There are many friends in our lives. The following is my reflection on the teaching of my friends. Let’s take a look! My Little Partner Teaching Reflection 1
"Introducing My Little Partner" is an exercise in the sixth unit. This unit is closely centered on "Characters written by writers", allowing students to experience vivid characters with unique characteristics. This exercise requires "use one or two things to write about the characteristics of your friends." Students are no strangers to writing about people. The key is to highlight the characteristics of the characters, and what captures the characteristics of the characters is the touch, excitement, and even impulse of their own souls. Therefore, only those children who observe, comprehend, and accumulate life attentively can receive the gift of life. How to make students fall in love with composition and enjoy writing? Let me share some thoughts on my composition class this time:
1. Try to create situations to stimulate students’ interest in writing.
As the saying goes: "Interest is the best teacher." At present, many students are afraid of composition. When it comes to composition, they have a "headache" and don't know where to start. How to make students like composition and be happy to express themselves? This must arouse students' interest. At the beginning of this class, I asked the students to play a "Character Guessing" game, which sparked their interest. I ask students to listen to my verbal descriptions and guess the characters they see or hear in life. Because of their interest, the students listened very carefully, and because my verbal description captured the character's identity, appearance, work and other distinctive and unique characteristics, the students immediately guessed the character. I took advantage of the situation and asked them about the secret of their correct guesses, and penetrated into the methods of successfully portraying characters, which laid the foundation for the composition guidance of this class, and also effectively stimulated the students' interest in participating and gained preliminary insights.
2. Determining the writing content is the key to writing a good composition.
Principal Xue Fagen, a famous special teacher, once emphasized that composition teaching should pay attention to six "important things". The first important thing is: what to write is always more important than how to write. Therefore, after stimulating students' interest, I revealed the assignment tasks: let students freely read the assignment prompts of unit 7, review the questions independently by circling key words, and provide timely guidance when students report. Teach students the skills of grasping key words to review questions, break through the review barriers, and give students clear learning tasks. Lay a solid foundation for students to write good compositions.
3. The effective combination of speaking and writing training is the secret to writing good compositions.
Many of our students speak eloquently and eloquently, but they are not so good when it comes to "writing" articles. Because "speaking" is so common in life, there are ample opportunities for practice, while "writing" has very few opportunities for practice. Therefore, our composition teaching should follow the principle of starting from speaking to writing. In this composition class, I train students' expression in three steps. The first step is "I can speak". The design gradient prompts "One of the characteristics of the person that impressed me deeply is that he (her). I am going to use this example to express his (her) characteristics and guide the students to express what they want to say." The process of students recalling and describing is not only a natural expression of daily observation of life and true feelings, but also a process of writing with their "mouth". Then they only need to slightly organize and polish the language to write it. Or the comments and comments from classmates, after a little selection and sorting, I can use a pen to say it, and then I have found the "grain in the pot". Due to time constraints, I can only ask the students. Impromptuly write a wonderful fragment on the spot to express a certain aspect of the character's characteristics. In this way, "speaking" and "writing" are effectively connected. Talking and writing, writing and writing will solve the problem of students' "can they speak or not". That’s it. In the third step “I will evaluate”, in this link, because the students have basically mastered the method of writing people through the previous study, and there are evaluation criteria provided by the teacher, the students The writing was well-organized and the comments were clear and logical. There were many wonderful comments. For example, some students commented on the words and sentences of the fragments written by their classmates, while others gave accurate and wonderful descriptions of the rhetorical techniques and details used in the fragments. The comments also show that they have more effectively mastered the method of writing people through the study of this composition class.
An educator said that "teaching is always a regrettable art." Although this composition class was exciting, it also left me with regrets and deep thoughts. Judging from the students' reactions to this class and the compositions written by the students after class, the teaching objectives were basically achieved, and most of them were achieved. Students can use the methods learned in class to write about their friends. However, there are still many things that are not done well in this class. For example, when guiding students to select materials, they should spend more time on this and guide students to grasp it. Write the characters concretely based on their actions or language, and let students talk about how to write them concretely. Maybe the writing effect will be better in this way. In future teaching, I will be more careful to grasp the relationship between generation and presupposition. Make my composition class full of energy. My friends’ teaching reflection 2
Composition teaching is relatively difficult, but after one class, I feel that I have gained something: throughout the teaching, I designed the following links :
1. Create a harmonious writing atmosphere and stimulate students’ enthusiasm for speaking.
Riddles are something that students love to see and hear. When introducing the teaching, I created riddles based on the students
The riddles immediately mobilized the students' enthusiasm for participation. The students had something to say. It can be said that there are examples that can be imitated.
