As a people’s teacher who has just joined the job, we must have first-class classroom teaching ability. Our teaching experience can be summarized in teaching reflections. So how to write good teaching reflections? Below are the reflections on teaching about mantis catching cicadas that I have collected for everyone. They are for reference only. Let’s take a look. Reflection on the Teaching of Praying Mantis Catching Cicadas Part 1
The unity of instrumentality and humanism is the basic feature of Chinese courses. Although the main task in Chinese courses is to improve students' reading and writing skills, it has always been very important to explore the humanistic thoughts hidden behind the words. Just imagine, who can put aside humanities and conduct separate instrumental training?
When reading this article intensively, I asked students to first understand a question: Which two groups of people came to persuade King Wu in the article? What is the attitude of King Wu? Summarize each using a word from the article. After reading and thinking, the students immediately said the results of the minister and the boy's persuasion, which were "stubborn" and "dismissal" respectively. I wrote this group of words on the blackboard and asked the students to find out why there were different results, which in turn caused The entire text is taught.
The passages about the boy’s persuasion in the article are almost all dialogue descriptions, and have little value in reading. When guiding the reading of the text, it is just a quick glance, so that students can understand the meaning. The description of the boy can reflect his wisdom and courage. In the third natural paragraph of the article, "I don't mind" and "I went around for three mornings in a row." During the teaching, I spent a little time here, reading and narrating It allowed students to understand the persistence and wisdom of young people.
When teaching this article, we do not need to consider its authenticity. The purpose is to use the language of the text to evaluate the practical educational significance hidden behind it. This is the most important thing. In classroom teaching, I guide students to explore the things behind the words, so that students' thoughts are also baptized. In the process of reading the words in detail and thickly, they realize the knowledge and ability, process and method, emotional attitude and Enhancement of values. Reflection on the teaching of "The Mantis Catching the Cicada" Part 2
"The Mantis Catching the Cicada" is a very interesting historical fable. It tells the story of the Spring and Autumn Period, when the King of Wu refused to listen to dissuasion and insisted on sending troops to attack Chu. A young man used the story of "the mantis stalks the cicada, but the oriole behind" to warn the King of Wu that it is dangerous to only pursue immediate benefits and ignore the hidden dangers behind him. , which made King Wu give up the idea of ??attacking Chu.
Students are no strangers to the genre of fables. But students often only pay attention to the plot of the story and are not good at thinking about the underlying truth. Therefore, when teaching, I mainly guide students to grasp the sentences that reveal the moral, focus on the story of specific images, clarify the relationship between "cicada, mantis, and oriole", and explore "immediate benefits" and "hidden disasters", so as to Deeply understand the content of the article and understand the truth told to people.
In order to fully reflect the results of the project research in this class, I carefully studied the teaching materials, explored points of cooperation, and designed four cooperations. Therefore, in the teaching of this class, I highlighted students' exploratory learning and embodied cooperative learning, allowing students to dialogue with the text and understand the language during cooperation, forming an interactive environment between students and students, teachers and students, open and alive. Chinese language class.
For example, in order to further appreciate the resourcefulness of teenagers, I designed this kind of cooperative learning: each group is asked to nominate two classmates, one to be a teenager, one to be the King of Wu, and the other to be directors to perform dialogues. . Requirements: The performance must be in line with the identity of the characters and have a tacit understanding. During the rehearsal, the group members have their own duties, clear responsibilities, and communicate effectively with each other. The thirst for knowledge will be generated in the interesting and joyful performance, and the students' consciousness will naturally show up. After the performance, I guided the groups of students to perform evaluations and promptly encouraged and affirmed their learning results.
For example, after students clarified the relationship between cicadas, mantises and oriole, in order to cultivate students' cooperative learning ability, I raised the requirements and asked students to work in groups to discuss how to use symbols to represent The relationship between the three. The No. 2 of each group takes notes, the No. 1 reports, and the No. 4 leader is responsible for organizing and coordinating the work. Everyone should express their own opinions, listen carefully to the team members' speeches, and ask questions when necessary. After a few moments, each group had designed a schematic, each unique. Through such cooperation, the spark of students' thinking is ignited.
