Children in large classes are very active in thinking, especially in abstract thinking, and have accumulated rich life experience. They are willing, willing and eager to speak freely in front of the group. In the teaching of the poem "Home", I analyzed and thought about the textbook in combination with my children's experiences and interests, and carefully conceived screen design and the teaching link. Because I found that in poetry teaching, we should focus on children's understanding, not let children memorize and recite poetry content mechanically, but reduce children's memory burden in learning and let them pay more attention to understanding and thinking in the learning process. First of all, vivid computer courseware creates a strong "home" atmosphere for the whole activity, making the poetry content concrete and visual. This method can be seen and heard by children.
At the beginning of the activity, I used computer courseware to show beautiful pictures of the sky, Woods, grasslands, rivers, flowers and so on. In front of the children, let the children express their understanding and praise of the pictures with beautiful words. Then, by helping clouds, birds and small fish find their homes, encourage children to participate in thinking and explore the ownership relationship between clouds, birds, small fish and lambs and the sky, Woods, rivers and grasslands. On the basis of children's full understanding of the relationship between these things, poetry is presented to children in a complete way by combining pictures and texts, so that the process of understanding poetry is natural and interesting. In the whole learning process, instead of teaching recitation sentence by sentence, the key point is to help children boldly use appropriate language to express their understanding and imagination. Teachers play the role of a needle in the whole process, so that children can try first, understand first, the teacher finally summarizes, and the children finally appreciate. So as to better lay a good foundation for imitating poetry. Secondly, in independent imitation, children's wishes are fully respected, and "creating their favorite poems" provides children with more opportunities to learn from each other and communicate with each other, thus fully experiencing the fun and sense of success in imitating poems, leaving children with more opportunities to think and speak, encouraging children to boldly read their poems to everyone present, thus experiencing the happiness of success and the fun of language activities, and fully feeling the artistic beauty of poems. In the process of imitating poetry, the operating data of Imitation Atlas designed by me can effectively guide children to record the contents of their poems with markers. Children are not only interested in creation, but also can use their imagination to imitate poetry boldly and completely. At the same time, the imitation session provides enough time for children, so that every child has the opportunity to show and experience the happiness of success.
Here, children can boldly turn to the teachers present, which not only develops children's social communication ability, but also helps children with difficulties in painting and expression to make symbol records in time, which can help children to show the achievements of language labor in time and let them feel their achievements and satisfaction further, so that they are willing to express boldly. Through this teaching, I have a further understanding of poetry teaching. In the teaching process, how to use various means to improve children's original experience, let children learn happily, use and express boldly, and achieve the best effect of language teaching. At the same time, I also found some shortcomings in the teaching process, especially the natural and effective application skills of teaching interlanguage, which need to be continuously studied and improved.