Reflections on Chinese teaching in the fourth grade of primary school 1 Although our class was in the forefront of the grade in the final survey of Chinese last semester, I carefully studied the loss of marks on the test paper and found that there were still many shortcomings and weaknesses. For example, some basic knowledge is not well mastered; Poor reading and analysis skills; The writing level also needs to be improved. ...
In addition, in the usual teaching, I always feel that the students in our class have poor expression ability. Although I try my best to let most students develop in class, because the students in our class don't actively ask for expression, there are still more students just listening in class and learning is passive. I should also reflect on this point: perhaps my arbitrariness and fast pace make me have little patience with students' self-correction again and again. Have no patience to guide students to overcome their inner timidity and speak freely in class.
In terms of students' homework, I can carefully correct my homework on time, and my homework is relatively complete. Copy new words, write books, supplement exercises, explore at the same time, guide and correct carefully, write a diary once a week, do exercises twice every three weeks, and correct by eyebrow and general approval. Dictation and recitation also require students to pass them one by one. So my efforts in this regard are still very effective.
Generally speaking, the students in our class are not active enough, the class cohesion is not strong, and the learning competition atmosphere is not strong enough! I intend to start from the following aspects:
1, we should do the "six earnest" work well and practically as required.
2. In classroom teaching, we should pay more attention to the teaching of basic Chinese knowledge. Textbook knowledge requires 100% mastery.
3. Use spare time to guide students to practice and guide some Chinese skills.
4. Make up the difference carefully.
5. Guide students to read after class more solidly and effectively.
6. Home-school cooperation should be close and parents' support should be obtained as much as possible to improve the quality of homework.
During this period, I found that students often do one homework wrong, but they do it quickly when they correct it. As long as one classmate does it right, the whole class will soon know. When we examined the same questions in the exam, there were still many students who couldn't, and the math teacher also found the same situation. After investigation, we soon found that students had problems copying homework. Sometimes even if you don't copy, you ask each other, and soon the same homework appears. Calm down and think about it carefully, so I had the idea of investigating these students who copied their homework. After investigation, it is found that there are three reasons why students plagiarize their homework:
First, most of these students don't like to attend classes or don't understand what the teacher says, which arouses their interest in attending classes, and they don't know how to learn knowledge and copy;
Second, primary school students are at a fun age, and some students are often addicted to playing computer games or boring TV programs. In order to cope with the homework assigned by the teacher and make more time to play, they choose to copy;
Third, because there are too many homework in various subjects, students think of time-saving "copying" in order to finish it on time.
Fourth, learning lacks initiative and purpose, and completion has little to do with it. Writing is to cope with the teacher's exam. After the investigation, I suddenly felt that students had too many "difficulties" and didn't study hard enough, which also made me reflect on teaching:
Reflection 1: Under the current new curriculum environment, why do students study so hard today when "reducing the burden" is implemented? Of course, there are students' own reasons, such as learning attitude and consciousness, but should our educators also reflect on it? Students don't like lectures, which can't arouse their interest in lectures. Should teachers reflect on their teaching behavior? Why students don't like listening to lectures, whether teachers' teaching methods are appropriate, and whether teachers' roles as promoters, cooperators, participants and instructors are in place need teachers' reflection. Some teachers study textbooks thoroughly and carefully, but they don't analyze students' learning situation enough, and they don't pretend to have students in their hearts, which leads to the disconnection between teaching and learning. Students can't learn knowledge and do homework. No wonder students think of it.
Reflection 2: Reflection on students' learning style. Some students don't have enough consciousness to study independently and cooperatively. They are often addicted to video games. In this case, it is necessary for teachers to guide students' learning methods, correctly guide those students who are weak in autonomous learning and cooperative learning, stimulate their interest in learning, and make them change passive learning into active learning, so that they will not "copy" their homework.
