Reflections on the Teaching of Frog Writing Poetry in Senior One Chinese 1 Frog Writing Poetry is the first lesson in Unit 2, Animal World, Volume 2, Senior One Chinese, Changchun Edition. This text is a short, pithy, lively and interesting poem. This article vividly depicts frogs croaking and writing poems on rainy days. According to the teaching materials and students' learning characteristics, my teaching design of this course is based on vivid pictures and vivid poems, which integrates reading and literacy teaching. Based on students' rich life, guide students to master the rules of word formation of Chinese characters, and use various methods to read with interesting and vivid images. Fully optimize teaching resources, appropriately expand and extend teaching materials, and enrich teaching content. Recalling the process of class, because this is the third time to talk about this course, I am familiar with this course, and I feel that every link is going well in the teaching process:
1. Because I am giving a lecture to the students in my class, I feel relaxed and natural, and my communication with them is pleasant and smooth. In the process of studying with students, I try to pay attention to each child and judge their mastery of knowledge by observing their facial expressions. When they answer correctly, I will praise them in time, give them affirmation and let them know that the teacher appreciates them.
2. In the teaching process, I learn new words according to the characteristics and existing knowledge of the students in our class. Sensory literacy teaching has been well implemented, and it can skillfully use a variety of literacy methods to cultivate students' interest and desire to read independently.
In this class, I made a courseware to teach, so that children can not only learn easily, but also intuitively feel the characteristics of many things. In teaching, I let students discover the connection between things and punctuation by themselves, so that they can intuitively show what they have learned and deepen their impression.
Disadvantages: from the teaching of this class, I feel that my input is not enough, and I am not as passionate as I was the first time. When teaching, I always think about how to add the opinions given by other teachers into my own teaching design, so I feel that my understanding of the teaching materials is still "incomprehensible". I think I will study hard in the future teaching and analyze and understand the teaching materials from multiple angles.
Reflections on the Teaching of "Frog Writing Poems" in Grade One and Grade Two in Senior High School; "Frog Writing Poems" vividly depicts the scene of frogs croaking and writing poems in rainy days. This lesson takes this as the plot to learn new words, and at the same time, it preliminarily knows and understands three punctuation marks. The content of the textbook is full of childlike interest, imagination and creativity, and it also leaves a broad space for teachers' creative teaching.
According to the teaching materials and students' learning characteristics, my teaching design of this course is based on bright pictures and vivid poems, which integrates reading and literacy teaching. Based on students' rich life, guide students to master the rules of word formation of Chinese characters, and use various methods to read with interesting and vivid images. Fully optimize teaching resources, establish a big language concept, appropriately expand and extend teaching materials, and enrich teaching content.
Looking back on the process of class, there are many times when pre-class presupposition is inconsistent with classroom generation, which requires flexible teaching tact to complete it well.
1. The interaction with students is natural and harmonious. Every student is respected in class, and the teacher's love is reflected as much as possible. Give every student a chance to speak.
2. Literacy teaching has been well implemented, and various literacy methods have been skillfully used to cultivate students' interest and desire for active and independent literacy.
2. Instruct students to use various methods to read aloud, create multi-situation experience, imagination and sentiment, so that students can learn vividly and read with affection.
Shortcomings: From the teaching of this class, I think cooperative learning has not attracted my attention and played its due role. In the process of teaching new words, you can let your deskmates test each other's literacy, or you can discuss literacy methods together. I used to think that they were too young to discuss together, so they rarely arranged such teaching sessions. But I think if the teacher doesn't guide, the child will never do it. Sometimes I underestimate the ability of children. In fact, they often surprise me, so I will create more opportunities for children to show their abilities in the future. There is too little time to consolidate new words in class, and some students can't master them well. If we spend less time talking about memory methods in front, we will have more time to consolidate later. This is because the teacher didn't manage them well, so we should avoid similar things in the future. In a word, teaching is a regrettable art, and I will constantly sum up myself and improve myself.