After class, I also assigned a cooperative assignment: King Wu gave up attacking Chu. What would he say to the ministers in the morning of the next day without losing his face? Ask the group to discuss designing a speech for King Wu. Such assignments not only stimulate students' interest in learning and cultivate their imagination and creativity, but also extend group cooperative learning beyond the classroom. Reflection on the Teaching of Mantis Catching Cicadas 3
"Mantis Catching Cicadas" is a fable that tells the story of the Spring and Autumn Period and the Warring States Period. King Wu decided to attack Chu and ordered that no one else be allowed to dissuade him. At the critical moment, A young man cleverly used the story of "a mantis catching a cicada" to persuade King Wu to give up the idea of ??attacking Chu.
Here are some of my insights into this lesson:
1. Reorganize the text and build sections
I personally believe that every text in the textbook should be based on the student's situation. Either make bold choices, switch paragraphs, or supplement from outside class... Design a concise and smooth teaching process based on the text, so that students can learn actively, fully, freely and creatively. Instead of covering it from beginning to end, each text is "combed through" for students in detail.
When I taught the lesson "The Mantis Catching the Cicada", I did not "follow the rules" and teach paragraph by paragraph. Instead, I started from the students' reading psychology and boldly reorganized the teaching content according to the characteristics of the teaching material itself. There are only a few teaching links, which are very concise, but "to the point", and solve the important and difficult teaching points one by one: 1. Start directly with the topic, go straight to the story of "The Mantis Catching the Cicada" and retell it; 2. Read the text completely and guide students to understand the meaning of "sudden realization" in context. After students question it, they discuss a question: Why didn't the young man tell this story to King Wu in public? From this, I realized that the boy is wise and persuasive; 3. Text performance, first practice reading the dialogue, and then each person writes lines based on the situation at that time. Two students go on stage to be the "King of Wu" and the "boy", and the others are the directors.
Although the entire classroom teaching arrangement has changed the "order" of the text, it takes the development of language understanding and application abilities as the main line and scientifically and reasonably arranges Chinese practice activities such as listening, speaking, reading, writing, and thinking. , in particular, it uniquely integrates reading, perception, imagination, retelling, etc. into several lively and comprehensive sections, so that students can get comprehensive training and overall development in clear-cut practice, and truly achieve the above-mentioned goals. Simplicity controls complexity, one is equivalent to ten, and the effect is to get twice the result with half the effort.
2. Develop language and focus on creation
Good writing is like calligraphy. Sometimes it is airtight, and sometimes it is sparse and easy to move. The "sparse but easy to move" naturally allows students to read according to the text. Context puts pen to paper. Therefore, I am given special attention to allowing students to creatively fill in the gaps in the text. For example, the text says that in order to persuade the King of Wu, this young man took a slingshot and walked around the palace garden for three mornings before he found an opportunity to meet the King of Wu. What is the scene like in the garden at this time? I asked the students to make up for it by writing lines and use them as narration during the students' performances. As a result, the students wrote very successfully. This is a student's calligraphy practice: In the early morning, the morning glow illuminated King Wu's garden. Lush trees and colorful flowers are all coated with a layer of golden yellow. A few orioles were hiding in the trees and chirping happily. At this time, a young man with a slingshot in his hand was wandering on the garden path. From time to time, he looked around at King Wu's palace, as if waiting for someone, but pretended to be focused on hunting birds. The dew wetted his clothes, and he didn't even know it. At this time... (Students start to perform.)
3. Independent questioning and training of thinking
The teacher has too many questions. For a class with a fixed time, it means that the students Tired of coping. In class, teachers should leave space for students to think. Therefore, when designing, I highlighted students' thinking training, returned the right of inquiry to students, and paid attention to cultivating students' inquiry spirit of questioning and asking questions. After reading the story, I guided the students to question and discuss the key issues: Why didn’t the young man persuade King Wu directly, but instead told the story? Require students to discuss in groups, guide them to express independent opinions in practice, actively acquire knowledge, and guide students to explore the characters' personality characteristics from the text. Once again, students are asked to review the full text, grasp the overall situation, and realize that the young man is persuading wisely.