Reflection 3: The new curriculum emphasizes the cooperation between teachers, and requires teachers to communicate with each other and develop in a coordinated way. Therefore, teachers should pay attention to practical results and demand quality rather than quantity when assigning homework. Teachers should consider students' acceptance ability when assigning homework, so that students will not feel great pressure in their studies. The homework assigned by the teacher is not necessarily written homework, but also homework that some students like to do. Drawing pictures and collecting information on the Internet can prevent some students from "copying" their homework.
In the teaching of the new curriculum, teachers should strengthen learning, change teaching methods, create an atmosphere in which students are willing to learn, care for students, and give them guidance on learning methods, so that they can enjoy learning and learn independently. At the same time, teachers should strengthen cooperation and coordinate the development of various disciplines. Only in this way can the phenomenon of students copying homework be curbed, and some students will not "copy" their homework again.
After several weeks of teaching experience, I think it is more important to let appreciation enter Chinese teaching, which can improve the teaching quality and make students love learning Chinese. Specifically from the following aspects:
First, the relationship between teachers and students is equal.
In appreciation education, the relationship between teachers and students is equal, teachers are not inviolable authorities in front of students, and students are not obedient and inferior. Only by establishing a democratic and equal relationship between teachers and students can students feel safe, full of confidence, activate their thinking and dare to ask questions and questions. This creates a relaxed, happy, democratic and harmonious environment for students' active participation, and urges students to have a strong desire for knowledge, that is, to kiss their teachers and learn their ways. Successful teaching depends on a harmonious and safe classroom atmosphere. The establishment of this kind of atmosphere needs the help of some means, such as gentle eyes, kind touch and ardent hope, to strengthen the emotional communication between teachers and students, to make students rely more on teachers, and thus to stimulate students' greater enthusiasm for learning, which is the key for students to learn Chinese well.
Second, I believe that every student can succeed.
The Rosenthal effect experiment says that if teachers give students confidence, students will have high achievements. Teachers' trust in students is a great encouragement. Mr. Tao Xingzhi also advised us: "There is Watt under your pointer, Newton in your cold eyes and Edison in your hungry smile." As teachers, we should believe that every student has the hope and potential for success, and the role of teachers is to awaken students' self-confidence.
Third, reading teaching makes students feel more about themselves.
In reading teaching, teachers should renew their ideas, give students the position of learning and development, and cherish students' unique feelings, experiences and understanding. Teachers should fully affirm students' various answers. Even if the students' answers are naive, superficial or even one-sided and wrong, teachers should avoid "killing with one stick" and enthusiastically encourage, guide and care for the shining ideological flame, which has a great influence on students. Let students develop their own thinking and gain aesthetic experience, thus improving the quality of Chinese reading.
Fourth, in composition teaching, let students learn to reflect.
Under the restriction of exam-oriented education, students' individuality and creativity in composition disappeared. There are always a few empty words, cliches and lies in the composition, which is divorced from the true inner feelings and makes the composition lose its fresh life and color. In this case, the teacher encourages students to write compositions, observe diaries, and have review consciousness, review consciousness and weekly diary consciousness. This kind of composition often has the expression of students' true feelings, distinctive leap of personality and unique words, and often many excellent works emerge. Only after a long time can students find their own writing personality.
Teachers can allow students to develop in different degrees, and grasp the advantages of students' compositions to encourage them, such as good sentences, accurate words, good beginning or ending, etc. Stimulate students' enthusiasm and confidence in writing. Composition evaluation focuses on encouragement. Of course, the main problems in the composition need to be pointed out in a euphemistic and acceptable way for students. Then, in the future, students will be more active and enthusiastic, and they will be able to show or express themselves better. It is obvious to change some shortcomings in students' composition by appreciation, which can quickly improve students' writing level.
This is my recent thinking in the teaching process, and now I will make the above summary for your reference and guidance.
Reflections on Chinese teaching in the fourth grade of primary school 4. Looking back on a semester's teaching work, we have made a lot of achievements, but there are also many shortcomings. In order to do a good job in the future, a brief analysis of Chinese teaching in one semester is as follows.