Reflections on the teaching of frog writing poetry in the third grade of senior one Chinese. We all know that teaching objectives are the starting point and destination of teaching. When teaching, we always set the teaching objectives first, and then choose targeted teaching strategies to achieve them. Then, after the teaching goal is selected, how to set effective questions around the problem and realize the teaching goal? As Chinese teachers in low classes, we understand that it is not appropriate that too many problems in low classes will affect students' attention, and it is even more inappropriate that too trivial problems make the class deviate from the track of paying attention to reading and writing. Through the classroom practice of grade one, it is found that it is particularly effective to set interesting questions around the goal for effectively realizing the teaching goal.
When I was teaching the first volume of Frog Writing Poetry for Grade One, I carefully set the following teaching objectives.
1. Literacy: Learn 1 1 new words in this lesson in different ways, and be able to write and use 4 new words.
2. Reading: Grasp the words that imitate sounds and train students to read aloud.
3. Usage: You can speak with "can" and "string".
4. Understanding: I can divide the natural paragraphs of poetry according to the blackboard and tell the main content of poetry.
These four goals include literacy, reading, application and understanding, which are comprehensive and clear. A class is closely focused on the key points of training and is solid and effective.
First of all, I use a combination of decentralized literacy and centralized literacy to set questions around the guidance and writing of literacy methods. What do you want to remind everyone? For example, to teach the word "rain", first observe the structural strokes, and then ask, what should we remind everyone to pay attention to if we want to write this word well? Suggest the position at four o'clock and the size of the box. Everyone carefully observed the speech and made up a children's song together, "The upper horizontal is short and the lower frame is long, the left frame is slightly smaller and the right frame is slightly larger", and then closed their eyes and gave feedback. In this way, when it comes to literacy, everyone consciously raised their hands and said their findings.
Secondly, how to read this poem well, my goal is to catch words that imitate sounds and train students to read aloud. So at first, I said the frog was going to have a concert. Who will learn from frogs? Gung, gung, gung, divergent thinking, students read frogs' calls with various stresses and practice reading aloud. Other onomatopoeic words, such as the falling rain, can also be understood in the simulation.
The third is oral practice. This link is based on literacy. I wrote three words including the new word "rain" together. After reading it, I asked everyone, what can we do when it rains? Students can't wait to get caught in the rain like Piggy Peggy. When I talked about "a string" again, I said, do students like sugar-coated haws? The students said yes, I said I'll give each one a bunch of Sugar-Coated Berry, so what are you going to give me? I just wanted a bunch of things, and as a result, the students were in high spirits and gave the teacher a necklace, a string of mutton kebabs, a string of firecrackers and so on. Practice speaking to achieve your goal.
Reflections on the teaching of frog writing poetry in the fourth grade of senior one Chinese. The words written by frogs are anthropomorphic, vividly depicting the scene of frogs croaking and writing poems on rainy days. This lesson takes this as the plot to learn new words, and at the same time has a preliminary understanding and understanding of three punctuation marks. The content of the textbook is full of childlike interest, imagination and creativity, and it also leaves a broad space for teachers' creative teaching.
1. Teaching effect:
According to the teaching materials and students' learning characteristics, my teaching design of this course is based on bright pictures and vivid poems, which integrates reading and literacy teaching. At the same time, based on students' rich life, guide students to master the rules of word formation of Chinese characters and use various methods to read vividly and interestingly. Fully optimize teaching resources, establish a big language concept, appropriately expand and extend teaching materials, and enrich teaching content.
2. Success:
As an important part of Chinese learning, reading teaching should be attached importance to by every teacher. In the teaching of reading in grade one, we should pay attention to "accurate reading", consciously arrange reading in all aspects of reading teaching, read words, sentences, paragraphs and articles step by step, and establish a classroom full of reading sounds. In the lesson "Frog Writing Poetry", the little frog has many friends to help him when he writes poetry. What do friends say? I use teachers' demonstration reading, synchronous reading, co-reading between men and women, role reading and other ways to carry out reading teaching, effectively consolidate students' words, make students read correctly, and improve reading literacy in a subtle way. However, in the fifth section of this lesson, I still have some problems to be strengthened. The fifth section is mainly composed of a "hexagram", separated by commas, periods and ellipsis. It can be seen that punctuation plays an important role in section 5. In the future teaching, I will strengthen the guidance for students to accurately read punctuation marks and experience the different functions of different punctuation marks, thus encouraging students to think about how to pause after seeing punctuation marks and how to read in different tones. Not only give it fish, but also teach it to fish.
