feel once again that the teacher’s teaching design must truly serve students’ learning and development. In the classroom, students' thinking is not "forced" by the teacher, but is exposed to the true original ecology, and goes through the process of gradual improvement of thinking. The students' emotions are not "fanned out" by the teacher, but sincere investment and true feelings. Communication, real sharing. Reflection on Life Teaching in Volume 1 of Chinese Language for Grade 7 6
"Life" is a short, exquisite and philosophical prose, facing what is life? How to treat life? This grand theme is difficult for fourth-grade students to understand. Before class, I was afraid that the students in our class might not understand the point and understand the profound meaning of the text.
Through two hours of study, through reading, understanding, enlightenment, and reading, although students cannot deeply understand, they also have a certain understanding. Our students understand how to care for life, cherish life, and do good things. Meaningful things.
1. Read it many times, and its meaning will become apparent
Because I feel that this text is too profound for students to understand, I will arrange to read it thoroughly, familiarize it, and read it thoroughly. Use previews, early self-study, and multiple time periods in class to allow students to read freely; read through free reading, silent reading, collective reading, group reading, individual competitions, etc.; read with questions and mark key words and sentences to read... All reading is to shorten the distance between students and the text, so that students can enter the text emotionally and have a direct spiritual dialogue with the author. Only on the basis of emotional reading can students understand the meaning and gain in-depth insights.
2. Connect with reality and pay attention to perception
When studying the key sentences, when the students mentioned "try their best", I asked the students when they would try their best, and the students said "in a hundred" When I was sprinting, when I was robbed, when I was playing my favorite table tennis game... I was fighting with all my strength. I asked the moth under what circumstances it was struggling, and the student It is said that when life may end soon, this kind of survival and this kind of desperate effort will be even more intense. When it came to the climax, I asked a student to read this sentence out with his own understanding, and he really understood it. Then, under his guidance, the whole class was able to read this sentence with great passion. When talking about key words such as "use well" and "waste in vain", I asked students to use examples around them to explain how to use them well and how to waste them in vain. At the beginning, students could not give good examples and were just general. When it comes to contributing to the motherland, it means using it well, and wasting time means wasting it in vain. After discussion and guidance, I finally gave examples from small things around me. I mentioned that donating money and materials to students in need, giving up your seat on the bus, etc. are making good use of your life. Going online and doing nothing is a waste of your life. I gave examples. After the discussion, students can better understand the meaning of the article and realize that the value of life does not lie in the length of survival, but in whether they work hard and live wonderfully in their limited life, thus truly feeling the unyielding nature of life. with greatness. Reflection on Life Teaching in Volume 1 of Seventh Grade Chinese Language 7
This semester I teach fourth grade. After teaching the 19th lesson "Life", I feel that I have gained and lost in the classroom. Now I would like to share it with all the teachers. , please correct me.
This text begins with a question: What is life? The following content does not give a positive answer, but demonstrates the meaning of life through a few small things such as moths surviving, melon seedlings growing from the cracks of bricks, listening to the heartbeat, etc.: Although life is short, we can make the finite life embodies infinite value. The author also expressed his positive attitude towards life: You must cherish life and never let it be lost in vain, so that you can live a more glorious and powerful life.
This text is short and concise, the language is concise and simple, and the thoughts are implicit and profound. Image description and rational thinking are organically combined. It is a good article to express the understanding of life. The purpose of selecting this text is, first, to continue to guide students to think about life and understand the meaning of life; second, to continue to learn to connect context and life reality to understand sentences with profound meaning. The most important and difficult point in teaching this lesson is to understand the principles contained in the three examples.
In reading teaching, I adhere to the principle of implementing the humanistic and instrumental nature of Chinese language. When analyzing texts, I have guidance on reading aloud and writing methods, and also pay attention to teaching methods. of diversity. "Reading teaching is a process of dialogue between students, teachers, and texts." In teaching, I strive to be a leader and collaborator in students' reading. When guiding students to experience and comprehend, I let students enter through inspiration, hints, and comments. In language, dialogue with the author and the text. After identifying the sentences that make them feel the deepest, I guide students to analyze the language, understand the wording, and experience the effect of expression in reading, thinking, thinking, and discussing, and enhance language accumulation. For example, you can feel the moth's strong desire to survive from "leap", feel the author's disbelief from "eventually", etc. When guiding sentence reading, I focused on "I can use it well, or I can waste it in vain" and asked students to talk about their own understanding in connection with the text and solve their doubts. In this way, you can freely move in and out of the text, think deeply based on reading, develop your sense of language, and train your thinking.
