As an excellent teacher, classroom teaching is one of the most important tasks. Writing teaching reflections can well record our teaching. So what issues should we pay attention to when writing teaching reflections? Below are some reflections on children's poetry teaching that I compiled for your reference. I hope it can help friends in need. Reflection on Children's Poetry Teaching 1
My student *** and I studied "Two Children's Poems". One is "I Want". This poem writes a series of wonderful fantasies of a child. Put your little hands on the peach branches, want to connect your feet to the roots of the willow tree, want to put your eyes on the kite, want to plant yourself on the land, expressing children's rich imagination and pursuit and yearning for beauty; another poem It is "Ink Paintings of Childhood", which captures a group of shots of children's lives and expresses the joy of children's childhood lives. The two poems are full of childlike innocence, their bold imagination and concise language give people rich imagination space and further make people feel the beauty of childhood.
In this class, I don’t have too much analysis and explanation, and there is no courseware demonstration. I just guide the students to recite the poems repeatedly, allowing the students to expand their imagination through reading, and the beautiful pictures depicted by the poems emerge in their minds. Tell them which wish they like best, which picture they like best, and the reasons why they like it, so that students can supplement and expand the picture depicted in the poem. Think as you read, experience as you read, read again after you experience, and immerse yourself in a series of wonderful fantasies with the author, and immerse yourself in the joy of childhood life. At the same time, I think that allowing students to truly experience the joy of reading is wonderful classroom teaching, this is aesthetic reading, and this is the realm that our primary school Chinese teaching should pursue.
In today’s Chinese language classes, some teachers may pay too much attention to the instrumentality of Chinese language, and may pay too much attention to letting children understand the content of the text. During teaching, they often lead children to mechanically read texts unconsciously and according to pictures. It is not appropriate to directly replace children's own reading feelings, imagination, experience and understanding of the text with physical objects or beautiful pictures in some media. As everyone knows, "reading is a student's personalized behavior,... students should be allowed to deepen their understanding and experience, gain insights and reflections, be emotionally influenced, gain ideological enlightenment, and enjoy aesthetic pleasure through proactive thinking and emotional activities. < /p>
"Primary school Chinese reading teaching, especially those reading narrative and lyrical articles with high literary quality, should attach great importance to and guide children to carry out personalized aesthetic reading, and inspire them to learn literature and literacy through repeated reading. , comprehend and accumulate language, put yourself in their shoes and have a dialogue with the characters in the work, and start a heart-to-heart communication; inspire them to place their affection on the mountains, rivers, flowers, plants and trees in the work, and forget about themselves... instead of interpreting the work in a "check-in" style, Or mechanically use so-called "intuitive" pictures, scenery, etc. to influence, interfere with, or replace children's free "reading".
Chinese classroom should be a happy world for students, an art that cultivates people, let students spread the wings of imagination, and let students enter the door of self-confidence. Teachers must pay attention to reading aloud, attach importance to the methods of guiding reading aloud, and attach importance to creating situations for reading aloud, so as to truly make reading aloud a beautiful scenery in the Chinese classroom. Reflection on Children's Poetry Teaching Part 2
This lesson consists of two children's poems, "I Want" and "Childhood's Ink Painting". One describes children's magical fantasies, and the other, just like the title, outlines the silhouettes of three typical children's lives like an ink painting.
This lesson adopts the method of reading instead of teaching. There is no analysis and explanation, and no courseware demonstration is used. It just guides students to expand their imagination while reading over and over again, and the pictures of life depicted in the poems emerge in their minds. Then talk about your feelings in relation to real life. Experience the joy of childhood life and the joy of reading through reading and communication.
When students read "I Think", they said, "I had such wonderful thoughts when I was a child," and talked about the scene in "Childhood Ink Painting---On the River", "I also had such wonderful thoughts." "Things", "I have planted eggs", "I have pulled the beard of kittens"...a few words suddenly opened the floodgates of students' memories. They began to talk endlessly about interesting things about their childhood.
Seeing this situation, I randomly assigned students to practice writing and write interesting stories about their childhood into poems. The effect is really obvious. The children's poems are full of childishness and make people laugh. Reflection on Children's Poetry Teaching Part 3
In this lesson, two poems will be explained. "I Want" writes a series of wonderful fantasies of a child who wants to place his little hands on peach branches, connect his feet to the roots of willow trees, put his eyes on kites, and plant himself on the land of spring. How childhood is. Beautiful happiness. "Ink Paintings of Childhood" uses jumping shots to capture typical scenes of childhood life, such as "reading on the street, fishing by the stream, and playing in the river" to vividly show each happy scene.
