As an excellent educator, you often need to prepare a review draft, with which you can better organize teaching activities. Then the question is coming, how should the manuscript be written? The following is a sample essay (generally 6) of the review draft of the first class of the caterpillar that I helped you organize, which is for reference only and I hope it will help you.
The caterpillar's first-class review is 1 "cheerful pupa breaking, gorgeous new impulse, dream of finding a splendid world ..."
This time, I took part in the tour of the famous teacher Wenli's studio organized by the school. Teacher Wen Li's "Little Caterpillar" section touched me too much.
There are too many wonderful things in the class, but what moves me most is a sentence by Teacher Li: "Even if you are just a slow and stupid caterpillar, as long as you work hard, try your best and try your best to be isolated from the world, your time will come!"
If I replace the caterpillar in the story with myself, do I have the strength of a caterpillar? Can I remain isolated and lonely? Yes! There will always be setbacks in growth, and these setbacks are also changes in growth. It is these setbacks that make us move from naivety to maturity, and it is these setbacks that make us move from failure to success.
So I told myself, with bright ideals, striding towards my future life! Spring scenery on the road is just right, and the sky is sunny. I am a little caterpillar. Slowly, unhurriedly, try to create my time!
Revision 2 of the first lesson of The Caterpillar is a fable for children written by the famous Italian artist Leonardo da Vinci. It tells the story of a poor and clumsy little caterpillar. It is not pessimistic and disappointed, nor does it envy anyone. It tried its best to spin silk and cocoon, and finally became a beautiful butterfly. Through its changes, we should tell every child not to feel inferior and disappointed because they are not as good as others, but to be optimistic and confident. Only in this way can we feel the happiness and beauty of life and really make a difference.
This semester's teaching festival is held in the form of grinding classes. I will start with the difference between Miss Li and my class. Teacher Li has made two major changes on my basis. First of all, the introduction process is relatively simple. In my own class, I started with a relaxed song and dance. After reading the first section, the students use their own words to say what novelty is, why caterpillars have a sense of novelty, and so on. Finally, I feel that there is not enough time for the whole class, so I think the first lesson can be read less and not too detailed, because it has no greatest influence on the understanding of the whole text. Teacher Li's handling here is clever, and she directly uses flash to understand dance, which not only saves time, but also enables students to understand it as soon as they listen. Secondly, I was particularly impressed by Miss Li's Reading with Music. Because students have just started to read music, the teacher demonstrated it first, so that students can understand what music reading is all about, how to read the text well with music, and how to integrate the text with music. On the basis of the teacher, combined with the previous intuitive impression of beautiful butterfly pictures, students can naturally understand the feelings. Including the students' second oral practice and the teacher's summary, all came slowly in this beautiful song, which made the teacher unable to help but indulge in it. This is where I do much better than I do, and where I should study hard. In addition to the above, Mr. Li found that the starting point of speaking is also very accurate. In the process of speaking, he guided students to expand their reasonable imagination and make the speech complete. Communicating with classmates is also extensive, which also helps students understand the theme in the process of practicing oral English.
Here, I would like to make a small suggestion, that is, at the end of the understanding summary, the teacher revealed it directly himself. I think it will be better to let the children speak for themselves first. After this thinking process, the teacher will make an appropriate summary.
The review draft of the first class of caterpillar 3 this semester, the research topic of our second-grade Chinese group is "a case study of primary school students' speech and psychological counseling in Chinese class" As we all know, apart from the subjective reasons, a student's willingness to speak in class is also closely related to whether he is interested in what he is teaching, whether the teacher's questions are accurate and whether the language is beautiful, so let's find a breakthrough from the teaching content first.
There are ancient poems, catchy poems, interesting fairy tales, profound fables and beautiful prose in junior middle school Chinese textbooks. According to statistics, fairy tales account for the highest proportion. Among the four textbooks published and used by the Ministry, there are 22 kinds of fairy tales, accounting for 26% of all texts. The reading goal of the first stage of Chinese Curriculum Standard for Full-time Compulsory Education requires: "Read simple fairy tales, fables and stories." Putting fairy tales in the first place established the primary position of fairy tales in Chinese teaching and reading materials in the first period. Fairy tales are constantly developing from the perspective of children. They show children's imaginary world through children's language and vivid pictures, and promote the development of the whole story through vivid character stories and exaggerated techniques. It is the child's psychological needs. Combined with research, the theme of our teaching and research exhibition is "Hold hands until you are older before starting the fairy tale teaching and research tour".
The Little Caterpillar, taught by Mr. Wang, is a very childlike text in Unit 7 of the second semester of Senior Two. According to the requirements of the textbook, the teaching focus of the second grade (below) should shift from literacy to reading. The main goal of reading this unit is to read short passages to understand words and phrases. The key point is to guide students to understand the meanings of related words and phrases in the text by consulting reference books and contacting the context. In the teaching of this lesson, Mr. Wang will focus on guiding students to read the text carefully, and learn to read and think while understanding some key words and sentences through dialogue with the text and communication with teachers and partners, thus enhancing students' understanding of the article. Let's talk about the highlights of Teacher Wang's class:
First, the book sounds loud and tastes the beauty of fairy tales.
