As a new people's teacher, he should have first-class teaching ability, which can be effectively improved through teaching reflection. Do you know anything about teaching reflection? The following is a model essay on spring wine teaching that I compiled for you. Welcome to read the collection.
Reflections on the teaching of spring wine model essays 1 Spring wine is a beautiful article in the second volume of the eighth grade of People's Education Press. Because the school organized a "good class" activity, I am destined to teach this course again. This lesson is an article describing folk customs. It is mentioned in the unit guide that "folk custom is an important part of the accumulation of human civilization. Paying attention to folk customs can help us understand people's livelihood and folk culture. " This lesson not only shows the author's love and appreciation of national culture and life, but also shows the author's nostalgia for his hometown and relatives. Unique language must guide students to savor carefully, and emotions need language to convey, so tasting language should be the highlight of this class.
In this class, I want to build such a Chinese classroom full of emotional activation, and adopt corresponding teaching methods to activate students' emotional experience, so as to resonate emotionally with the article and the author. In the teaching of this course, I think the most successful point is to design three links: "custom music", "childlike innocence" and "wandering feelings" to guide students to understand the feelings of the article in these three links. I pay attention to cultivating students' generalization ability, so that after reading the text, students can talk about the Chinese New Year customs in their hometown of Qi Jun, and feel the local customs from the generalization: some Chinese New Year customs such as "drinking spring wine" and "drinking some wine", "feeling childish", paying attention to guiding students to appreciate sentences, reporting by name, feeling the language and feeling childlike; The link of "feeling wandering feelings" focuses on guiding students to feel the author's homesickness and homesickness. In this link, I added some materials and read aloud with deep affection, so that the author's homesickness penetrated into the students' hearts and my hometown entered the students' spiritual world step by step. At this time, emotional rendering reached its climax. Finally, the students' joint reading was very successful, and they were full of deep affection. Looking back on the whole class, although the teaching task has been completed, there are still some shortcomings. Let me reflect on the teaching of this class.
First, in teaching, reading aloud is not handled properly. Chinese classroom is indispensable for reading, and the classroom with reading is the real Chinese classroom. The reading of this lesson is not handled properly. The "feeling childish" part mainly focuses on student reports and lacks multi-level reading guidance. The last part reads the last two paragraphs together. According to the teacher, it has been read five times.
Second, the transition of teaching links is not natural enough, especially the connection of the first two sections, which reflects the basic skills of teachers, the organization of teaching language and the ability of classroom regulation.
Thirdly, the age characteristics and life background of students are ignored. The eighth-grade students are still young, so it is difficult to understand the kind of "nostalgia for childhood", because people always know how to cherish it after losing it. As a student in the new era, the feeling of "leaving home" is difficult to understand, even if it is understood, it is empty. When teaching, ignoring the creation of situations and blindly emphasizing the interest of language may not solve the problem.
Fourth, the teacher's study of the text is not deep enough. It is a habit to look for information before class and see the staff, and there are very few things that I really understand. For example, the starting point of this class is not well chosen, divorced from the text and lacking pertinence.
Reflections on the teaching of spring wine model essay 2. The preparation of any class is not a reflection of the teacher's personal thoughts, and every link should be carefully considered and arranged according to the students' acceptance and presentation. The setting of questions and the application of teaching methods are all arranged around the central role of students. Every process should be thought of as possible or unknown. Therefore, the lesson preparation process is a simple imaginary dialogue process between teachers and students in teachers' minds. This is my greatest experience in preparing lessons, and it is also the hardest preparation process.
In the course of class, I mainly start from the following aspects:
First, mobilize experience and create situations
Scene introduction enlivens the classroom atmosphere. Students' emotional mobilization is the key to the classroom. So in the process of waiting for students to enter the classroom, play their most familiar children's song "Grandma's Penghu Bay", which is a relaxed and happy song, and then ask them what was interesting about their childhood. This is a question to talk about, students' chatterboxes will open, interesting stories will make students laugh, they will all relish it, and a happy atmosphere will sneak into the classroom.
Second, around the lead, a string of beads,
In the design of this lesson, I mainly focus on the setting of "the best memories" in the introduction: 1 What three things were recalled (grasping the content); 2 who are the wonderful characters in these memories (character appreciation); 3. Why are these memories the best? What flavor does it contain? (Emotion mining) These three questions summarize the content of the text, taste the language, appreciate the characters and feel the emotions.