A successful Chinese class does not depend on the teacher teaching countless knowledge points, but on the students asking more whys; it does not depend on the methods the teacher uses, but on whether the students have a lot of participation in the learning process and opportunities for free expression; it does not depend on how much the students have accepted from the textbook, but on how much they have questioned and judged, and whether they have spread the wings of imagination. After this lesson, I have a lot to think about... Mantis Catching Cicada Teaching Reflection Chapter 4
The "New Curriculum Standards" propose that Chinese education is a holistic and educational subject. The combination of instrumentality and humanism is its basic characteristic. Therefore, a comprehensive goal system must be determined from knowledge and skills, processes and methods, emotions, attitudes and values. Students are the main subjects of learning and development. Chinese courses must pay attention to students' individual differences and different learning needs based on their physical and mental development and Chinese learning characteristics. Chinese teaching should be student-centered. In the teaching of this class, I closely focused on the teaching objectives:
1. The teaching objectives are clear, the design is reasonable, and the links are compact. The arrangement of activities in classroom teaching is not random, but requires systematic planning and design of activities and scientific combination to form coherence in the teaching process. Based on the above interpretation analysis and goal establishment, I reorganized the teaching materials: first, go straight to the content of the story, understand the meaning of "The Mantis Catching the Cicada", and do pre-processing; then through the "Sudden Enlightenment", I will show the fable from the transformation of King Wu. then study the young man's painstaking efforts and wisdom in detail; finally, expand the text, take what King Wu said in court the next day as an opportunity to rationally reorganize the text, and train the retelling after class effectively and interestingly.
2. Grasp the key words, read the text, and grasp the teaching materials.
For example: taking "sudden realization" as the focus of teaching in the second section. After understanding the meaning of the word, the teacher took the lead and once again highlighted the meaning: King Wu understood that the boy said such a long paragraph just to say one sentence. One sentence? (Show) They all want to gain immediate benefits, but they don’t take into account the dangers lurking behind them! Ask students to read it carefully to deepen and consolidate it.
3. Pay attention to reading aloud. "Three points of articles and seven points of reading." There are many kinds of reading methods in Chinese teaching. In the teaching of this class, I attach great importance to the guidance of reading teaching and use various forms of reading. I ask students to read the text multiple times. "What else did King Wu understand?" This question can point to different spaces in the article, and can also produce different answers depending on the students' understanding characteristics. Reading aloud is more suitable after the initial contact with the text and a deep understanding of the article, while silent reading can help students have a unique experience, spark their thinking, and have a deeper understanding of the text. I also teach students a reading method: think before and after, that is, read the previous ones and connect with the later ones. What new gains can you get? Students understand the text through reading and thinking.
4. Be good at guiding students to imagine. Catch the King of Wu going to court the next day, guide students to imagine, and retell the story infiltrated. How to implement the training of retelling, and how to make students master the outline of the content and retell it effectively? I extend the teaching by filling in the blanks in this way, which provides a solid growth point and strong support for imagination and retelling
(1) Ask the students to talk about the ingenuity of the young man persuading King Wu in life. , what should you pay attention to if you want to persuade others? (Euphemistic way) At the end of the teaching, I left a fill-in-the-blank question for the students: What would King Wu say if he goes to court again?
(2) (Show) A few days ago, I decided to attack Chu. But yesterday, I went for a walk in the back garden and met a young man who told me about it. The story goes like this. After listening to this story, I suddenly realized and was deeply inspired: Therefore, I decided.
5. Starting with dictating words, listening to stories and retelling stories can well stimulate students' interest in learning.
Although this class has done well in many aspects, there are still some problems. For example, when guiding students to retell a story, more time is still used; students' full participation is not enough, and we must dare to let students express themselves fully. In short, there is room for improvement in future teaching. Reflection on the Teaching of "Praying Mantis Catching Cicada" 5
After teaching the lesson "Mantis Catching Cicada", I felt very happy, because in this Chinese class, I found that the children have changed a lot, and they are very good in class. The biggest change was their starting point.
1. Fully preview and correct attitude
The day before, I told the children that teachers may come to attend this class. Please fully preview and read through the text. I saw that in the morning reading class, the children read the text over and over again: the whole class read together, they read aloud, and their classmates read to each other. The atmosphere of reading is stronger than ever. I know they want to perform well. When it was time for class, I told the children that although the teachers did not come to attend the class, I still hope that everyone can show their best performance. The students were all eager to try and were in high spirits.
2. Rooted in life
At the end of the teaching, I arranged an expansion link. After classroom practice, I found that children have many understandings of the sentence "only care about immediate interests and ignore the disaster behind them", so I asked students to write a speech for King Wu. As soon as the question came up, the students were very busy and scrambled to be the first. Speech... Listening to the children's speech, I know that they really understand the principle of thinking twice before doing anything. At this point in teaching, the teacher no longer needs too much guidance.