Reflection on the teaching of Song of Trees: 1 The nursery rhyme Song of Trees allows us to know 1 1 kinds of trees and their characteristics, thus subtly arousing students' interest in understanding and observing nature.
Advantages:
1, create a situation to stimulate interest
When teaching, I am based on the characteristics of children's poetry. The teaching design of this course strives to create situations, stimulate students' interest in learning, give full play to students' main role, let students read and read independently, expand their imagination and cultivate children's imagination.
2. Read the text in various forms.
Pay attention to the training of reading aloud, so that students can be influenced by emotions in reading since enlightenment. Let students participate in the whole process of learning through reading, evaluation, speech, discussion and other forms.
Disadvantages:
Unreasonable time design, reading words takes up writing time, resulting in too little writing time.
Improvement measures:
When preparing lessons, pay more attention to preparing students, reduce the reason of one student, and fail to complete the teaching task.
Teaching Reflection on the Textbook Song of Trees Part II Song of Trees is a classified literacy nursery rhyme that introduces the characteristics of trees, describes 1 1 kinds of trees, and shows the diversity and richness of trees in nature. This is the children's favorite verse. There are only four sentences in this nursery rhyme, which summarizes the characteristics of different trees from the aspects of appearance, color, habit and value. This course should combine the regional characteristics, contact the students' living environment and life experience to know all kinds of trees, say the names of trees, create children's songs and know the Chinese characters beside the wooden characters. Therefore, the theme of this lesson is simple, the content is simple, and the focus is on literacy.
First, the teaching effect.
How to make the students who have just entered the second grade know things and discover and master the laws of literacy through teaching is a solid thing to do in this course. Therefore, with the help of illustrations, I can easily correspond the names of trees in the text with the pictures, thus establishing an intuitive image for children, and then consolidating my understanding of trees by reading aloud. After you have an intuitive understanding, compare the pictures with Chinese characters and find out the rules, that is, "beside the wooden characters." Constantly arouse students' thinking, throw questions back to students and let them go home to check the information. Such a class is not only broad, but also profound.
At the same time, strengthen reading. After introducing the writing characteristics of this poem, please try to write a poem by grasping the characteristics of things. You can start with familiar things around you, such as vegetables, fruits and flowers ... It is very effective to cultivate students' information extraction ability and generalization ability in reading!
Second, success.
1, in this lesson, I focused on several big questions, each of which is very clear, from the whole to the part, from the outside to the inside, step by step, training children to find the tree in each sentence, and telling the characteristics of the tree in a gradual way, further mobilizing the senses to find the picture of the corresponding tree. The enthusiasm of students in this link is fully mobilized.
2. According to the characteristics of children's poetry, I strive to create situations, stimulate students' interest in learning, give full play to students' main role, let students read and read independently, develop rich imagination and cultivate children's imagination.
3. Design clear teaching objectives, not just reading and reciting, but to let students master reading methods and know how to acquire knowledge.
4. In the last part of composing children's songs, I guide children to observe the characteristics of the tree diagram and demonstrate the composition of children's songs. Then I asked my classmates to practice composition boldly and correct it in time, so that children could have a deeper understanding of more trees and also exercised their oral expression ability.
Third, the shortcomings:
The Chinese Curriculum Standard emphasizes that the first stage of literacy and writing teaching should make students like learning Chinese characters and have the desire to read and write actively. In the teaching of this class, I spend more time on text interpretation, which leads to insufficient teaching time for students to read and insufficient time for children to practice writing. In addition, several kinds of trees in after-class exercises are ignored in the unfolding process, and they are not edited into nursery rhymes, and they are not extended in the situation. In addition, several famous sayings about trees after class should also be integrated into classroom teaching as one of the key points.
Fourth, improvement measures.
1, the text should be read by students repeatedly. I must give consideration to everything, take reading as the basis, and use the early reading time to strengthen students' future reading.
2, further fully prepare lessons, prepare well before class, and let students preview before class in advance. In addition, it is necessary to do a good job in the overall teaching of the unit and study effectively around the theme of the unit, so that students can have an overall perception and grasp of the text.
Song of the Tree is a classified and cultured nursery rhyme, which introduces the characteristics of trees. This paper describes poplar, banyan, phoenix, pine, cypress, kapok, birch, ginkgo, Metasequoia, osmanthus, etc. 1 1 species, showing the richness of natural tree species.