Third, taste in reading and feel in reading.
Prose teaching must be inseparable from reading aloud, and this fresh, simple, elegant and meaningful article is more suitable for reading aloud. Therefore, I instruct students to read aloud in the process of tasting language and appreciating words, and feel and internalize homesickness in the last paragraph of reading.
Fourth, experience yourself and imitate writing practice.
Chinese learning is a comprehensive process of listening, speaking, reading and writing, and students' pen practice is also very important. At the moment when emotions are aroused, it is easier to move from the heart to the words. Considering this extension, Yu Guangzhong, Xi Murong and Lan Shu may have quoted more poems, so I won't go into details. I will directly show them Xi Murong's poems for their reference, and finally present the teacher's own poems for interactive sharing, ending the full text. The teacher's writing and reading won the applause of the students, which may be the warmest touch I regret in class.
V. Music infection, * * * *
The charm of music is beyond words. Happiness can infect people, elegance can edify people, and affection can impress people. In class, I have three tunes. At the beginning, "Grandma's Penghu Bay" mobilized the atmosphere, and read music in the middle to create a background atmosphere. At the end, everyone left in the song of Man Wenjun's Homecoming, walked into the classroom with the song, and walked out of the classroom with the song. I hope they are happy.
Every class is an imperfect classroom, and I still have a lot to improve, which is perhaps the place I should reflect on most.
First, the classroom control ability is not enough.
An excellent teacher should be an invisible backbone role, as if students are complete subjects and teachers are equal communicators and listeners. I don't know that this great voice is a skill, and the invisible realm of elephants is a skill. Teachers virtually control everywhere and pull students at any time. I lack such ability. When students don't answer according to their own preset direction, they begin to feel anxious, the expression of language begins to be a bit stiff, and the transition of links lacks the nature of flowing water.
Second, reading aloud did not achieve the expected results.
My best recitation is not particularly reflected. Teachers read less model essays and students read less forms. In fact, there are many forms in my teaching design, such as competition reading, cooperative reading between men and women, Pk reading between teachers and students and so on. But in class, these are ignored by their own nervousness.
Third, the evaluation of students' Chinese lacks certain artistry.
Teachers' evaluation can affect students' emotional induction, but my evaluation may be too general. Only after listening to the teacher's class can I know that the language ability evaluated by the teacher is also an art.
The growth of "Tao can be Tao, extraordinary Tao" is a kind of harvest in itself. Without thousands of troops, there would be no lofty sentiments of braving the wind and waves. So, this time, let me see myself farther away and see myself. Tell yourself that you have grown up once, which is the meaning in itself.
Reflections on the teaching of spring wine model essay 3 from the preparation of this lesson to the end of the class, I feel that this process has gained a lot. I have been trying to figure out the intention of the text, preparing lessons carefully and designing a long teaching process in my mind. This is a valuable exercise and improvement for my teaching ability. In class, I pay attention to guidance and create situations. Let the students discuss and explore freely under the guidance of the teacher. In the classroom, students spoke actively and discussed enthusiastically, which well implemented the teaching objectives and achieved the expected results. Secondly, I think the overall idea of this course is ok. From the first reading of the article to the study and discussion; The migration from reading appreciation to expansion is a process from outside to inside and then from inside to outside. In line with students' cognitive laws. Thirdly, create situations, pay attention to guidance, and cultivate students' emotional attitudes and values in combination with the content of the article. From the students' expressions, eyes and words when answering questions, I feel a good educational effect.
Before this class, I have been thinking and designing under the guidance of the new curriculum standard. However, in the process of class, the feeling is still not completely released, and the students' autonomy has not been tapped enough. Perhaps because of the time, I think some issues have not been discussed in depth enough. Students' understanding and feelings should have a process of thinking, and teachers should pay attention to leaving room for thinking for students while guiding. In addition, the language should be more concise.
Reflection on the teaching of spring wine model essay 4 This spring, I was lucky enough to participate in the selection of excellent courses in the city. I chose Qi Jun's article Spring Wine. The process from preparation to exhibition and evaluation was tense and busy, and I gained a lot. Now my own teaching gains are as follows:
In the teaching of this course, I think the most successful point is to always pay attention to students and create a good emotional atmosphere with situations. I broke the usual lecture routine and talked about the author's life in class, but after the students experienced these beautiful and rich emotions contained in spring wine and tasted this "spring wine" full of authentic hometown flavor. I hope that the author's homesickness will pervade their hearts and let his hometown step by step into the spiritual world of students.
