"If You Lost Your Way in the Wild" is an article in the second volume of the new primary school Chinese curriculum standard for second-grade Chinese. Next, I compiled the teaching reflections on "If You Lost Your Way in the Wild" (5 general articles). You are welcome to read them. Teaching Reflection on "If You Lost Your Way in the Wild" 1
This is a concise and popular children's poem that also contains rich natural knowledge. It introduces many subtle and subtle things in nature to children. A natural phenomenon that helps people identify directions. The poetry is easy to read and understand, has a strong sense of rhythm, is suitable for reading aloud, and can stimulate students' desire to explore nature during their studies.
Children today generally read a lot, and students may have been exposed to the content in the text in extracurricular reading. Therefore, when teaching, they should use their exploration of knowledge instead of the teacher's explanation and analysis, so that they can read texts and find answers amid doubts, understand natural phenomena while reading, and feel the fun of natural science while searching.
This course adopts a teaching method that focuses on student independent learning and teacher guidance. With the help of multimedia means, students can recognize and read aloud from multiple aspects and perspectives, and guide students to grasp key words and knowledge points. , accumulate language and broaden horizons. When teaching this lesson, children should master some methods of identifying directions, experience the mysteries and interests of nature, learn to observe the things around them, and discover scientific knowledge. Through studying this text, everyone has gained a lot. In fact, nature is full of magic and mystery. We must observe carefully, think a lot, and collect various information through various methods such as reading books and surfing the Internet, so that we can travel and fly in the world of science. Reflection on Teaching "If You Lost Your Way in the Wild" 2
After teaching "If You Lost Your Way in the Wild", I fully realized that students are the real subjects in classroom teaching. , then the key to how to give full play to the main role of students depends on how the teacher controls the classroom. It can be said that the children can grasp the direction of the class together with the teacher. This class is the class that the children really like!
During the teaching process of "If You Lost Your Way in the Wilderness", I asked my classmates to talk about how the snow in the ditch can point the way for people in winter. At this time, classmate Zhang Binbin stood up and said: "In winter, the snow in the ditch melts slower on the north side, and melts faster on the south side." But classmate Wu Jinze said: "The snow on the north side melts faster, and the snow melts slower on the south side. South!” I thought to myself at that time: Isn’t it clearly described in the textbook? How could you not understand? "Then I said, "The sun in winter is in the south, you see." In order to stop him from continuing, I simply drew a diagram of a ditch on the blackboard. As soon as the diagram was drawn, I immediately discovered that it was coming from the south. The sun shines on the north side of the ditch, because it faces south! At this time, I quickly said: "Look, classmate Wu Jinze is right. It is really the snow in the ditch. The snow melts faster in the north and the slower. It's the south! Because the sun from the south shines on the north side of the ditch, so which side of the ditch melts the snow first? "At this time, all the students in my class understood it at once and said in unison: "North! Then I suddenly remembered the snow on the mountain and said, "What if this is not a ditch, but a mountain?" "And drew a mountain on the blackboard. At this time, some students immediately said: "The snow on the mountain melts faster on the south side, and melts slower on the north side! ""right! "At this time, I gave my affirmation in time, and I was very happy. I finally figured out the problem. At the same time, I also felt very guilty for not being careful when writing the teaching design. This lesson was precisely because of the students' prompts. , I did not make any intellectual mistakes. "If You Lost Your Way in the Wild" Teaching Reflection 3
"If You Lost Your Way in the Wild" is a scientific and informative article. How can beautiful and interesting poems make children feel that nature is a "book" that can never be finished, and be full of yearning and interest in exploring nature? This is what I have been thinking about when preparing this lesson. I am more satisfied with this:
1. Reading instead of lecturing, reading while comprehending.
When studying this text, I read while lecturing, so that students can comprehend while reading. This poem is about natural science knowledge, allowing students to think and understand the scientific knowledge while reading. I boldly let go in teaching and give students the opportunity to understand the content of the text. , using students’ exploration of knowledge instead of my explanation and analysis of the text. First, I asked a question: “What would you do if you were lost in the wild? "Then let the students read with questions. Through group discussions, collective reports, etc., they will learn the four methods in the text. During the group study, I will patrol and guide in time, let the students talk about the methods they have learned, and find the corresponding `Read the paragraph again, and then ask the students to talk about what they have read. The students report their learning results in their own words or sentences from the book. After the group study, I guide the students to report collectively and summarize. Section 1: The student said that I know that the big tree can also tell me the direction. The side with thick branches and leaves is the south, and the side with thin branches and leaves is the north. I asked again: "Why is it thick on one side and thin on the other?" "The students expressed their understanding one after another, and thus further understood the knowledge contained in the text.
2. Use simple drawings to break through difficulties.
How does the snow in the ditch guide us? The textbook only tells us "Look at which side melts quickly and which melts slowly, and you can tell the north and the south." Which side is the snow? Which way is south or north, but few students know clearly. In order to overcome this difficulty, I used simple drawings to help students understand. I drew a ditch with more snow on one side and less snow on the other side. I asked students to determine which side is south and which side is north, and explain the reasons. At first, many students thought that the side with more snow was in the north and the side with less snow was in the south. The reason was that the sun was in the south and melted the snow in the south. Only one student thought that the side with less snow was north and the side with more snow was south. At this time, I was not eager to give students an accurate answer, but asked them to read the text again to see if their understanding had changed. The children thought again but stuck to their opinions. At this time, I drew a red sun on the side of the ditch and asked the students to judge again. In this way, the students immediately understood that the side with more snow is the south, and the side with less snow is the north, because the edge of the ditch blocks the southern sun. In order to check whether the students really understood, I drew another hill, with more snow on one side and less snow on the other, and asked the students to judge the direction. This time the students immediately understood that the side with more snow was the north room, and the side with less snow was the south. Next, I drew a wide street with tall buildings on both sides, and asked the students to judge whether the snow melts faster on the south side of the street or on the north side. After careful consideration, the students quickly gave the answer: the snow on the north side of the street melts faster, and the snow on the south side of the street melts slower.