In the teaching of this class, I have made the following teaching points: reading and reciting nursery rhymes, mastering eight new words beside wood characters by using the characteristics of pictophonetic characters, and getting a preliminary understanding of the characteristics of trees. In teaching, after guiding students to read nursery rhymes, I circle the names of the trees in nursery rhymes and then correspond to the illustrations one by one. New words such as "Wu, Tung, Feng, Song, Bai, Hua, Shan and Gui" are derived from these words representing tree names, and Chinese characters with the same radicals are classified and literate by using the word-formation rules of pictophonetic characters.
This children's song is short and pithy, and it is catchy to read. And full of strong interest. The selected trees are representative and close to children's lives. After learning the text, I started to list some common trees in life, and asked the children to talk about the characteristics of these trees and consciously imitate their songs. For example, "poplars are straight, banyan trees are luxuriant, and willow leaves are curved like eyebrows." "The elm tree is tall and the locust tree is strong, and the buttonwood leaves are like palms." "Pomegranate flowers are like fire, and osmanthus trees are like thyme." Stimulated students' enthusiasm for speaking.
In class, I also attach importance to the guidance of students' recitation. By filling in the blanks, students can simply recite first, and then strengthen their memory through various forms of recitation. Most students can recite this nursery rhyme in class. Of course, there are also some problems in the classroom, that is, there is not enough guidance for the writing of new words. A few students confuse "Gui" with "Gua", and some students write the word "Song" irregularly. The positional relationship between "Gong" and "Si" on the right is wrong. I will strengthen the guidance of writing new words in future classes.
Reflections on the Teaching of Song of the Tree 4, a poem expressing love for nature and life through the mouth of poplar. This poem has a beautiful artistic conception and a strong sense of rhythm. It is catchy to read and suitable for students to read aloud. In the design of this course, I pay attention to reading and students' personalized perception.
First, to read instead of say, to stimulate imagination.
First of all, I let students read poems freely and exchange preview results with each other in groups. Then let the students talk about their initial understanding of this poem and what they have learned from it. In the dialogue between teachers and students and the text, the children learned about the appearance characteristics of Populus macrophylla and fell in love with its lovely character.
When teaching the second poem, the children easily understood the thinking question after class: "What did it sing in the song?" I further inspired the students: "Who is Dayang still singing to?" The children rushed to answer: "Sing to the white clouds in the sky and dance with them", "Sing to busy parents to relieve their fatigue of the day" and "Sing to the children who plant trees and thank them" ... I made an inspiring evaluation at the right time, which made them more happy. In the collision between language rendering and thinking, children's imagination is free to fly. I introduce students into the artistic conception in time and turn my feelings into emotional reading, thus cultivating a sense of language and influencing my feelings subtly.
Second, expand the classroom, the text into the artistic conception
In order to deepen the understanding of poetic artistic conception, I organize students to know their favorite trees before class. Let the students listen to poplar singing in class and observe the appearance of Populus macrophylla. Understand their role in people's lives. Then ask the students to read it again, which naturally leads to the center of the poem: in fact, there are many people in life who contribute silently like Dayang, and they are also living happily while bringing happiness to others! Let the children read poetry with their praise once again.
Song of Poplar is a poem with beautiful artistic conception and strong sense of rhythm, which is suitable for and needs to be recited. After learning, some students can recite poems immediately after class on the basis of familiar reading, and they can also read the charm of poems in the process of reciting; Most students can recite poems fluently and emotionally in the morning reading the next day; But a few students can only recite a sentence and a half, or stutter for a long time before they finish. The difference is so big, what should we do? I praise those students who master quickly, but should I blame those students who fail to recite? Can you recite the accusations against them? No, I believe that all people are eager to be understood and respected by others. Maybe they tried their best, but they were given too little memory time. So, I told them: When you read this poem aloud, you were very emotional. As long as you read it a few times with your heart, you will be able to recite it. The teacher believes you can do it. When do you recite it? Will you come to the teacher to recite it yourself? In the next few days, several students came to me to recite, and some students even exceeded my expectations.
Therefore, it is advisable to design different levels of requirements according to students' differences, so that they can touch their respective fruits of victory by jumping and reaching out. The same is true of literacy teaching. Some students can write the words that need knowledge at one time, so there is no need for them to copy them many times. Some students can't write two or three times, so let them write more times until they master it.