In the school trial, when it comes to Qi Jun's death, several girls shed tears, and the atmosphere in the whole classroom was unusually quiet. This silence is a dialogue between the heart and the text, and it is the best feeling realm that frequent questions and answers are difficult to achieve. This kind of teaching is in place, focusing on students' emotional experience.
However, in the course of class, I also found problems. Students' emotional experience in the whole classroom is often in a passive state, or my classroom control ability still has a long way to go, which also reflects a teacher's own lack of background and weak "epiphany" in the classroom. For example, when analyzing the details of the article, I hope that students can feel beautiful and rich emotions in combination with specific words, but when some students' answers don't talk about the essence, my heart begins to panic, fearing that this link will not come, which will delay the class, instead of thinking about how to effectively inspire students to get out of the general answer circle. Therefore, this part of the analysis is trivial and lengthy, which makes the time allocation of the whole class unreasonable. And my question is simple, "Anything else?" "Is there any different answer?" Lack of appropriate flexible, easy to understand, or humorous and implicit teaching language to inspire and guide. Looking back on this link now is really not brilliant. To make matters worse, when I took a close-up of my mother, I asked my classmates to communicate at the same table. Before the exchange, several students raised their hands, but I still let them discuss first according to the predetermined procedure. This practice is really immature and shows a lack of teaching tact. In fact, I thought about it for a moment. If they were asked to answer immediately, the teacher would think that this was a question thrown to the students in advance. As a result, my stylized 40-second discussion was even more preset than the default. The design of this class seems exquisite, but what is lacking is the surging gas field. In fact, the Chinese classroom has teacher-student activities around the language, which often becomes a changeable mental field, and all kinds of emergencies may happen at any time, which requires teachers to act randomly. This kind of response is wise, and it is an effective communication in listening, thinking and communication.
In addition, regarding the excavation of the theme of this article, I have designated it as "homesickness". I think this emotional tone is easy for students with little experience to accept and recognize. The teaching goal is only to make students realize that hometown complex is another flavor contained in spring wine, which makes the taste of spring wine more mellow. Any detail in life is sweet "spring wine" if it contains beautiful emotions, so that these beautiful emotions contained in it can truly become living water to enrich students' emotional world. However, considering that Chinese is the fruit of language from the tree of culture, we should consciously increase the cultural content and ideological connotation in teaching, let the classroom exude cultural meaning, and let the language form shine with its deep foundation. So at the end of this class, I sublimated the "homesickness complex" to the cultural and spiritual level. But unfortunately, I didn't feel the students' inner vibration and sense of * * * in class. Teachers interpret texts with the experience and thoughts of adults, which is difficult for students to understand and accept. Chinese class has become a stage for teachers alone. So I'm rethinking, does junior high school Chinese teaching need to dig the text from the depth of culture? Is it the only way for our Chinese class from language to culture? Should the effectiveness of Chinese class be based on the real level of students' actual use of Chinese? In fact, what Chinese teaching really needs to do is to create a good teaching atmosphere, inspire and induce students, open up students' spiritual channels, and let students always have their own emotional experience in their studies, and have profound and internal exchanges and communication with the text. When culture just becomes the beautiful decoration of our language, I think Chinese class loses its most authentic flavor. This is what we call Chinese flavor!
Chinese is beautiful, teaching is a flawed art, and I will persevere!
Reflections on the teaching of spring wine model essay 5 people often say that experience is a great asset in life. I think: experience, deep reflection on gains and losses, and learning from experience in order to better guide future life and work can really be regarded as a huge asset in life. I feel much better than before after this class. The teaching objectives are basically completed, the students' cooperation is also very active, and the classroom atmosphere is warm and harmonious. Looking back on this lesson, I think we have done well in the following aspects:
1, pay attention to the teaching of Chinese knowledge. As a junior two student, the accumulation of new words is still in the stage. If the words are diluted, the students' vocabulary accumulation is not enough, and the basic knowledge of Chinese is not solid. For example, the students previewed the phonetic notation of the words "gun" and "stew" as usual, but they didn't reach the designated position, so they made mistakes. The author's introduction belongs to the common sense of China literature. Knowing the author helps to grasp the author's style, understand the emotion of the article, and help to improve students' Chinese literacy after increasing accumulation. In this class, I skillfully integrate the two into the classroom, so that Chinese knowledge can be implemented.