First, success
1, in learning, give full play to the initiative and creativity of both teachers and students in teaching, so that Chinese teaching can be carried out in the process of equal dialogue between teachers and students. Stimulate students' interest in learning, cultivate students' awareness and habits of autonomous learning, and create a good autonomous learning situation for students.
2. Try to embody the practicality and comprehensiveness of Chinese in teaching, try to improve classroom teaching, and consider the integration of knowledge and ability, emotion and attitude, process and method as a whole, and conduct heuristic and discussion teaching.
3. We attach importance to the correct orientation of emotion, attitude and values, and take cultivating students' noble moral sentiment and healthy aesthetic taste, forming correct values and positive attitude towards life as the important content of Chinese teaching, and put these contents into daily teaching work.
4. Handle the relationship between basic literacy and innovation ability. Pay attention to the accumulation, perception and application of language and the training of basic skills in teaching, so as to lay a solid foundation for students.
5. In teaching, follow the laws of students' physical and mental development and Chinese learning, and choose appropriate teaching strategies to promote the overall improvement of students' Chinese literacy.
Second, the existing problems
1. In the process of learning Chinese, efforts should be made to develop students' language ability, thinking ability, imagination ability and creativity, so that students can master scientific thinking methods as soon as possible.
2. Further guide students to actively carry out inquiry learning and learn Chinese in practice.
3. Students' learning methods need to be further improved.
4. We should further expand students' reading range, cultivate sentiment, develop personality and enrich students' spiritual world.
5. Students' comprehensive learning ability needs to be further improved, so that students can discuss and express their opinions on issues of interest.
6. Strengthen writing training and improve writing level.
The fifth part of the reflection on Chinese teaching in the fourth grade of primary school feels that the new curriculum concepts such as changing roles, respecting individuality, allowing students to study independently, cooperative inquiry, attaching importance to the guidance of learning process and methods, and paying attention to the cultivation of emotional attitudes and values have become teachers' knowledge in teaching practice. The students' mental outlook is very good, most of them are positive and enthusiastic, and they are naturally confident in speaking in class. Classroom teaching is full of vitality. The classroom atmosphere is harmonious and the relationship between teachers and students is harmonious, showing a dynamic situation of teacher-student interaction and student-student interaction. Here are some ideas.
First, clear objectives, so that teaching practice is not blind.
Grasp the overall goal of teaching. Clarify the phased goals. Set class goals. Only when the objectives of the above three levels are clear can the experiment be both ambitious and down-to-earth.
Second, integrate curriculum resources to make knowledge come alive.
Teachers should use teaching materials, living resources and classroom resources flexibly. Classroom interaction often produces various resources. Pay special attention to and capture some valuable resources for teaching. For example, when students are practicing, some movements are well done, some links are well done, some problems have special thinking value, and some mistakes are universal, so they can be seized and used in time.
Third, the implementation of effective teaching, so that the classroom life is not chaotic.
Under the guidance of the new curriculum concept, classroom teaching comes alive, the relationship between teachers and students is harmonious, students compete to speak, and the classroom is very lively. We must treat it rationally and implement effective teaching to keep the classroom alive. We should not only respect students' personalities, but also let them learn to obey the rules. Attention should be paid to cultivating students' necessary classroom habits, autonomous learning habits and group cooperative learning habits. Every teaching activity should have a clear goal, implement the process, and have tangible results, so that children can really learn something. We should carry out the training of good habits of double basics in a down-to-earth manner.
Reflections on Chinese teaching in the fourth grade of primary school 6 This text is really long and contains a lot of content. This is my initial impression of this text. Facts have proved that this is indeed a rather difficult article. I don't feel very good when I go up and down, and the learning atmosphere of students is very boring. They are not interested in it!