Every student has a suit. Teachers should be good tailors, teach students in accordance with their aptitude objectively, and promote the progress and healthy growth of each student.
Reflections on the teaching of Song of the Text Tree 5. Today's class is more interesting. (I thought so when preparing lessons ...) The whole class went smoothly, and the teaching ideas were all in the courseware. When preparing lessons, I modified the lead-in method to guess the lead-in, and reviewed the lead-in with the familiar poem "Singing Willow" to lead out the object of singing willow. Let's talk about the topic again: a children's song brought to you today also introduces various trees. Please read the title: Song of the Tree. Let's get down to business.
Link 1: Literacy Teaching
Read the text by yourself first, and think while reading: ① How many sentences are there in the children's song? (2) How many trees are mentioned in the nursery rhymes? Draw it with a horizontal line.
Then classify these words, with wooden characters next to them, and concentrate on literacy. Then classify and identify the remaining new words. Finally, the little game picks up the leaves to review and consolidate.
Step 2: Enter the text.
Show the pictures, identify the tree species with the pictures and read the sentences. Speaking of "buttonwood leaves are like palms", the camera introduced a rhetorical device of metaphor, and then practiced speaking with the sentence pattern of "what is like what". "Pines and cypresses wear green all the year round", and the lens introduction is anthropomorphic. Finally, read the text together and strengthen your memory.
Step 3: Read the text carefully.
1. From what aspects do children's songs write trees? Add some key words, and draw a conclusion from four aspects: appearance (mentioned in metaphor), color, habit, value or function (which is more difficult).
2. Famous sayings related to trees: Show them sentence by sentence and let the students explain themselves. Revise the answers after communication. Added: "The tree wants to be quiet and the wind will not stop, and the child wants to raise it but not close" (I added it at will. ) memorize famous sayings.
3. "Read and write down" after class, think about the characteristics and make up children's songs. It's not good here I basically said it myself. )
Reflection: ① lack of emotional drive in class, sometimes a little facial paralysis. (2) There is no research unit goal, so far there is none in this category.
Reflections on the teaching of Song of the Tree 6. The key content of the teaching of Song of the Tree is literacy teaching. There are many new words in this class, most of which are related to words. In the process of literacy, I guide students to know pictophonetic characters. Use the characteristics of pictophonetic characters to help students remember new words and find out what these words with wooden characters are related to. It is much easier to learn new words by classification.
Let the students know the appearance and characteristics of various trees with pictures. And guide students to connect with real life and tell them which trees you know. What are these trees like? What are the characteristics? Say it according to the text. I think this class not only exercises students' language expression ability, but also stimulates students' awareness of loving nature, protecting trees and protecting the environment.
Reflections on the Teaching of Song of the Tree In the first class of Chapter 7, when teaching Song of the Tree, we mainly read poems and teach literacy, and at the same time, let children know the shapes of different trees. Trees can be seen everywhere in nature, close to children's real life. The children became interested in the texts when they were in Yuxi, and some students even asked me about the growth characteristics of these books. This also laid a good foundation for the teaching of the second class and understanding the characteristics of various trees.
In the teaching process of the second class, I basically give the class to the children, let them find out the characteristics of various trees by themselves, and let them communicate and discuss in groups, learn, speak and master the key words of the text together. In addition, after the first class, I strike while the iron is hot, guide the children to look for related trees in nature, collect some leaves of these trees, and bring them to class to share. The children completed this learning task very actively and collected many fallen leaves. Some children even make these fallen leaves into beautiful bookmarks. They glued the leaves to bamboo boards and sealed them with plastic, which was quite clever.
At this exchange meeting, what impressed me the most was a girl who collected some ginkgo leaves. During the exhibition, she found that Ginkgo biloba leaves were mainly green with yellow edges. She said: "I saw the change of seasons, from midsummer to early autumn." She has a keen eye, is good at discovering and dares to express. Such a small leaf, the children saw the changes of the four seasons, and other children were amazed at her introduction.
Finally, since it is a song, we should read it beautifully and master the beauty of rhythm on the basis of familiar reading. "Zhuang, Zhang, Zhuang, Fang, Jiang and Xiang" in the text are all vowels. Let the children read. In addition, pay attention to after-class exercises and understand the meaning of three sentences, such as "it takes ten years to plant trees, but it takes a hundred years to cultivate people". Let the students guess for themselves, and I will summarize, so that students can understand the growth law of trees and the relationship between "trees" and "people".
