Reflections on forest teaching after rain 1
This is a very beautiful and vivid poem with two sentences. The first sentence describes the appearance of mushrooms, fungus, red fruits and grapes after the rain; The second sentence says that the forest after the rain is beautiful and the forest is a treasure house. The text is full of childlike interest, which helps to stimulate students' imagination and let students feel the natural beauty after rain in their study and practice. The learning objective of this lesson is: 1. Know eight new words such as "umbrella" and "red", learn five new words such as "wood" and "open", and cultivate the habit of active literacy. 2. Be able to read and recite the text correctly and fluently. 3. Understand the meaning of the words in the text and accumulate language in reading. 4. Feel the loveliness of nature, so as to establish the consciousness of protecting nature. The key and difficult points in teaching are: 1. Read the text and learn what the forest looks like after the rain. 2. Understand the meaning of the last sentence and feel the loveliness of nature.
"Chinese Curriculum Standard" points out: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice. It is necessary for students to deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities. " Reading is a part of life, so we should make reading happy and enjoy reading. Enjoying reading should be the highest realm and pursuit of Chinese teaching. The full text of "Forest after Rain" is only over 30 words, without more story lines, but there is a strong sense of environmental protection between the lines. Teachers should be good at guiding students into the realm with intuitive understanding and psychological experience, so as to arouse them to appreciate and experience the infinite connotation in the article.
I found that when I was preparing for the first grade class, I didn't know enough about the children's situation and psychological state. I still did the analysis like Class Three in Senior High School, and failed to grasp the main idea of the text, so that the students could understand it slowly and seriously through various forms. What permeates students is that they should care for trees and protect plants. Although I have changed my language style and my expression is smiling, I am not close to these little dolls in my heart. Therefore, the whole class analyzes too much, which does not conform to the characteristics of junior students. Instead of giving full play to their initiative, they lead the students by the nose.
Literary works speak with images. Different readers' life experiences, knowledge levels, hobbies and personality qualities will have different understandings of the works. This is the so-called "different people have different opinions". This determines that the interpretation, experience and interpretation of the meaning of works are uncertain to a great extent, which is the beauty and attraction of literature, and the rigid "unified view" does not conform to the reading law. Teachers can neither take the interpretation of the theme of the work, the interpretation of the characters and the evaluation of structural thinking as the only yardstick to evaluate students' understanding of the work, nor guide and ignore the differences of students' reading thinking too much and ignore the rich connotation contained in the work. According to my own life experience, I interpret the works from different angles, and my understanding of the works is more comprehensive, detailed and profound. The individual differences in reading and the resulting collision and tempering are the flashes of the spirit of freedom in reading. Only in this way can we appreciate the diversity of literary works and enjoy reading.
To this end, I arranged several oral exercises in my teaching. "What else is in the forest?" "What's the use of things in the forest?" The students speak the first question very well, but they can't answer the second question because their knowledge level can't keep up.
In this class, I try my best to use beautiful pictures and beautiful music to let students fully experience the beauty of the world, enrich their language accumulation, and obtain certain learning methods in a relaxed atmosphere, so that students can enjoy and learn. But after class, the result is not ideal. At present, education advocates reading instead of speaking, and reading aloud is an important method for teachers to teach Chinese and students to learn Chinese. It not only urges students to deepen their understanding of the text, but also develops the language and cultivates sentiment, which is exactly what I have not done well. If I do it again, I should organize students to play games and read books. Students can read, row, think, ask questions or discuss. Because it is grade one, the emphasis is on literacy, the combination of literacy and reading. I take reading as the main line, read instead of saying, and feel from reading. Students can fully understand the main idea of the article by reading for a long time in various forms. A simple lesson may make environmental education empty; When all the true feelings and love are integrated into the image of the work, this reading becomes an artistic edification. This is also the real charm of reading teaching.
The third question I met was: How to embody the subjectivity of students? Students have different understandings of Chinese textbooks, and the embodiment of subjectivity is to let students ask questions for their own study, which can be discussed in groups or in the whole class, and they can argue when they encounter differences. But in this kind of communication, the teacher is not an audience, nor should he be a referee, and he should not be afraid to speak. Now he is the captain of the class at the helm. Guiding and inspiring students to learn from each other's strengths and improve their understanding of the text is also an important channel to cultivate students' ability and give full play to their main role. Guide the development of students' subjectivity and base on the development of students' intelligence.
Too often, we forget the students' life, study and existing knowledge, and build the students' recent development area on the teacher's inner ruler. Forget what the students really know. Forget what students really need. As a teacher, I often impose my preferences on my students, and introduce teaching material analysis's income into the "urn" step by step according to my own ideas in a dazzling way, and students are not allowed to cross the border. Here, I just didn't consider the students' life experience and knowledge experience, which was beyond the students' acceptance range, so I didn't achieve the expected results. If you don't solve the problems encountered in teaching, you will get things done hastily. At the same time, from another aspect, it can be seen that the children in our class have too little extracurricular knowledge, so in the future, while completing the teaching of textbook knowledge, it is also urgent to attach importance to students' extracurricular reading. Everything will bring regret to people more or less, and with regret, we will make progress.