In the first class, almost all the time is spent on the teaching of words. There are more than 60 new words, second-class words and four-word phrases in the full text, and almost all of them are composed of four-word phrases. So many words are obviously the biggest obstacle to learning the text! After learning these words, I found that students still can't read the text well. So I sorted out some difficult sentences in the text, and after training, I basically finished reading the text. It is found that the class will be over soon, but the students are still not clear about the context of the whole text, and the overall perception needs training! Not difficult. Grasp the transitional sentences in the third section of the text. I was trained in transitional sentences before, so the level of the text was quickly solved clearly!
The first class is difficult, and the second class is not easy! The main reason is that there are too many contents in this paper, which can't be well summarized and simplified. It should be said that it is convenient to feel the "grand scale" of the Terracotta Warriors. Take the sentence "There are nearly 7,000 terracotta warriors and horses in the pit": I asked the students, how many students are there in our school? Then, I asked, if all the nearly 2,000 students in our school are Terracotta Warriors and Horses, and all of them are sitting outside, will there be enough students in one school? Is it enough to put students in other schools? The student smiled and shook his head again. I asked again, is it enough to put students from three schools? The students all laughed. They say it's not enough. They had to replay it. Talking and laughing, the students vividly felt the "grand scale" of the Terracotta Warriors! So this paragraph is ok, and students are more interested!
But, next, how to achieve "distinctive personality"? Here comes the question! First of all, the text introduces the "multiple types" of Terracotta Warriors. There are so many contents that are closely related and inseparable. Therefore, it is difficult to determine the teaching focus, and it is impossible to adopt the time-saving and labor-saving teaching method of "from help to release" and focus on one paragraph and other paragraphs! Where is the distinctive personality? The servant between each paragraph needs to be contrasted, so there is a contradiction. Either go through every paragraph, or speak every paragraph carefully! I didn't handle this problem well. Finally, I have to grasp the words "I can see it at a glance", "as if" and "ready at any time" to make students feel the vivid personality of Terracotta Warriors and Horses, so as to understand what is "lifelike" and finally return to the center of "uniqueness"!
In my impression, the last section of the text has a small generative highlight. When introducing the characteristics of Terracotta Warriors, the text gives four examples. I ask students to read in groups, but when students read, each group feels the same, and there is no feeling of "different" or "completely different". Therefore, I guide students to carefully taste the different characteristics of each clause of Terracotta Warriors and Horses, and read different feelings, such as "Fighting to the death for the reunification of Qin State". I asked the students, "Are you ready?" The students answered softly, and I asked them loudly, "Are you ready?" At this time, it was obvious that most students understood, and they responded to me loudly: "Prepare!" But the tone was not firm enough, so I immediately asked them, "Are you ready? "At this time, their spirits began to rise, and their spirits rose! Therefore, under the creation of such a situation, they read this sentence brilliantly and read out the lofty aspirations of those soldiers who swore to defend the motherland. The text set off a small climax here! Finally gave me a little comfort!
But, on the whole, today's class, I feel too hard, a little too much!
Reflection on Chinese teaching in the fourth grade of primary school Part VII The Great Wall consists of two color pictures of the Great Wall and an essay. Intuitive pictures are closely combined with concrete prose, which shows the majesty, height and solidity of the Great Wall, praises the wisdom and strength of the ancient working people in China, and expresses the author's national pride and love for the motherland. The main purpose of teaching this lesson is to let students know that the Great Wall is the crystallization of the sweat and wisdom of the ancient working people in China, and it is a great miracle in the history of the world, which has aroused students' national pride.
