As a people’s teacher who has just joined the post, we need strong teaching ability. We can quickly accumulate our teaching experience through teaching reflection. Come and refer to how to write teaching reflection! The following are my reflections on the teaching of Chinese Garden 6 in the second volume of the second grade of the People's Education Press published by the People's Education Press. Welcome to read and collect. Reflection on teaching of Chinese Garden Six in the second volume of the second grade of the People's Education Press 1
Design concept
Focus on the comprehensive application of Chinese knowledge, the overall development of listening, speaking, reading and writing skills, Chinese courses and other Course communication, book learning and practical activities are closely integrated. Enable students to comprehensively improve their Chinese literacy in independent activities of interest, thereby cultivating primary school students' active inquiry, unity and cooperation, and courage to innovate.
Teaching objectives
1. Learn adverbs with antonyms. Be willing to explore and can discover the structural rules of words.
2． Learn new words and review old words through comparison and discrimination. Able to read independently, distinguish words with similar shapes, and read poetry correctly, fluently and emotionally.
3． Read the modern poem "A Little Stone Girl".
4. Mobilize students' enthusiasm for participating in discussions through oral communication. Cultivate students' ability to analyze and solve problems. Cultivate interest in learning.
5. I can show you my extracurricular learning experience, the posters I co-organized with my partners, and other content related to recording the "June 1st" activities.
Preparation before class
Teacher preparation: projector, word cards, collection of materials
Class schedule: three classes.
Teaching process and design intention
First lesson
1. My findings
1. Read the words and discover for yourself. Understand the rhythm of words when they are read aloud.
2． Words lose weight, communicate discovery. Tablemates share their findings with each other. After weighting down the words, I discovered new words: size, depth, height, length, thickness, how much (all are antonyms)
3. Communicate with the whole class and summarize the findings. After sharing with the whole class, they summarized: These words not only have the same overlapping form, but also are composed of two words with opposite meanings.
4. Say the words the same way.
Big or small (size) more or less ( )
Deep or shallow ( ) High or low ( )
Long or short ( ) Thick or thin ( )
5． Show new discoveries of wisdom and expand your practice. What other antonyms have you found in life? Say a few more words like this. (Teacher writes on the blackboard with camera) Such as: up and down, front and back, left and right, in and out, inside and outside, stop and go...
6. Read the words in the book and the words you just accumulated.
7. Choose 5 words to add to the book.
8. Use a variety of games to say antonyms.
［Design Intention］
This is an exercise to guide students to independently discover the rules of word formation. The design of this link focuses on guiding students to explore and discover two groups of words. Bad, but the part of speech and meaning are quite different. When teaching, let students observe, discuss, and encourage students to express their personal opinions, so that students can experience the joy of discovery and feel the richness of the Chinese language.
2. Accumulation over time
1. Read and recognize
(1) Now, let’s go to the word game palace and have a look!
(2) Cooperate with each other in the group and talk about what you discovered and how you remembered these words.
(3) Group report
①Words indicating vegetables: radish, eggplant, mushroom (related to vegetables)
②Words indicating cooking Words: stew, roast, roast (related to "fire", all contain the meaning of "cook".)
③Words indicating hands-on meaning: grill, carry, pick (related to "扌",
④ Words that mean moving your feet: stomping, kicking, jumping (related to "?", they all mean moving your feet.)
（4）Think about it
① Let’s talk about a few more words for vegetables: ─────── (related to vegetables)
② Let’s talk again Several words that mean "cook": ───── (related to "fire".)
③ Let's talk about a few more words that mean to do something: ───── (related to "扌" "Related.)
④ Let’s talk about a few more words that mean moving feet: ───── (Related to "?".)
2. I will fill it out.
①Review the question. Tell me the meaning of the question.
② Talk about the differences between each group of words.
③Communicate with each other and within the group at the same table to find words that can be matched.
④Communicate with the whole class. Inspire students to talk about other words they can fill in, and encourage everyone to express different opinions.
⑤Choose one or a few sentences of your favorite phrase, and the teacher encourages innovation.