The success of this lesson is that it has completed the course objectives well, namely:
1. Use Pinyin to read the new characters "Y" and "Ji", and read and memorize words such as "bud, soft, catkin, noisy, dressing, water, ink painting".
2. Read poems emotionally, imagine the artistic conception depicted in the poem, appreciate children's rich imagination, feel the happy life and good wishes of childhood, and try to write a small poem by yourself after class. Combined with the pre-class reading and "Synchronous Training", it can be said to be relatively comprehensive.
The only drawback is that the guided reading is still not done well. Students have no passion when reading. The teacher talks too much in class and leaves too little time for the students. Furthermore, it is not very deep in understanding the author's purpose of writing, that is, his thoughts and feelings. This needs to be emphasized when explaining the exercises.
In future teaching, we must learn to be student-centered and give students enough time to understand, think and discuss. Problems that can be solved independently must be solved by oneself. The teacher is sometimes just an assistant, guiding at the appropriate time, rather than being solely responsible for the students' thinking. Therefore, we must pay attention to cultivating students' independent learning ability. Reflection on Children's Poetry Teaching Part 4
1. This article is about skimming the text, so students should be guided to read the text correctly, read fluently, and read out their emotions through independent reading. We must fully pay attention to the genre characteristics of the text, imagine while reading poetry, and pay attention to image perception and overall grasp.
2. On the basis of students reading the text, guide students to communicate their feelings, and try to expand students’ ideas during student communication. They can communicate about language and feel the joy of childhood life. Communicate. Teacher's camera guidance, such as "Reading "I Want", what do you think is the beauty of the author's ideas?" "Reading the poem "Ink Painting of Childhood", what kind of picture did you see? How does this picture make you feel?" etc. , combined with students' perceptions, guides students to fully read the text, read out their feelings, and read out their own perceptions.
When reading the poem "I Want", one must read out the meaning of fantasy, and imagine while reading, in order to enter the country; for the poem "Childhood's Ink Painting", one must read out the artistic conception of the poem. When reading aloud, attention should be paid to guiding students to review and learn from each other's strengths.
3. Pay attention to the accumulation of language. For such children's poems with fresh language and beautiful artistic conception, students can be encouraged to recite their favorite content on the basis of familiar reading; they can also be combined with "I Think" to allow students to imitate and write their own wonderful imagination.
4. If students are interested in children’s poetry, you can hold children’s poetry recitals and hand-written newspapers on children’s poetry. You can also recommend several children’s poems to students to expand their reading and enrich their language. Accumulate and stimulate interest in reading and writing children's poems. Reflection on Children's Poetry Teaching Part 5
This lesson consists of two children's poems, "I Think" and "Ink Painting". The first poem is full of children's magical and rich imagination, expressing a series of wonderful fantasies of a child, and has very strong characteristics of children's poetry. The second poem captures three groups of scenes from childhood life, vividly expressing the joy of children's childhood life. When teaching this lesson, the knowledge points of this lesson are:
1. Use pinyin or reference books to accurately read the new words "Y" and "Ji" that appear in this lesson, and master the words "bud, soft, catkin, noisy, dress up" , tiger teeth, ink painting" and other words.
2. Through emotional recitation and imagination, feel the rich imagination of children and try to write children's poems.
In the teaching of poetry, especially the teaching of modern poetry, I think students should read more, gain insights while reading, and use reading to lead to thinking and reading to lead to talking. Since this is a children's poem and is very close to children's lives, after reading it, when they were asked to speak, everyone had something to say. Even Jianjian, who usually stayed away from the classroom, kept raising his hands to speak. Stand up bravely and demonstrate reading. Looking at their raised little hands, it reminds me that some classes are dull on weekdays. It seems that the problem still arises in how the teacher can effectively guide here. Only when children like it, this kind of class will be the most fulfilling and effective class! Some children enthusiastically took the poems they had just rewritten after class and couldn't wait to read them to me. It was so gratifying to see his serious look! The shortcoming of this class is that the time is not grasped well, and students are allowed to talk too much, which does not reflect the teacher's regulating and guiding role well. But on the other hand, if the children are so enthusiastic and are not allowed to talk, I don't know. What effect will it have?
How to grasp the characteristics of children's poetry to cultivate students' aesthetic taste and improve students' innovation level? Based on the recent teaching of the ninth lesson of the second volume of the fifth grade Chinese language "Two Children's Poems" (standard experimental textbook for compulsory education courses), the author believes that creating vivid situations can guide children to feel the emotions in the poems with their hearts, and between poetry and poetry The integration and communication of childlike innocence generates a resonance, which leads to feelings, insights, and thoughts, creating a chapter of one's own personality. Reflection on Children's Poetry Teaching 6
Today we have the ninth lesson "Two Children's Poems". The students are very interested in poetry. I first asked the children to compare the differences between the two poems as a whole. What everyone said It's pretty good. For example, the first poem is written in sections and has only one title in the whole text, while the second poem has three subtitles. When understanding rhyme, children can also discover the rhyme of poetry under guidance.