3. Disadvantages:
Judging from the teaching of this course, I think cooperative learning has not attracted my attention, let alone played its due role. In the process of teaching new words, you can let your deskmates test each other's literacy, or you can discuss literacy methods together. I used to think that they were too young to discuss together, so they rarely arranged such teaching sessions, but I think children can never do it unless the teacher guides them. Sometimes I underestimate the ability of children. In fact, they often surprise me, so I will create more opportunities for children to show their abilities in the future. There is too little time to consolidate new words in class, and some students can't master them well. If we spend less time talking about memory methods in front, we will have more time to consolidate later. This is because the teacher didn't manage them well, so we should avoid similar things in the future. In a word, teaching is a regrettable art, and I will constantly sum up myself and improve myself.
4. Improvement measures:
1) It is natural and harmonious to interact with students. Respect every student in the classroom, try to show love for the teacher, and give every student the opportunity to speak with emotion;
2) Literacy teaching is well implemented, and various literacy methods are skillfully used to cultivate students' interest and desire for active and independent literacy;
3) Instruct students to use various methods to read aloud, create multi-situation experience, imagination and sentiment, so that students can learn vividly and read with emotion.
Reflections on the teaching of frog writing poetry in the fifth grade of senior one Chinese. The poem written by frog is a lively children's poem. With rich and reasonable imagination, the author personifies the beautiful scenery "tadpoles, blisters and water drops" in the pond, vividly and accurately imagining it as commas, periods and ellipsis, thus combining it into a vivid and interesting poem. It is interesting to know punctuation through this vivid and concrete thing, which is suitable for children to learn. The whole poem is divided into five sections, describing the scene of frogs croaking and writing poems in rainy days. The first section describes that frogs are infected by raindrops Li and La, and become interested in writing poems. The tadpoles, blisters and a string of water drops in the second to fourth sections of frog poems should use commas, periods and ellipsis. The fifth section wrote a poem about frogs, in which tadpoles, blisters and a string of water drops are punctuation marks. The teaching emphasis is to understand 1 1 new words such as "writing" and "poetry", and the two radicals of "bare treasure cover" and "quarter bottom"; Can write four new words such as "Xia" and "Ge"; Read the text correctly and fluently, and feel the vividness and interest of poetry. Understand commas and periods with concrete things. The teaching effect after class feels good, and there are many feelings and experiences. Reviewing the teaching of the whole class, the summary is as follows:
First, the teaching effect.
Focusing on the teaching objectives, I have achieved the following results:
1, in order to achieve the teaching goal, my teaching idea is mainly to prompt students to read the correct pronunciation. The pronunciation of some new initials in this lesson is easily confused with other initials. Such as: "point, when", "over, give", so classified reading is easy to help students distinguish. The two radicals required to know in this lesson, the bald treasure cover, are easily confused with the treasure cover learned in lesson 5. Put these two radicals together and find the difference by comparison. In the teaching of "string", most students can understand the shape and meaning of the word by showing pictures of sugar-coated haws to help students establish the image of "string". In order to strengthen the consolidation of new words, capable students know the words listed in the third question after class, and then group some words to consolidate. This class requires writing four words. In the preview session before class, students have mastered pronunciation. In class, students are required to write in a standard way, with emphasis on vertical lines. After the demonstration, the teacher walked off the platform and gave targeted guidance, so the students wrote in a standardized and serious way.
2. Read the instructions aloud. When reading the first section, guide the students to observe the illustrations, talk about the expression and mood of the little frog, let the students read the thinking of the first section of the little frog, and inspire the students to understand the excited mood of the little frog and read the happy tone. In the second, third and fourth sections, on the basis of students' understanding of the text, read the sentences well and read them by roles. In the last section, the teacher let go, the students cooperated in groups and read aloud individually. Let's evaluate who reads well in the group. In this form, students' reading enthusiasm is high and unexpected reading effects have been achieved.