Reflection on forest teaching after rain ii
1. Introduction
The relationship between "teaching and learning" is very complicated. In every class, every teacher should pursue "teaching is more than learning", but often in actual teaching, due to the failure to grasp the relationship between presupposition and generation, "teaching is equal to learning" and "teaching is more than learning" appear. The interaction between teachers and students and students is limited, and the development of teachers and students is hindered.
raise a question
After a class, I feel very embarrassed. A class hurried by, exposing my lack of timely response plans in teaching practice, such as mastering students' learning situation. Teachers spend a lot of time on the design of teaching process, the setting of teaching situation and introduction, the preparation of courseware and teaching AIDS, but due to negligence, teachers and students in the teaching class are not better prepared psychologically, coupled with the problem of multimedia setting. As a result, students enter the study in a state of ignorance and lax waiting, and the classroom effect is not ideal.
Then, in the actual production, the teacher found that this was the first time for students to read the text, and it was the first article for them to switch from hanyu pinyin to reading class. Due to the lack of necessary preparation, they are not proficient in words. Some basic requirements of reading and reading have not been met, which greatly affects their understanding of the text. Reading aloud takes a lot of time and is suspected of "talking too much" I don't have a good grasp in class. I want students to read at the same table or in groups, or let them read their own works since enlightenment. However, at the beginning of the class, their reading status at the same table was not optimistic, and the teacher was worried about the reading effect, so there was a phenomenon of "too tight". Only limited to the interaction between teachers and students, the interaction between students is not enough. In other words, "presupposition" is not flexible enough to grasp the generation.
3. Reflection and discussion.
The design before teaching is the general guidance of generation, and the generated situation and the generated result depend on the teacher's regulation. It can only be accomplished by the interaction of many factors, especially the active cooperation between teachers and students and between students. It requires teachers to analyze calmly and use flexibly. First of all, we must grasp the starting point of generation. It is the most basic prerequisite, that is, the existing level of students, which is the basic point of production and the growing point. When preparing lessons, we should fully understand our educational objects, all aspects of students and their all-round development. If we can have a clear understanding of students' reading situation and reading level before class, we can have a full estimate of the actual substitute church. There will be a response to students' reading. Such as independent reading, synchronous reading, individual reading, group reading, deskmate reading and other reading methods. Let students master certain reading methods at the beginning of reading the text. This can be achieved as a teaching goal in the process of generation.
Reading texts is the basis of students' learning and teachers' teaching. Students find understanding because of reading; Teachers know and grasp because of reading. If they are not allowed to study fully, their Chinese learning in class can only be blind and aimless. If students don't study, or they don't study enough, no matter how teachers guide them, it won't have much effect on students, let alone the interaction between teachers and students. However, we have to face up to the degree of students' full reading. This degree should be reflected in the following points: First, there should be enough reading time. "If a worker wants to do a good job, he must first get his tools." Reading without time and space can only be fleeting. Secondly, reading comprehension can tap students' life accumulation and experience, and read from books. Without students' own feelings, too much empty talk, no matter how good the speech is, students can't get into the state. Therefore, teachers should let go of their hands and feet and let students read their own ideas, instead of imposing some of their own experiences and feelings on students' experience of the text.
In the classroom with inflexible presupposition, the motivation is insufficient. There is not enough communication between teachers and students. Generally speaking, it is limited to the communication between teachers and students, and it is a one-way communication between teachers and the whole class. Students receive information from others and send less information to others at the same time. Especially junior students, because of their age characteristics and narrow knowledge, it is easy to fail to pass the eighth grade in communication. That is, there is only teacher-student interaction, and there is no student interaction. In the preset, these generative situations should be fully predicted and regulated in time, so that every student can move, communicate with each other and promote each other.
Reflection on forest teaching after rain model essay 3
The forest after the rain is a children's song in Unit 2, Book 1, S version of the new curriculum standard. This is a vivid poem, which vividly depicts the vibrant scene in the forest after the rain. Because they have just learned the text, the children have not mastered the ideas and methods of learning the text, and there are not many methods and experiences of reading the text. I chose first class.
In the first class, I mainly accomplished three teaching goals: knowing 9 new words, writing 5 new words, reading the text fluently, and getting a preliminary understanding of the beauty of the forest after the rain. In the process of teaching, we can do hierarchical teaching, starting with words with pinyin, and let children spell in pinyin. In the process of spelling, children can remember this word in various ways, such as being led by a small teacher, reading alone, reading in groups, reading by train, etc. Read aloud after removing pinyin, on the one hand, verify whether the children remember these words, on the other hand, let the children further understand and remember the word through this word, and finally show the new words to the baby alone, so that the students can recognize and read them in various ways, thus completing the teaching goal of understanding new words. When writing new words, students should observe and talk about how to write this word beautifully, and cultivate children's language expression ability and introductory knowledge of new words. Only by speaking and observing can they write beautifully. Choose a word with new strokes and two words with more strokes for demonstration writing. Let the students observe and say the remaining two simple words by themselves, and then write them by themselves. Step by step, help first and then release.
They are not careful enough about some small details. The teacher chooses to play the recording instead of the model reading, the recording sound is too low to achieve the demonstration effect, and there is a lack of communication between teachers and students. In the process of demonstration writing, the blackboard was blocked, and the students did not observe it and did not give timely encouragement and help to the students' specific answers. As far as the content is concerned, some of them are not handled properly enough, and the writing is not focused. The whole class is a simple explanation of how to read, and writing is not expanded and emphasized. It seems that the classroom process is particularly procrastinating, the teacher's personal language is too fast, the students have short thinking time, and it is easy to lack Chinese flavor, so more efforts should be made to correct it.
Thoughts on forest teaching after rain;
★ Reflection on Forest Teaching after Rain
★ To the Excellent Teaching Plan Design of Shu Ting in Oak
★ Pond teaching reflection Pond after class reflection
★ Pond teaching reflection Pond after class reflection