Although I have made a lot of efforts, I feel that some students' emotions have not been stimulated, they cannot feel the value of life, and they cannot understand the meaning of "cherishing life and not letting it be lost in vain." Maybe it has something to do with the students' living environment. Today's students have excellent living conditions. They don't have many children at home and are deeply loved by their parents. It can be said that they are happy and worry-free. But this environment also makes them content with comfort, without understanding risks and gratitude. How difficult it is to make them agree that "limited lives embody infinite value." Therefore, our teachers still have a long way to go on the road of teaching and educating people. Reflection on Life Teaching in Volume 1 of Chinese Language for Grade 7 8
"Life" is a philosophical prose that conveys the author's understanding of life through three small things: "moths survive, melon seedlings grow, and listening to the heartbeat quietly" The thinking expresses the author's unique life experience and insights. How to help students understand the profound sentences in the article, how to let students have an independent and individual understanding of such a grand topic of "life", and learning the author's expression method are the goals I want to strive to achieve in this class.
When Mr. Ye Shengtao talked about the tasks of reading teaching, he clearly pointed out that grasping the author's ideas and clarifying the clues of the article are the primary tasks of reading teaching. In the second lesson, check students' mastery of words and review the main content of the text as a whole, which can lay a solid foundation, pay attention to the text, and pave the way for the study of this lesson. Therefore, at the beginning of class, I use short language to guide students into the text, and then ask students to read the new words they learned in the previous class and recall the outline of the text. In this way, we not only pay attention to the basic knowledge teaching of students, but also practice speaking during the reporting process of students reviewing the summary, and pave the way for the smooth progress of this lesson.
On the basis of students understanding the outline of the article, I guide students to read the key sentences of the key paragraphs of the article. During the reading, I pay attention to the guidance of students' learning methods, and understand the profound meaning of the sentences during the reading. Try to figure out the author's writing intention during reading, and cultivate students' comprehensive Chinese abilities of listening, speaking, reading and writing during reading.
During teaching, reading should be carried out throughout. As students report, teachers will guide students to integrate their understanding and feelings into reading, through comparative reading, role-based reading, group reading and other methods. Guide students to better understand the inner feelings of the characters during reading, resonate with the author's emotions during reading, and accumulate internalized language during reading.
On the basis of students’ understanding of the text and accumulation of internalized language, I pay attention to guiding students to stand from the author’s perspective and try to figure out the author’s writing intention, learn the author’s unique writing method, and understand the true feelings the author wants to express. Understand how the author integrates the emotions he wants to express into the text. It also guides students to speak and write sentences, which organically combines reading and writing, deepens students' understanding of the text content, and organically combines humanities and tools.
Of course, in this class, I also have some shortcomings. For example, in terms of classroom control, I still don’t grasp the time well enough. I spent too much time in the front of the class, which made the development not well developed. Finish. In the days to come, I will continue to work hard to improve my abilities in this area. Reflection on Life Teaching in Volume 1 of Chinese Language for Grade 7 9
"Life" is the third text in the fifth group of texts in Volume 2 of Grade 4. The theme of this unit is to pay attention to life. This article questions "what is life". From the fragility of a moth's life, the tenacity of a small melon seedling, and from the beating of his own heartbeat, the author realizes the meaning of life: Although life is short, we can make the limited life Life embodies infinite value. In class, I did not objectively understand what life is as a bystander; nor did I speak impassionedly to students about the philosophy of life as a speaker. Instead, I led students in a dialogue with the text. , through reading and understanding, students can understand how to care for and cherish life. In teaching this class, I gained a lot in the following aspects.
1. Pay attention to reading aloud and accumulate in singing.
“If you read the book thousands of times, its meaning will become apparent to you.
"When designing the teaching of this lesson, I focused on combining the actual life of the children, constantly creating situations, allowing the children to read key sentences repeatedly, so that they can truly understand how to cherish life, for example: in " In the paragraph "Moths Survive", when the students ask: Why did the moths' desire to survive shock the author? The teacher guides the students to grasp the key words such as "struggle" and "stretching the wings" to gain comprehension while reading. I realized the author's respect for the tenacious vitality of weak lives. When students read, they learn from those who cherish life and make achievements, and learn from their strong and unyielding qualities, thereby sublimating the theme of the text.
2. In teaching, we should combine students’ own understanding of life in nature and the people around them for in-depth learning.
In teaching, we should advocate the learning method of independent cooperative inquiry through student-student exchanges and teacher-student exchanges. In the process, students each communicate their understanding of the people and things around them, and gradually guide students to understand the meaning of life, so that students can truly become the masters of the classroom and the teacher can become the leader of the classroom.
3. Appropriate use of materials. , to expand.
As the students searched and sorted out the information before class, let them read the stories of celebrities (such as Xing Linzi in the article, Paul and Helen Keller in foreign countries, and Zhang Haidi in China, Asia Characters in the disabled group, etc.) will live a glorious life if they feel that they cherish life; let them further experience the true meaning of life through the famous quotes (such as quotes about time, ideals, reading, etc.) that they have compiled and recited.
< p> The Chinese subject is a subject of language accumulation. In teaching, we pay attention to the expression and quotation of students' expressive language, and cultivate students' observation of things around them. Students' writing will also receive good results. From their after-school writing practice The situation has also been greatly improved compared to before.