The new curriculum standard points out that reading should "comprehend and think". For the lower grade pupils, they still lack profound cultural background and rich life experience, so it is difficult to have a deep understanding of classic fairy tales. The language of fairy tales is simple, vivid, concise and simple. Teachers can only guide them to read, understand, feel and enter the world of fairy tales on the basis of language and writing.
Teacher Wang's class is based on language and characters, guiding students to understand the content and experience emotions in various forms of reading. For example, when Mr. Wang teaches the first paragraph of the text, he guides students to read aloud by contrast, so that students can deeply understand the colorful splendor of the insect world and the pity of the caterpillar; For example, when teaching the fourth paragraph "It weaves, weaves", Mr. Wang instructed the students to feel the efforts of the caterpillar and spent a long time weaving the cocoon room through the guidance that the pause between punctuation and comma should be longer and the speech speed should be slower. When teaching the last paragraph, Mr. Wang combined the text with music by introducing appropriate music. Students read out the surprise of the caterpillar turning into a butterfly, and it is easy to see the picture of the butterfly flying lightly and happily in their minds. Throughout Mr. Wang's whole class, teachers read, lead reading, cooperative reading between teachers and students, individual reading, collective reading and comparative reading. The sound of a book in a class is loud, and the students have also tasted the linguistic beauty of fairy tales and realized the optimistic spiritual beauty of caterpillars.
Second, learn to understand words in various ways.
In the teaching of fairy tales in lower grades, it is difficult to make students understand some abstract words through teachers' oral explanations, which is also a form that students are disgusted with. Teacher Wang has a good way to help students understand the meaning of words.
In this lesson, Mr. Wang taught the children several good ways to understand words: when learning the second paragraph, Mr. Wang asked the students to do actions while reading, and the children correctly understood the meaning of "trying to do something" from the comparison between "moving a little" and "traveling around the world"; In the fourth paragraph of teaching, Mr. Wang kept asking, "When did you weave the net?" "When are you still knitting?" Let students know that they can understand words in context while understanding "try your best"; When learning the inner monologue of the caterpillar, Mr. Wang guided the students to understand the meaning of "isolation" and feel the temperature of words by splitting words. I believe that under the guidance of Mr. Wang, children's ability to understand words will become stronger and stronger.
Third, oral training causes thinking collision.
Cultivating students' imagination is the consistent guiding ideology of curriculum reform. It is an effective way to cultivate students' imagination by combining the content of the text and leaving blank in the classroom.
In the teaching of this class, Miss Wang pays special attention to students' oral training, and * * * arranged three speeches:
(1) When learning paragraphs 1 and 2: Please think about what are these caterpillars and butterflies? Instruct students to practice oral English according to the content of the text and master reading skills;
(2) When understanding "try your best", create a situation to let students talk about when the caterpillar weaves the web, weaving during the day, weaving at night and weaving continuously, so as to have a good understanding of "try your best";
(3) After learning the inner monologue of the caterpillar: What is this caterpillar? Feel the beauty of the caterpillar's optimistic and positive spirit;
(4) What do you have to say to a caterpillar when it changes from a clumsy caterpillar to a light and beautiful butterfly? It can not only stimulate imagination, but also reveal the truth.
Through such speech training, children really understand the process of caterpillar from cocoon formation to cocoon breaking and feathering into butterfly, and learn optimism, persistence and courage from caterpillar.
The reading teaching of caterpillar's first lesson revision 4 tells us that "interest is the best teacher." Being interested in reading and being able to feel the pleasure of reading is an inexhaustible motive force for students to continue reading and a prerequisite for improving their reading ability. " The curriculum standard also emphasizes that the first reading goal is "like reading and feel the pleasure of reading". So, I am teaching the second class of the little caterpillar, which is a fairy tale. The main content of the text is very close to students' life, and students are very interested in how small caterpillars become butterflies. Through the study of the first class, they can't wait to learn what kind of story this tells from the theme of "Little Caterpillar". So I introduced the text with a picture of "a caterpillar, lying on a leaf" and asked the students, "Guess what it saw." . I mainly use a step-by-step way to guide students to understand the process of caterpillar becoming a butterfly. Among them, the highlight of the design is the use of several animation demonstrations. Intuitive pictures make students instantly improve their interest in learning and enthusiasm for discussion. Through multimedia animation, students can better understand the meaning of "try to move a little", as well as the hardships of the caterpillar turning into a butterfly and the truth of not being pessimistic and disappointed, and follow the law of the development of things and face life positively and optimistically. This also well reflects the requirements of the new curriculum standards: longing for a beautiful situation, caring about nature and life, having their own feelings and criminal laws about people and things they are interested in, and being willing to communicate with others. In addition, it is to guide students to talk more, train students' expressive ability and retell stories according to key words in the teaching process. Students are the main body in the teaching process, so I face all the students in the class and pay attention to every underachiever, so that students have the opportunity to show themselves.