3. Clever extension, expanding excitement
When learning complete poems, I asked a question in the expansion link: "In addition to the methods of identifying directions in the wild introduced in the text, what else do you know? Where is the natural compass? "This question inspires students to explore the mysteries of nature and stimulates their curiosity. It not only expands students' thinking, guides students to learn Chinese more openly, cultivates students' interest in collecting information outside class, but also trains students the students’ language. "If You Lost Your Way in the Wild" Teaching Reflection 4
"If You Lost Your Way in the Wild" is a children's poem based on natural science, which introduces many things in nature to children. Subtle natural phenomena that can help people identify directions. This poem is easy to understand and can arouse children's interest in nature and enable them to understand many phenomena in nature that only careful children can observe. In the teaching of this class, I achieved the following points:
1. Pay attention to the accumulation and application training of language. From characters, words, sentences to paragraphs, students' ability to accumulate language and use language is cultivated. For example: when teaching "loyalty" and "zhan", combine them with sentences to learn and expand to "In addition to the faithful guide mentioned in the text, what else can be said about loyalty", "The North Star is the lamp" How else can we say this sentence "guiding light"? After learning the four methods of identifying directions, let students combine the information they collected to say something like what is written in the text. This will give students sufficient language training time and improve their oral expression ability.
2. Appropriate use of multimedia to simplify and break through the important and difficult points of the text, allowing students to intuitively understand the content of the text.
3. A variety of reading methods are adopted, including: named reading, free reading, cooperative reading with friends, continuous reading, model reading, reading together, choosing your favorite section to read, and group reading Cooperative reading, teacher-student performance reading, etc. stimulate students' interest in reading the text, allowing students to easily understand the content of the text in multiple forms and multiple readings.
4. Cultivate students’ ability to collect and process information.
Shortcomings: In the handling of the question in Section 5: "Which side of the snow in the ditch melts faster and which side melts slower, and which side melts faster is the south or the north, and why?" Without the use of multimedia intuitive demonstrations, some students still did not understand it. If multimedia demonstrations can be used in a timely manner when students report, and the teacher's camera can grasp the direction of the "ditch" to further explain, I think this difficulty will be easily solved. "If You Lost Your Way in the Wild" Teaching Reflection Part 5
"If You Lost Your Way in the Wild" is a popular science poem. The full text has six sections, using short sentences to introduce four methods of identifying directions.
This poem is different from the previous children's poems that are full of childishness. Students should not only understand the poem through repeated reading, but also learn how to identify the direction. Our research group asked me to teach this poem to discuss the teaching of poetry. This is also a new challenge for me, because in a textbook, it is possible to write one or two poems by myself. It may not work well, but it can make you make a breakthrough in poetry teaching, so go ahead and face the difficulties! After taking the class, I didn’t feel like I was doing very well. Looking back and thinking about this lesson, I feel that the following links I designed based on the characteristics of second-year students are pretty good.
1. Use children’s songs that students are familiar with to help students understand the text. I remember that when the children were in first grade, they learned a children's song about identifying directions in the "Chinese Garden": "Get up in the morning and face the sun. East is in front of you, west is behind you, north is on the left, and south is on the right.
"This is a way to identify the direction on a clear morning. I first show the children's songs and let the children read them and review the four directions when the sun is in the east. I also tell the children that our country is in the northern hemisphere, and the sun is at noon. South, so that the children face the south where the sun is, and then use their fingers to point to their own directions in all directions. The children will understand the second section "Why the sun is a loyal person" by easily "pointing and doing". "Guide"? When you read it, you will be confident and clear.
2. Use pictures to help students understand the words or sentences in the poem. There are several words in the poem that the children do not understand. I collected them with the help of multimedia courseware There are many pictures to help children understand. For example, children rarely observe the difference between the leaves on the north side and the leaves on the south side of a tree, but the poem tells us that the leaves on the south side of the tree are "thick" and the leaves on the north side are "thick". "" and "thin" are new words for second-grade children. I used pictures to let the children feel the "thickness and thinness" of leaves. They not only understood the poem, but also intuitively understood the meaning of the two words. There is also the second The children did not understand the "ditch" in the five sections. I also collected several pictures to let the children know what a "ditch" is. I also collected pictures of "Polaris and the Big Dipper" to let the children know the meaning of the Polaris. Position. In this way, the children can understand the words and sentences through their own observation without the teacher having to spend much effort.
3. Understand the sixth section of the poem through repeated readings. ""At the end of the class, there was a question: Does the South or the North melt faster? I asked the children to read this section with this question in mind. After reading it once, I asked them this question. Most of the children said: “It’s the south that changes quickly, and the north that changes slowly! "I asked the children to look at the picture and read it, and then think about it. After a while, some of the children still insisted on the answer just now, and some students rejected the answer just now. I drew the sun in the south of the picture, and asked the children to think about it again while reading. Think about it while reading. In this way, after repeated reading, all the students came to the correct answer: the north melts faster because the sun is in the south. The north receives more sunlight, so it melts faster. We have to believe in students during class. Their potential is endless. I think the answers they get themselves will be much stronger than the answers I tell them directly.