3. Understand and apply. Guide students to read and think with questions. When I was studying the second, third and fourth verses, I asked: Who helped the frog when he was writing poetry? How can they help? Show me three sentences: "I want to be your comma", "I can be a little period" and "we can be ellipsis". Students can understand that the same meaning can be expressed in different ways. Next, let the students look for tadpoles, blisters and a string of water drops in the poems written by frogs to see if it helps. In this way, guide students to understand the appearance of commas, periods and ellipsis. Read the fifth section and guide the students to discover the characteristics of frog poetry independently. There is only one word "gung". Imagine what the little frog will convey through this language. Expand your imagination and read what you think through personalized reading.
4. According to the characteristics of tadpoles, blisters and a string of water drops, look for them in the poems written by frogs to see if they are helpful. Find a picture and communicate with the class. In this way, students are guided to understand the appearance of commas, periods and ellipsis. Exercise students' ability to find out the obvious information in the text.
Second, success.
When teaching this lesson, my greatest success is to leave reading time for students and guide them to read and think with questions. For example, when studying the second, third and fourth sections, I asked: Who will help the frog write a poem? How can they help? Show me three sentences: "I want to be your comma", "I can be a period" and "We can be ellipsis". Students can understand the expression, look for keywords in the text, guide students to use their imagination to read, and read what they think through personalized reading.
Third, shortcomings
Although students have completed their understanding and experience of the text under the guidance of the teacher, there are still some regrets in teaching practice: learning punctuation marks is to enable students to know and use punctuation marks well, and there is a lack of punctuation practice in the teaching process, such as: How many words are there in this paragraph?
Fourth, improvement measures.
If I come to this class again, I will do this: after reading aloud and reading aloud, I will finally test what I have learned, show the second paragraph in My Dad's name is Jin Li, ask how many words there are in this paragraph, and mark the serial number.
Reflections on the teaching of frog writing poetry in senior one Chinese 6165438+1On October 28th, I listened to the lesson of frog writing poetry in senior one taught by teacher Chen xx. In class, Mr. Chen is kind and natural, full of childlike interest, and students learn with relish. The interaction between teachers and students makes classroom teaching easy, enjoyable and unforgettable.
1. The tutorial is novel and interesting.
"Interest is the best teacher." At the beginning of the class, Mr. Chen knew the word "poem" in the topic by guessing and reciting poems. I got to know the word "writing poetry" by writing lyrics for "poetry". Look at the picture and talk, which leads to the protagonist "frog" in this article. This design is ingenious, novel and creative. It not only reviews and consolidates the learned ancient poems, but also exercises students' observation and language expression ability.
2. Solid literacy teaching.
A variety of literacy methods make students feel fresh and interesting. Teacher Chen skillfully uses a variety of literacy methods to cultivate students' interest and desire to read independently. In order to make the new words teaching in this class focused, solid and efficient, Mr. Chen adopted the method of combining text literacy with centralized literacy for teaching. When I concentrated on literacy, I learned the different writing methods of "rain" and "point" by comparative method; Reading with radicals not only consolidates the radicals known before, but also helps us to know new words through radicals. Literacy with characters, using the characteristics of hieroglyphics, through the picture "a string of small water droplets" to understand "a string", and language training "a string". Finally, the memory of the word "string" is closely combined with the understanding of ellipsis. This design not only highlights the key points, but also breaks through the difficulties, making literacy teaching more relaxed and enjoyable, and the classroom becomes short-term and efficient.
3. Demonstration reading is instructive.
It is difficult for children in grade one to read aloud with emotion. The teacher's demonstration reading has important guiding significance. In class, Mr. Chen guides students to read aloud by demonstrating reading and listening to recordings, creating multi-situation experience, imagination and sentiment. Students learn vividly and read vividly.
Of course, there are gains and losses in a class. I think teacher Chen Can can save some time by directly importing the children's song "Happy Little Frog" played before class. Secondly, in centralized literacy, first learn the new words with pinyin, and then learn the words with pinyin, so that from word to word, from easy to difficult. Please criticize and correct what you can't say.