As a people's teacher, one of our jobs is to teach. Writing teaching reflection can summarize many teaching skills in the teaching process and refer to the teaching reflection you need! The following is the reflection model essay on reading teaching of primary school Chinese group, which I collected for you. Welcome to read the collection.
Reflections on the teaching of Chinese group reading in primary schools 1 Group reading plays an important role in improving primary school students' reading ability and cultivating their thinking ability, and is deeply loved by primary school Chinese teachers and primary school students. Under the background of continuous innovation of teaching methods and continuous improvement of students' dominant position in the learning process, teachers should improve the arrangement and organization of group literature teaching in combination with the progress of Chinese teaching and the main body of text content to meet the needs of primary school students' Chinese learning and realize the goal of innovative teaching of primary school Chinese teachers.
1, the significance of primary school Chinese group reading teaching
1. 1 Expand the reading horizons of primary school students: In primary school Chinese teaching, all primary school Chinese teachers require students to read more books and read good books. If students can persist in group reading for a long time, they can effectively improve their reading ability, thus improving their reading ability. However, at present, in the actual Chinese teaching in primary schools, the teaching materials in reading teaching are only the contents of Chinese textbooks, which limits students' participation and measurement. Therefore, at present, the teaching task of Chinese teachers in primary schools is to increase students' extracurricular reading. For example, teachers can let students freely read extracurricular articles related to the course content a few minutes before class, which can not only improve students' extracurricular reading, but also expand primary school students' reading horizons and knowledge.
1.2 Improve students' reading speed: At present, we are in an information society. If students want to keep up with the times, they must obtain advanced and rich information. To achieve this goal, improving students' reading speed can effectively increase students' information. At present, in actual teaching activities, some Chinese teachers in primary schools will slow down their lectures according to students' actual learning situation in order to ensure the quality of lectures. Although this teaching method can make students fully understand the content of primary school texts, it also greatly inhibits the improvement of students' reading speed.
1.3 Cultivating students' thinking ability: At present, Chinese teaching in primary schools is influenced by traditional teaching ideas. Chinese teachers in primary schools mostly adopt the teaching mode of single article, only imparting theoretical knowledge to students, and students are in a passive state in the learning process. In addition, in order to complete their teaching progress in a limited time, teachers often ignore the problems of students in the process of listening to lectures. Teaching for the sake of teaching limits students' thinking ability. Then group reading can effectively cultivate students' thinking ability. When primary school teachers assign relevant group reading tasks to students, they ask students to think actively in the reading process and find out the answers to the questions, which can subconsciously improve students' thinking ability.
1.4 Cultivating students' correct reading style: Under the background of new curriculum reform, Chinese education in primary schools pays more and more attention to guiding students' reading style. However, in the actual Chinese teaching, the Chinese teacher explains the whole class around the same article, and the content mainly focuses on the knowledge in the article, completely ignoring the guidance of students' correct reading methods. Group reading teaching can help teachers guide students to read independently, effectively improve students' analytical ability and inductive ability, and also enable students to have a correct reading style.
2. Chinese reading teaching countermeasures in primary schools.
At present, the textbooks used in primary school Chinese are all arranged according to similar themes, and each unit can be taught as a group. On this basis, students can be taught at grade level.
2. 1 Topic-based reading: The central topic embodies the teaching objectives and is the center of the group reading class. In the lesson preparation stage, teachers should set a good topic and grasp the difficulty of the topic. This topic should be both challenging and learnable. The choice of topics needs to be combined with the understanding level and acceptance ability of primary school students. Pupils' knowledge level is limited and their views on things are not comprehensive enough. Teachers should fully understand the characteristics of primary school students and reasonably choose one or several topics in group reading classroom teaching. The choice of topics should be enlightening, which can inspire students' thinking, fully mobilize students' thinking ability, and let students put forward their own views and opinions from different angles. Theme-based reading refers to a group reading activity that enables primary school students to follow their own study plan and teaching plan on the premise of theme according to their current reading ability level. This reading activity has two ways:
First, the perfect type. On the basis of students' usual Chinese learning performance, including students' mastery of different topics, teachers guide some subjects with weak mastery to read in groups;
Second, the lifting type. On the basis of improving students' reading ability, teachers give reading guidance by developing different subjects. This way is a high-level reading guidance on the premise that students have the corresponding ability and basic knowledge.