2. Arouse emotions and lay the foundation for students’ thinking.
I chose to start with a conversation and skillfully lead the students to the requirements of the exercise by introducing their partners, quietly and without leaving any traces. Handing the blackboard to students greatly arouses students' enthusiasm for participation. It also creates a harmonious atmosphere for teachers to integrate into students, guide students, and win valuable time.
3. Connect with life and lay the foundation for students’ thinking.
Composition teaching is the basis of writing. A composition guidance class is not to completely show the students’ writing process, but to fully reflect the teacher’s guidance process. The process of practicing speaking is the process of conception. .
During teaching, students are required to "use one or two sentences to write about the characteristics of the partner you are most familiar with." On the basis of what the students have said, they can come up with an appropriate and novel beginning, which will not only make the writing more colorful, but also make them more interesting. Increase literary talent. Such requirements are put forward on the premise of completing the basic requirements, and implement the requirements of the curriculum standard for article modification. Although it is only a modification of the beginning, it also embodies the idea that "good articles are revised."
4. Publish sample essays to lay the foundation for writing methods.
In teaching, I choose model essays that are similar to the students' homework requirements. Not only can students master some specific writing skills and cultivate students' interest in writing, but more importantly, new themes and new topics in the essays can be used. Conception and new writing methods will provide some inspiration for sketching and stimulate their innovative spirit. The model essay is arranged after students have selected the examples, so as to prevent students' thinking from being limited by the model essay
However, after careful consideration, I still have many regrets: First, although I carefully designed the transitional language, the The teaching plans have been revised repeatedly, but I am not very familiar with the teaching plans and the teaching time is not tight enough. Second, students should be guided to give students enough time to create, complete exercises, and share their exercises with everyone to show the effect of the class on the basis of what they have said. This will be better. If you can pay attention to this in future teaching, provide more guidance, and practice writing more, I believe students will learn easily and happily!
There are gains and losses, this is the most common in our classroom teaching. As long as we see our own shortcomings and continue to explore and practice, I believe our classroom teaching will be more exciting! My Little Partner Teaching Reflection 3
The lesson "My Little Partner and Me" is a short prose with beautiful sentences and long meaning. I always use interactive learning methods in class, focusing on the topic "Which sentence in the article do you like best?", talking about feelings, finding evidence, and giving reasons. When teaching, I feel quite satisfied with the following:
1. Design interactive situations closely based on text.
Teacher Yu Yongzheng once said: "I don't have any secrets in preparing lessons. I just read and meditate over and over again. When I read out my own understanding and emotions, when I read out the beauty of the article, when I read out After realizing my own surprise, I dared to walk into the classroom. "Without close contact with the text, teaching is like "water without a source, a tree without a root." Therefore, before the teaching activities are carried out, I go deep into the text and try to find the "space" for communication, so that I can accurately grasp and understand the teaching materials and make the communication level higher and more effective. Therefore, a game of "Folding sticks and looking for Hercules" was designed as an introduction to text learning. It is children's nature to like games. The relaxed and harmonious scene created in the game not only guides students to discover the problem-"Why is a child... A small stick can be broken, but a bundle of small sticks cannot be broken?" Entering interactive learning through thinking and communication also paved the way for learning the content of the text.
2. Pay attention to the interaction between students and life.
Life is always a fertile ground for Chinese courses, and Chinese is always connected with real life. The dialogue between students and life means moving Chinese learning from in-class to out-of-class, extending from classroom to life, capturing, filtering, and obtaining living knowledge and information from life, and internalizing it into one's own Chinese literacy.