Reflections on the Teaching of Song of Trees Chapter 8 Song of Trees is a children's song about trees. Nursery rhymes introduce all kinds of trees and their characteristics, which are catchy and full of charm. In the next stage, it is mainly literacy and writing. Therefore, in order to make the whole process of literacy and reading interesting, this class adopts the method of grasping keywords as a whole to guide students to learn words from sentences while reading nursery rhymes.
In the process of discussion, the first task is to analyze nursery rhymes and their position in this unit, because this unit is all literacy and the only centralized literacy unit in this book. Literacy and writing are the focus of this unit and the focus of the next paragraph. Most of the new words in this unit are pictophonetic words, and students have been exposed to pictophonetic words before. After discussion, we decided how to gradually understand the characteristics of pictophonetic characters, learn to use word-formation rules to read, draw inferences from others, and use classified literacy, comparative literacy, etymological literacy and other methods to gradually improve the ability of independent literacy and feel the pleasure of literacy.
The goal setting is based on teacher Lu's standard teaching design. Goal setting should include the learned knowledge nouns, the learned skill verbs and what can be done with knowledge. Therefore, after many discussions, we have formulated the basic objectives, supporting objectives and core objectives as follows:
1, draw the names of 1 1 trees and tell their characteristics by reading and looking at the pictures. (basic goal)
2. Read 15 new words such as "Wu, Tong" and write 5 new words such as "Yang, Tong, Maple, Pine and Cypress" in various ways. Summarize the formation law of pictophonetic characters. (Support the goal)
3. Recite children's songs by filling in the blanks and looking at the pictures. (core goal)
But when the class was over, after the headmaster's explanation, I realized that we were biased in setting goals, and only paid attention to the collocation of nouns, ability verbs and skill verbs when setting goals. Ignoring the consistency and correlation of the three goals. Results The three objectives were not well connected, so none of the objectives of this lesson were achieved.
In the past, Chinese teaching was narrowly regarded as knowledge in Chinese books, except for routine habits. However, with the high requirements of class evaluation, training and learning and society for talents, it is becoming more and more clear that it is more important to cultivate students' thinking ability in teaching: drawing methods and using methods. It is better to teach people to fish than to teach them to fish. Attach importance to Chinese literacy and have a sense of the overall situation. In the long run, good work and rest habits are very important, and thinking ability and mastering learning methods are more important.
Just like when I was teaching literacy, when students couldn't distinguish between "hexagrams" and "hexagrams", my adaptability was not enough, which led to missing a good classroom generation, and the controllability of the classroom and the predictability of knowledge generation were greatly insufficient. I should compare and explain these two parts in time. The radicals are variant characters, and the pictophonetic characters beside the wooden characters are the focus of this lesson. Lack of solid literacy teaching directly affects children's literacy. When explaining the design of the word "Xinjiang" through the etymological evolution, it is too fast and there is no good transition. Students don't understand the meaning, so there is a homonym similar to "Jiangnan, Jiangxi" in word formation. Students should understand the meaning of words through the definitions in the dictionary, so that when composing words, children can understand and compose words through the meaning of words. "Thematic literacy" is a learning content of literacy class in lower grades. Therefore, the design should give full play to the advantages of arranging teaching contents according to "special topics", and acquire knowledge in autonomous learning in various forms, with teachers playing a guiding role. Through teacher-student interaction, students and students can read. Pay attention to the methods of teaching students to read, and also give students room for independent study. When students encounter difficulties, the teacher knows the difficulties in literacy and explains them thoroughly.
When reading nursery rhymes and nursery rhymes, we should pay attention to cultivating students' reading ability and language sense. Can develop rich imagination and cultivate children's imagination. Through reading, evaluation, discussion and other forms and forms of recitation, let students participate in the learning process.
How to make literacy classes interesting? This is the question I've been thinking about? Give us some inspiration through a class we discussed together. The class is very interesting, not only in terms of language, but also in terms of students: should I accept such guidance? Can I learn knowledge through this class form and link? Because every teacher has his own class style, which is lively, interesting, calm, restrained and lively. I hope my class can be serious and lively, but my ability in all aspects is still lacking. There is no end to learning, and I still have a lot to learn. I will follow the excellent colleagues in the same group step by step.