Read a book a hundred times and you will understand its meaning. Through the teaching of this course, I deeply realized how important reading is for students. Don't add or subtract when reading aloud, but learn to train students to read the text with emotion in the process of reading aloud. Secondly, the content of this course design is a little too much, and some students may not have digested the knowledge points, so some students have not achieved some goals. In the future teaching, it is necessary to consider the age characteristics and individual differences of students, so as to teach students in accordance with their aptitude. At present, we attach great importance to the integration of disciplines. In the teaching process of "Little Caterpillar", scientific videos of the process of caterpillar turning into butterfly should be interspersed, which will help students understand the piteousness and clumsiness of caterpillar and better feel the difficulty of caterpillar turning into butterfly and its positive and optimistic attitude towards life.
Teaching is a long-term process, so we should learn to keep thinking and summing up, so as to learn from each other's strong points in teaching. Experience and growth again and again, let us travel in the long teaching career with a modest and studious heart.
Recently, I took out the Chinese curriculum standard and studied it again. I suddenly found that many vague things suddenly became clear. I listened to three Chinese classes yesterday morning, and I benefited a lot from the combination of the course standards.
Three Chinese classes undoubtedly point to the key points of Chinese teaching in lower grades: literacy, writing and reading aloud.
First, literacy and writing.
Li Xiao's Little Caterpillar shows us a clumsy but admirable little caterpillar. Li school sets the tone from the tutorial and takes the children to play. Playing word games is enjoyable.
The reading and writing of The Caterpillar are solid and effective. The guidance of "N" and "L" is patient and meticulous. Spare no effort in every word. Writing teaching is novel, so that students can write "whole" and "how", teachers and students can observe and compare, students can find problems and correct themselves after thinking, which will definitely leave a deep impression on students.
The Spider Shop of Xx, before comparison and after drastic revision, is mainly based on literacy and writing. Read and write with short passages, word summarization, word grouping, etc. Literacy methods are flexible and diverse. In the teaching of writing, Teacher Yang observes "Shang" and "Dian" by comparison, and remembers new words with jingles, which is interesting and vivid. Remind students to pay attention to the writing of strokes in the password of new words These are clearly stated in the curriculum standards of teaching for a period of time.
Teacher Zhang's lesson "Elephant's Ears" mainly adopts centralized literacy, and helps students learn to "droop and stand upright" with pictures, which is vivid and conforms to children's age characteristics. Learn the multi-tone word "like" and use the formula: with "get", learn to apply, with no "get", learn the division. Students can easily remember this difficult polyphonic word. Learning "rabbit" from etymology and combining forms and characters are of endless fun for second-grade children.
Second, guide reading.
Children in Grade Two have already started to learn silent reading. In the teaching of Little Caterpillar, students can perceive what kind of caterpillar it is by reading it silently. Li Xiao summed up two words: clumsiness and concentration. Students feel the poor caterpillar in the teacher's beautiful language, and it takes a lot of effort to weave a solid and warm cocoon room. With isolated efforts, it finally became a butterfly.
In guiding reading, Mr. Yang teaches students how to read keyword stress well, with methods and guidance.
In Elephant's Ears, Teacher Zhang instructs students to read the question "Yi" and practice speaking with it.
The three Chinese classes have different styles, but they are equally wonderful. In the future teaching, it is the direction of my efforts to closely follow the curriculum standards and let children learn easily and truly.
Teacher Ji's fable teaching is simple but not simple, and it mainly revolves around two sections:
1, learn to retell the story.
2. Experience the truth of fables.
In the teaching process, Mr. Ji infiltrated the method of retelling (brief retelling and detailed retelling), and no matter what kind of retelling, we should grasp the main points of the text; The whole class is student-oriented and has clear goals in mind. There is a link for students to read by themselves by since the enlightenment, and there is a difficult link for students to think, so that students can really follow and guide (understand the truth, let students comment on it themselves, write relevant meanings, guide students to master the characters' language, experience deeper truth and learn step by step). It is very complicated to reflect on teaching these two fables, and it is difficult to break through the rules and learn from Mr. Ji.
Children in Grade Two love to play and move, and they like to express their understanding of fairy tales in the form of body and language. In this lesson, Teacher Ji guided students to understand stories, then asked them to perform stories, and guided students to creatively adapt the language and content in fairy tales, giving full play to students' creativity. Children like to play the role in fairy tales. By combining action performance with words, children will naturally seek to understand the content of the text, grasp the psychological state of the role more clearly and understand the story behind the golden cicada. There are many color pictures in the textbook compiled by the Ministry. The fairy tales in this unit are all of interest to children. After listening to this lesson, I feel that the following texts, actions and sentences can be understood by combining them.
Think about teacher Ji's question: What changes have the caterpillar experienced? Draw the answers with strokes. It is broad and profound, which can make students have the value of thinking, be faithful to the text, and let students learn to answer questions in a reasonable and standardized language. Improve students' Chinese literacy.