Then we described the pictures and feelings that the poem brought us. The students said it well, especially when talking about "By the Stream" in "Ink Paintings of Childhood", some children understood the meaning from the color. The first three sentences are all about green, and the fourth sentence is about "red" dragonflies. It's really "a little red from all the green"! I confirmed her feelings at that time and thought about it very carefully!
Finally, there was a competition in the form of group cooperation to recite their favorite poems. Everyone prepared actively. In the competition recitation section, each group showed its abilities and read out its own characteristics! When evaluating the effect of the group's reading aloud, I adopted the suggested methods, such as: the sound of reading aloud should be loud, and it is best to stand upright so that the sound can be heard better. Under my suggestion, the second group learned The first group learned the lesson, but the emotion was not enough. I continued to suggest that if you want others to be intoxicated, not only should your voice be loud, but you must also be in love first. Only in this way can you impress others. The third group finally recited as required. Come out and let everyone be mesmerized. My evaluation: The recitation of the several of you is like a harmonious symphony, each performing its own duties, like the sound of nature, good! Maybe this evaluation is a bit exaggerated, but the children are working hard towards their goals, so happy!
In the evening, I was assigned the homework of rewriting "By the Brook". Many children were able to express the beautiful artistic conception in the article. Reflection on Children's Poetry Teaching Part 7
This text consists of two children's poems, "I Want" and "Childhood's Ink Painting". One song describes a child's magical fantasy, while the other sketches out the silhouettes of three typical children's lives like an ink painting.
When teaching "I Think", I first let the students read the poem freely and asked: What do you think is the beauty of the author's ideas? The students have all expressed their wishes that they think are the most beautiful. Which one fascinates you the most? Name your favorite image. Some say "holding thousands of rays of sunshine" uses anthropomorphic techniques to make people feel that the spring sunshine is so soft; some say "long" shows the growth of all things in spring, the lush vegetation, and a prosperous scene. When talking about "The blue sky is my classroom", I asked students to imagine what might be in the classroom? Students connect poems, use their imagination, and immerse themselves in a series of wonderful fantasies with the author. They say that the bird is my deskmate, the white cloud is my desk, and the sun is my teacher... When teaching "Ink Painting of Childhood", First, let the students read the poem freely, and then add a word indicating action after each subtitle to summarize the main idea of ??each section. Then there is the exchange of general ideas, students asking questions, and finally the poetry reading. After teaching both poems, students were asked to choose one of the genres of "I Want" and "Childhood Ink Painting" to imitate and create poems.
After class, the master said that it is good to allow students to think innovatively in the imitation writing exercises, but if there is a lack of directionality, it would be better if the second choice can be changed into imitation "I Think". The master also said: Reciting is the main method of teaching poetry. If you analyze poetry too much, students will not be able to feel the rhyme, rhythm and artistic conception of the poetry. Indeed, when I analyzed the charm of poetic language, I mainly let students read it roughly freely and read it together, but neglected to let students recite it repeatedly.
In poetry teaching, only by paying attention to reading aloud, paying attention to the methods of guiding reading aloud, and paying attention to creating a situation for reading aloud can we truly make reading aloud the most beautiful scenery in the Chinese classroom. Reflection on Children's Poetry Teaching Part 8
"Two Children's Poems" consists of two children's poems, "I Want" and "Childhood's Ink Painting". "I Want" writes a series of wonderful fantasies of a child, expressing children's rich imagination and pursuit and yearning for beauty. "Childhood's Ink Painting" shows the joy of children's childhood life through a group of shots of children's lives.
When teaching this text, students must first read the text correctly, read it fluently, and read it with emotion. On this basis, let students read again with questions. For example, after reading "I Think", what do you think is the beauty of the author's ideas? What kind of pictures did you see when reading "Ink Paintings of Childhood"? How does this picture make you feel? In this way, students can better appreciate the artistic conception of poetry and the rich imagination of children. After learning these two poems, let the students read and compare them to understand the differences between the two poems, so that they can further understand the characteristics of children's poems. Then have students try to imitate children's poems.
The whole class is based on reading, allowing students to gain insights while reading, and use reading to lead to thinking and reading to lead to talking. Since this is a children's poem and is very close to children's lives, after reading it, children can express their feelings and have something to say. When they were asked to imitate poetry, most of them wrote well, had rich imagination and were full of childishness.