⑥Expand practice and create situational speech: such as
The beautiful scenery of Huangshan──────; the endless flow of cars──────
⑦ Complete homework independently. After finishing, the tablemates can check each other.
Purchase ( ) Review ( ) Break ( ) Pick up ( )
Ditch ( ) Ping ( ) Bo ( ) Give ( )
Carry ( ) Dian ( ) ) Continue ( ) Money ( )
Bell ( ) Sentence ( ) Reading ( ) Line ( )
3. I can read.
(1) Read poetry to yourself. Students read poems to themselves using pinyin.
(2) Talk about what you understand and what you don’t understand.
(3) The whole class exchanges poems of reflection.
(4) Practice matching pictures to poems: What do you think should be drawn?
(5) Read poetry. Further appreciate the artistic conception of the poem.
［Design Intention］
This link focuses on guiding students to discover on their own, guiding students to practice life experience to think and apply new knowledge, and guiding primary school students to cooperate and communicate on their own. This is the new The concrete embodiment of the curriculum’s concept of “promoting student development”.
［Teaching Reflection］
Teaching is to avoid having to teach. Teaching is to guide students to learn on their own. When students have sufficient space to express themselves, they will constantly surpass their original cognitive level and imagination, form a positive creative spirit, and promote the development of their own understanding, imagination, and thinking. In this way, our Chinese teaching also truly achieves the integration of humanities and tools.
Chinese is ultimately called "language". The fundamental attribute of the Chinese subject is instrumentality, and the fundamental task of the Chinese subject is to conduct language training. The image of knowledge in students' brains cannot be a copy of textbooks, but a personalized knowledge system full of individual thinking and wisdom of the crowd. It is a knowledge framework full of vitality and creative space. The first thing to consider when developing activities is to do everything possible to bring cognitive joy to students, so that students can continuously accumulate and store knowledge through listening, speaking, singing, playing, reading, writing, audio-visual and other activities. Therefore, this design is intended to build an activity platform where teachers and students can drive the "Knowledge Express" together. During the teaching activity, students first put their gains into "small achievement bags" and then selectively "buy tickets to get on the train." . Such activities may seem disordered, but there are many inherent rules that support orderly operations, and students will become the true masters of knowledge. The teaching design of "Chinese Garden" should be even more like this.
Second Lesson Oral Communication
1. Reproduce the situation
(1) Quote the first paragraph in the book.
(2) Group discussion: What should he do? Why?
(3) Collective communication.
The teacher summarizes the students’ practices: ① Write down Xiaolong’s name. ②Don’t remember.
2. Make suggestions
(1) Divide into two groups based on different opinions. Sitting opposite each other. Name the two teams pros and cons respectively.
(2) Select a presenter to state your own point of view. After the presenter explains his or her point of view, each party starts a debate and fully explains the reasons why their own point of view is correct and the reasons why the other party is wrong.
The deskmates talk to each other and the whole class communicates.
3. Small Debate
(1) State your views.
(2) Free debate.
(3) Teacher president, summary.
［Design Intention］
The design of this link focuses on cultivating primary school students’ oral expression skills and awareness of participation and cooperation, which is conducive to the optimization of classroom teaching. Teachers became the chief among equals. The debate among primary school students not only enlivens the classroom atmosphere, but also cultivates the ability of primary school students to use their brains and mouths.
［Teaching Reflection］
In this oral communication class, the teacher’s role has changed, from a professor to a learning partner. This discussion has considerable positive significance and should be vigorously promoted. Students have also transformed from listeners to active participants in learning and the masters of the classroom. Students change from passively accepting knowledge to experiencing it themselves. Teachers change from indoctrination to guidance, and students change from listening carefully to using their own brains and mouths. It pays attention to the use of independent, cooperative and inquiry teaching models, creating a broad space for giving full play to students' creativity. At the same time, such a class also fully reflects that students are the main body of the class and teachers are the leaders. In fact, the focus of the classroom has shifted: from focusing on teachers’ “teaching” to focusing on students’ “learning,” and from focusing on results in the past to focusing on students’ learning processes. The original rigid model in which teachers emphasized "pay attention to listening" was replaced by teachers' timely guidance and guidance. This focuses on the personal experience and practice of student learning. Learning styles have also changed. But the requirements for teachers are even higher. Developing the habit of oral communication does not happen overnight. Teachers must persevere and persist in training students.