2. Create a relaxed atmosphere of equal communication and enliven the classroom atmosphere. In the lead-in part, by showing a large number of pictures of the Spring Festival: pasting the word "spring", pasting the word "blessing", setting off firecrackers, hanging lanterns ... familiar scenes, the students are brought into the memory of the traditional festival of China-the Spring Festival, and the chatterboxes are opened and they are talking about the Spring Festival in China with relish. The joyful atmosphere "sneaked" into the classroom with the "pictures". In the stage of reading details, I gave students full opportunities to speak freely, gave full play to students' autonomy, initiative and creativity, encouraged students to understand and interpret textbooks themselves, encouraged students to think independently, and respected students' personal feelings and unique opinions. In particular, in this session, a student found the sentence "In fact, I have secretly put my finger into the cup several times, and I don't know how many times I have licked the eight-treasure wine under my nails", but I read the word "secretly" in the process of reading aloud. I didn't criticize him, but asked, "If I secretly get rid of it, why?" This question immediately aroused the enthusiasm of the students to speak, and some students immediately gave a satisfactory answer. So I asked, "Have you ever had a similar experience?" Mobilize students' memories again, and the classroom atmosphere will be more enthusiastic.
Reflection on the teaching of spring wine model essay 6 "Spring wine" is most worthy of excavating the connotation of the article from such an angle, that is, the deep affection, nostalgia and human feelings embodied in the work. Therefore, my teaching goal is to understand the emotion of the article and feel the beauty of the works. However, through what is this aesthetic feeling expressed? It is an excellent, wonderful and vivid detail description of this article. Therefore, it is also one of the teaching goals to taste wonderful language, pay attention to detail description and feel the meaning of works.
In the teaching process, I designed three links of "drinking spring wine-tasting spring wine-brewing spring wine", which went deeper and deeper, from reading appreciation to writing, and reached sublimation. This also benefits from Yu Yingchao's "plate teaching" thought.
The situation creates a good emotional atmosphere, which is the key to realize the teaching goal of this class. The theme of homesickness is no stranger to junior two students, but the experience is not deep after all, so it has become an important link for students to feel emotions. In teaching, we should cultivate students' feelings by feeling the beauty of the theme, and then fully mobilize the accumulation of students' existing homesick ancient poems to make them feel homesick again. Fourteen-and fifteen-year-old children are easily attracted by emotional contagion, thus completing emotional education.
Generally speaking, this course is successful, but there are still some areas that need to be improved.
1, time allocation is not scientific enough. Spend more time on the details of reading, because students answer questions in a low voice, so sometimes teachers will repeat them. This not only delays the time, but also seems that the teacher talks too much, so there is too little reading in the reading session. Finally, I had to delete a passage listening to homesickness. The part of ancient poetry was originally for students to speak first and then take it out to read together, but because the class was over, reading together was also deleted. If I take this class again, it should be said that the time regulation will be more reasonable and effective.
2. Students' learning subject status is not developed enough, and the guidance of students' learning methods needs to be strengthened. In class, I don't have enough confidence in students, but I still talk more. In many places, students are not allowed to study actively, and their thinking is not fully opened. Students' learning style is also very simple. Although there are also independent inquiry methods, students mainly answer questions, and cooperative inquiry methods are basically not implemented. If I have another chance to take this class, I think I will pay more attention to the development of students' learning style, pay more attention to the timeliness and initiative of students' learning activities, and truly implement students' learning subject status.
Looking through the teaching of this course, I deeply realize that the new curriculum teaching not only requires that our education and teaching should be supported by new ideas and concepts, but also should be based on the actual situation of students and the existing cognitive structure, combined with the local actual situation and modern educational technology, carefully study the teaching materials, fully understand the spirit of compiling the teaching materials, and carry out it creatively. What's more, we need to practice boldly and strive to create a platform that can promote students' learning, mutual learning between teachers and students and harmonious communication, and constantly improve our teaching art and teaching level in the process of teachers and students growing together.