This is an article about drawing pictures to learn literature. The focus of the fourth grade training is reading articles and looking at pictures, so we should also pay attention to this training in the teaching process of this article. Based on this, I adopted the method of combining pictures, literature study and imagination in teaching to guide students to understand the grandeur and powerful momentum of the Great Wall and the author's thoughts and feelings. For example, in the first natural period of teaching, my original teaching idea was mainly realized through four steps. The first step is to guide the students to look at the first picture and tell what the Great Wall looks like in your own words. The second step is to guide students to read the description in the article and see how the author describes the Great Wall so long and majestic. The third step is to guide students to think about how the author wrote the length of the Great Wall, and what are the advantages of this writing; The fourth step is to imagine the picture depicted in the text while reading, so as to deepen the understanding of the text content. When the first step was implemented, the students were influenced by the written description, and my atmosphere was not well rendered, which did not give them enough inspiration to expand their thinking. What students say is basically "very long", "like a long snake" and "like a long dragon", and their thinking is not expanded enough. When I do the second and third steps, I mix them together in class. Most students can understand that this natural passage vividly describes the length of the Great Wall by enumerating numbers and metaphors. When the fourth step is implemented, it is also the most lacking in this class, that is, while reading the text with emotion, imagine the scenes and pictures depicted in the text. This question also appears in the following reading: "How many working people's blood, sweat and wisdom have condensed into the Great Wall of Wan Li, with no head before and no tail after." In a word. In the design of guiding emotional reading and training students to read and write, "What scenes can you think of when working people build the Great Wall?" Disengage. How to guide students to read articles and think about pictures in teaching, so that students can form concrete representations of abstract texts in their minds? These are all aspects that we should seek countermeasures and try to explore and solve in future teaching.
In addition, there is still a deficiency in the teaching of this course, that is, the dialogue between teachers and students lacks cooperation when students speak. Individual students in the class are eager to express their views and opinions, but they ignore other students' speeches and teachers' explanations. Although this kind of classroom seems that students are eager to try and be active independently, it can't make students have a deeper improvement and sublimation in understanding the content of the text and experiencing their thoughts. This is also the place where I should pay attention to training and correct training in future teaching.
In a word, guiding students to read articles and seek a harmonious order in the dialogue between teachers and students requires me to work hard to find countermeasures, practice hard, and carry out targeted teaching and training in combination with students' specific conditions. I think the most important thing for me at present is to prepare lessons carefully, pay equal attention to theoretical basis, textbook text and students' situation, and achieve a win-win situation for teachers and students in teaching.
Reflections on Chinese teaching in the fourth grade of primary school; Time flies, and this semester has passed. According to the characteristics of this semester's textbooks and curriculum standards, the educational and teaching tasks of this semester have been successfully completed, and students' ability to analyze and solve problems has been continuously cultivated and improved. But when I think about it, this semester's education and teaching work has both successes and many shortcomings. Chinese teaching this semester is as follows:
1. Combine the text with "accumulation and application" to cultivate students' thoughts and feelings of loving the Chinese language, guide students to correctly understand and use the Chinese language, and enrich students' language accumulation.
2. According to the education and teaching concept of the new curriculum, in the usual teaching, we carefully prepare lessons, carefully design lesson plans and correct homework on time, which embodies the idea of quality education. According to the actual situation of this class, analyze each student's basic quality and ability to accept knowledge one by one, and constantly improve teaching methods.
3. Pay attention to the development of students' intelligence in teaching, strengthen the cultivation of students' thinking, and pay attention to the cultivation of students' ability of observation, thinking and expression. Combine the teaching of "oral communication" and "practice" to cultivate students' oral expression ability and stimulate students' imagination and creativity.
4. Pay attention to preview before class, teach students the methods of preview and cultivate the habit of preview before class.
5, timely contact with parents, strengthen communication with parents, strengthen the contact between home and school, timely reflect the situation of students at school to parents, * * * to do a good job in students' study.
The achievements are gratifying, but there are also shortcomings. Because some students don't study hard and have poor understanding and memory, parents are busy with their work and continue to do ideological work regardless of their children's study life. Underachievers have too little extra-curricular tutoring, which leads to their inability to master the basic knowledge of Chinese, slow writing, sloppy speaking and unable to finish their homework on time.
In short, in the future teaching work, we should pay attention to those students who have not finished their homework or studied hard, fully mobilize their enthusiasm and initiative in learning, and stimulate their interest in learning, so as to foster strengths and avoid weaknesses, by going up one flight of stairs!