In this way, good listening and speaking attitudes and language habits can be developed. It should be noted that in the teaching process, teachers should pay attention to guiding students to develop elegant manners and conversation, and cultivate students' self-confidence and good personality qualities.
Lesson 3
1. Display stand
1. Read what your friends say and tell me what you know?
2． Understand the "basic requirements for citizen moral cultivation".
You can practice practical understanding of life, you can also give examples to understand, and you can also tell stories to help children understand.
3． Talk about what you did well and what you didn’t do enough.
4. What do you want to do for the collective?
5. Teacher summary.
［Design Intention］
Think in connection with life experience, realize in thinking, and realize the “basic requirements of citizen moral cultivation” through communication and display.
2. Display the "June 16 Small News".
1． Group communication.
For example: the name and content of the tabloid, how the team divides labor, how to collect information, etc.
2． "Pitch the Tabloid" contest.
If you were a salesman, how would you promote your tabloid to the market or readers?
(1) Free preparation first
(2) Communicate within the group and recommend the best salesman.
(3) Whole class communication.
3． Teacher summary.
3. Paste students’ tabloid works.
［Design Intention］
Guide primary school students to exchange life experiences and organize a “Tabloid Selling” competition for primary school students. It is a very interesting and meaningful practical activity in itself. In such practical activities, primary school students generate wisdom and gain experience, success and happiness. This kind of comprehensive learning that transcends and communicates listening, speaking, reading and writing is conducive to stimulating students' interest in learning, and is conducive to students comprehensively improving their Chinese literacy in independent activities of interest. It is a way to cultivate students' active exploration, unity and cooperation, and courage important way to the spirit of innovation. Reflection on Teaching in Chinese Garden 6, Volume 2, Second Grade, People's Education Press 2
Writing teaching is a major problem in Chinese teaching. Every time, what students worry about the most is writing compositions. When they come to composition class, they all look sad and have no idea where to start. Especially for third-year students, composition is just an introductory stage, and there will be certain difficulties in both language expression and accumulation of materials for practice. This training opportunity allows us to get together and discuss strategies for writing assignments and teaching. I carefully designed this exercise class and reflected on it.
1. Videos broaden students’ thinking.
At the beginning of class, I played a high-tech video with the purpose of broadening students' thinking. The playback of this video had an excellent effect. The students couldn't help but exclaimed "Wow" while watching it. At the same time, students were also asked to watch it carefully and talk about what new things in the video they liked best. I also learned that the food of the future will be very different from the food of today.
2. The effect of speaking
When students are asked to talk about the characteristics of the things they want to write about, many students can use their imagination and put what they have in mind. State the characteristics and functions of things. But there are also students who don’t finish well enough. The reason may be that the concept of the future is still vague.
3. The guidance of the model essay makes it easy for students to write.
In teaching, I deliberately used a red pen to describe the magical pen and the "characteristics" of the future house; a blue pen described "the convenience that the pen of the future will bring to our lives." This makes Students once again understood the methods and paths of the exercises.
4. Revise the key points of this exercise again.
I asked the students to spend about 205 minutes doing the exercises, and no student could finish them. In this class, I mainly want to communicate and modify the "characteristics" and "convenience" of things in the future. The purpose is to help students who still have difficulty with their homework clarify the key points of this homework again, and also let students know how to modify their homework. Although this class has achieved the teaching goals I set, there are still many regrets, and some students do not understand what the future is. I can ask students to clarify the requirements for the assignment, let them read silently first, then read by name, and then ask students to clarify the requirements for this assignment, so that students can better understand the requirements for this assignment. I believe that by continuing to explore and communicate, our homework and teaching will get better and better.