For example, when teaching the Collection of Spears and Shields, teachers can guide students to read on different topics, so that students can find contradictory but unified phenomena in their own lives and collect relevant materials for reading. From this process, we can learn relevant knowledge and the truth of dealing with people. Teachers should carry out group reading teaching according to different topics, so that students can sum up knowledge independently, analyze and integrate it, and let students acquire knowledge in the process of collecting knowledge.
2.2 Task-based reading: Task-based reading refers to guiding students to read in groups according to the actual progress of Chinese teaching and the tasks in teaching. In practical teaching, in order to make it serve teaching, we can do it from two aspects. First, preview type. Teachers assign reading tasks to students in advance according to the content of the text, so that students can read similar articles and understand the content of the articles, laying a good foundation for text learning; Second, review the extended type. After the completion of the teaching task, teachers can carry out extracurricular reading activities according to the students' performance in the learning process and their mastery of the text knowledge, so that students can improve their knowledge level and fully understand and master the teaching content. For example, in the teaching of Only One Earth, teachers can ask students to read group articles on environment and ecology after class, so that students can understand the current ecological environment and environmental protection and let primary school students fully understand the crisis in the text. But also let primary school students experience the pollution around them and let them fully understand the situation of the earth, so that they can naturally complete the study of the text.
2.3 Make full use of the strategy of group reading: In classroom teaching, in addition to the required texts, teachers can choose comparative articles for comparative reading. In comparative reading, we should pay attention to guide students to discover the similarities and differences of articles, fully spread students' thinking ability, let students deeply understand, see learning methods and rules in differences, and improve their appreciation ability of Chinese articles. Associative reading is that students connect with their own experiences and experience the emotions of different articles. For some excerpted texts, teachers can guide students to read the full text, so that students can pay attention to the author's material selection and emotional expression. After carrying out group reading in class, it can expand extracurricular reading, guide students to read articles of related genres or authors, expand students' reading scope and improve their reading ability.
3. Conclusion
People's reading methods in life and work are mainly divided into single reading, multiple reading and whole book reading. In order to make students have multiple reading skills, we can carry out group reading teaching in primary school Chinese teaching, effectively update the thinking of primary school Chinese teachers in reading teaching, innovate the teaching mode of primary school Chinese reading, broaden students' reading horizons and improve their reading ability, thus effectively improving their reading ability.
Reflections on the teaching of Chinese group text reading in primary schools II. learning target
(a) knowledge and skills objectives
1, learn to read the text at a faster speed.
2. Grasp the main content of the article.
(2) process and method objectives
1. Grasp the key words and cultivate students' ability to understand the text.
2. Cultivate students' sense of cooperation and the habit of listening to others' opinions.
Emotional attitudes and values
1. Through the practice of animals in this paper, we can feel the affection between animals, and then feel the care and love of parents, and encourage students to repay their parents' feelings.
2. Through the kindness of the characters, educate them to sympathize with the weak, protect wild animals and protect the ecological environment.
Teaching emphasis: understand the content and significance of the story.
Difficulties in teaching: How to guide students to understand the relationship between human beings and animals through this story and know that human beings should live in harmony with all life on earth.
Second, study preparation
Teacher: teaching PPT texts
Student: Pencil box and watercolor pen.
Third, learning activities.
(A) song lead-in (solo "A True Story", teachers from songs to teaching. )
Learn the "golden footprint"
1, I will think I can read.
PPT shows "thinking"
(1) Browse the text quickly in the way you like. Think about what this article is mainly about.
(2) Sketch the sentences that moved you when reading and annotate your reading feelings. Which sentences in the text can reflect their love?
Step 2 communicate and share
(1) Students answer two questions. (blackboard writing)
(2) What sentences about love have you learned? (Students answer, PPT shows wonderful paragraphs and guides students to read aloud with emotion. )
3. Summary: (Highlight the theme "Love, Let Spirituality Bloom")
(3) Learning anthology
1, I can read (PPT shows "reading requirements")
(1) Browse the text quickly in the way you like. Think about what this article is mainly about.
(2) Sketch the sentences that moved you when reading and annotate your reading feelings. Which sentences in the text can reflect their love?
2. The group chooses the selected text, and after learning, the group communicates their reading gains.
I will make a "reading card" or "reading poster".
4. Reward and show the results of the selected courses.
5. During the presentation, the group members supplement the sketch paragraphs that can reflect "love" in reading. (The whole class reads aloud as appropriate)
(6) exchange articles that interest you. To be determined)
Fourth, class summary.
1, emotional sublimation of background music.
2.PPT recommends reading articles after class.
2. Share couplets after class.
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