There are 12 new words that are required to be recognized in the lesson "My Friends and Me". I use group cooperation learning methods to guide students to learn the words by themselves. Students are recalling themselves - participating in the memories of their classmates - —Self-accumulation—Finally, I made new discoveries. In this process, I tasted the joy of discovery and the happiness of literacy. In order to expand students' literacy, I introduced literacy teaching into daily life - "These methods are really good, look again, where have you seen this word before? Do you have it around you?" This sentence caused thousands of waves, and the students After thinking hard, I found that many Chinese characters can be found in life and come from life. This discovery not only helps students quickly learn and memorize new words, but also enables students to understand life through actual observation and thinking, expands their horizons, and broadens the space for students to learn Chinese.
3. Respect the emotional communication in individual reading.
Reading teaching is a process of dialogue and communication between students, teachers and texts. When teaching, I give students a lot of opportunities and time to read: first read the text - recognize the new words; read the text again - understand the main idea of ??the article ; Read the text intensively - focus on the key points and read out your own understanding and feelings of the work. The reading at this time should be a higher level of "reading out emotions and reading out experiences". Students have conversations with water droplets, wooden boats, and seedlings in various forms of reading such as free reading, role-based reading, and reading favorite sentences, and combine their own feelings, knowledge, emotions and other spiritual things to carefully understand the water droplet and its friends. They selflessly help small wooden boats and seedlings, showing the valuable spirit of unity, friendship and mutual help. Students read it first during communication, and then I guide them to express their feelings. After reading the sentence "We flowed under the wooden boat, shoulder to shoulder, holding hands, and working together to hold up the wooden boat", some students said: "The little water drops are so united!" I asked: "We are united together." What will the small water droplets look like?" The student said: "The small water droplets gather together to form a small river with a lot of water, so that the wooden boat can be held up." I then guided: "The small water droplets are so united and powerful, you. Can you read it with your feelings? "Students read the text so that their feelings come from the text and return to the text. In this way, they gain insights during reading. With this understanding, the book becomes more and more interesting. It's getting more interesting.
I asked the students to imagine: "The stranded wooden boat can sail again with the help of the small water droplets. Think about what it will do?" The students spread the wings of their imagination and thought not only of transportation goods, and "the wooden boat can only sail with the help of the small water droplets, and it will definitely help others like the small water droplets."... Due to the students' life experience, knowledge level, comprehension ability, aesthetic taste, and problem-solving ability The angles are different. During the reading process, students will have different perceptions and understandings of the text and language. When one person expresses his opinion, others absorb it. "I don't know the true face of Mount Lu, just because I am in this mountain." "The situation will disappear with sufficient communication between individual students. In this way, different thoughts and emotions collide with each other to inspire more sparks of inspiration and wisdom. Only then will students' understanding become deeper and deeper, and learning will be more enjoyable.
What I am not very satisfied with is:
During the communication process between teachers and students, I have not done enough to listen to students’ answers and evaluate them. The language seems pale and cannot promptly capture the points that students want to say but have not expressed when answering questions. The language of improvement is not enough, resulting in teacher-student communication not being able to proceed smoothly and in-depth. For example: When dealing with the fourth natural paragraph, students realized from the sentence "We flowed under the wooden boat, shoulder to shoulder, holding hands, and worked together to lift the wooden boat." Small wooden boat. In fact, the students did not really understand the meaning of "working together" at this time, but I summarized it and said, "We are powerful when we unite." If during teaching, I can ask: "Can you and your friends act out the scene in this sentence?" Students will better understand "working together" from mutual cooperation, understand unity and force relationship. Then I summarized: "Yes, when people are united, mountains can move. As long as we unite together, we are not afraid of any difficulties. Let us read this sentence again with this feeling!" It will make the little water droplets happy. Behavior and image are more three-dimensional. When students answer questions, their true inner desires are often as fleeting as meteors. It is a great pity not to be able to capture them in time, which also leaves regrets for this lesson.
After a class, I deeply felt that only by teachers truly opening up the teaching materials, enriching their own materials, preparing students with teaching materials, and listening to students’ answers can classroom teaching be harmonious among teachers, students, and The communication between the texts is meticulous and in-depth, entering the ideal interactive state. This is also my constant pursuit in my future Chinese teaching work.