One of the after-class reflections on "Miss Qiu's Letter"
"Miss Qiu's Letter" is a popular science fairy tale. It introduces Dayannan in the form of Miss Qiu's letter. Knowledge about flying, frogs hibernating, squirrels stocking up on food, and trees wrapped in winter clothes to prepare for a safe winter. The language of the article is lively and lively, and Miss Qiu's love for her friends is revealed between the lines.
This is the seventh text for first-grade students after they have learned Pinyin. Students are at the beginning stages of reading and writing. Four of these seven texts are in the form of poems, with short and catchy sentences. The third text is in the form of paragraphs. The sentences are relatively long, and students cannot pronounce pinyin very well. The sense of language is not strong yet. In addition, students are just starting out in writing Chinese characters. They do not have enough grasp of fonts and are not very good at observing and comparing.
This is my first time to attend a county-level open class with small classes. How to highlight the concept of small classes in the classroom is a key consideration. After receiving guidance from Director Zhang of the County Research and Training Center and Principal Chen of the central school, I focused on the following aspects in teaching based on the actual situation of the students and the characteristics of small-class classrooms:
1. Group cooperation has begun to take shape. prototype.
At the beginning of the class, I asked the group leader to check word mastery by driving a train, and then the group leader reported back, corrected problems in a timely manner when problems were discovered, and sent out little maple leaves to encourage the children's progress. This prevents students from being embarrassed when they make mistakes.
Since there are four letters in this text, and there are four members in our group, I took advantage of this surprising coincidence and made twenty-four maple leaves using red cardboard to represent the contents of the letters. Stick it on the maple leaf and place the maple leaf on the student's desk before class. Each group member's letter is different. Use childlike language in the teaching process? Children, Miss Qiu would like to ask you to help deliver the letter. Are you willing? Uncle Feng has already delivered the letter to our children’s table. Open it quickly and read it to your friends. listen. ?Then ask one or two groups to read to everyone, and other students will act as judges to select the best ones. All the children who received the letter from Dayan stood up, read it, and compared. Name the evaluation. Students who received letters from "frogs, squirrels, and mountain village children" also compared their letters. This way every child has a chance to show off. Finally, exchange reading letters, let students read other letters, and subtly let students know that "exchange" is also a kind of cooperation.
The group cooperation of first-grade children is still in its infancy, so when reading, read to your friends. The friends tell each other who they want to write to and what they want to tell them? Step by step, let the group cooperation become formal. change.
2. Pay attention to everyone, motivate everyone, and develop everyone.
Every child is the master of the classroom. Encouraged by the teacher's multiple evaluations, his little face is red and his little hands are raised straight up, so that he can pay 100% attention to the students, so that every child can be successful in the classroom. be developed. Luo Chun, a student with learning difficulties, was able to read the letter correctly and encourage him at the right time. Later, he stood up excitedly and raised his hands many times. ?Your answer is great. If you sit upright next time you raise your hand, the teacher will like you even more. ?While developing, we must not forget to cultivate habits!
3. Combine pictures and texts and use your imagination.
Suhomlinsky said: "Children think with colors, images, and sounds." What he is talking about is the characteristics of children's rich imagination. I made full use of teaching resources and closely combined texts and pictures. After guiding students to read sentences, I asked students to look at the illustrations in the text. The students learned about the geese lining up to fly south, the frogs hibernating underground, the squirrels storing food, and the wind. Observe the standing small trees in the book to further feel the beautiful taste of nature, thus guiding you to read aloud with emotion. In addition, by looking at the pictures and asking students to say, "What did Miss Qiu ask the wild geese to be careful about?" Please be Miss Qiu and talk to the frog. ?The little squirrel said it is autumn, it is still early, I will play for a while, you are an autumn girl, what do you say to it? This allows the students' imagination to be fully utilized.
4. Return to the whole, expand and extend.
The information that text provides us is limited. As practitioners and operators of Chinese courses, we must not only focus on text, but also on hypertext. On the basis of in-class learning, and then expanding to extra-curricular activities, I designed the following links: Who else will Miss Qiu write to? Show me a letter addressed to the little swallow going south. ?A letter addressed to,?. ?Allow students to communicate based on the language and text of the text, which exercises students' expressive ability and provides emotional and ideological education during speaking training. ?Let us learn from Miss Qiu and write a letter to our relatives to express our concern for them. ?After the emotion is sublimated, when the child says? ?A letter to the hard-working mother, remember to wash the clothes with hot water, don't freeze your hands. ?A letter to the elderly grandparents, please wear more clothes to avoid getting cold and sick. ?, I know that Miss Qiu's "care" has been passed on to every child, and will be passed on by them. At this time, return to the text and ask the students: Hey, where have all the maple leaves on the trees gone? Students can all answer that Miss Qiu wrote a letter. Students understand where the maple leaves go, which echoes the beginning of the text.
5. Pay attention to cultivating students’ interest in learning Chinese.
The first requirement of the "Curriculum Standards" regarding the reading teaching stage for lower grades is to like to read and feel the joy of reading; the first requirement for literacy and writing is to like to learn Chinese characters and have the initiative to read. wish?. The beautiful maple leaf letters made the students happy to read. They printed new words on the maple leaves and said they were sent by Miss Qiu, which made the students overjoyed. When writing, they remembered Miss Qiu's reminder: pay attention to writing posture. It can be seen that our Chinese language classes must adopt a variety of methods to make every child like reading and literacy, regard reading and literacy as a kind of fun and enjoyment, and strive to cultivate students' interest in reading, literacy, and writing. This is The key to successful classroom teaching. Due to time constraints, I did not allow the group to choose the best competition after writing, and lost the opportunity to stimulate children's interest in writing. What a pity!
In the future, I will work hard to make my classroom more small-class. Characteristics, let every child become a star in the classroom, and achieve success for every child! "Miss Qiu's Letter" After-class Reflection Part 2
"Miss Qiu's Letter" is the primary school Chinese version of the Jiangsu Education Edition The text in this volume is a text with rich pictures and text, beautiful text, full of childlike interest and natural common sense. It is about an autumn girl writing letters to geese, frogs, squirrels and children in mountain villages. It shows an autumn scene with falling leaves, wild geese flying south, frogs hibernating, squirrels storing food, and small trees wearing "winter clothes". At the same time, people can feel the care and consideration of the autumn girl for the geese, frogs, squirrels, and small trees, so that students can understand the seasonal changes from autumn to winter, and know the overwintering situation of animals and plants in nature. Inspire students to care for nature, care for their partners, and cherish the emotions of friendship.
First grade "Miss Qiu's Letter"? Teaching reflection - Zhang Yuxin - zyx616869551's blog
Although this class lasted only twenty minutes, it left me with a lot of feelings. It also made me realize that I still have many shortcomings in education and teaching and the direction I will work hard in the future. The specific deficiencies are listed below:
1. The expression of emotions in reading teaching is insufficient.
When reading several letters written by Miss Qiu to her good friends, children are often reminded that they must read with emotion and read Miss Qiu’s caring feelings properly. However, due to my own The guidance is not in place yet, and often the children’s emotions are not in place when reading. In fact, I had to read the text on my own and provide effective guidance so that the effect might be different. For example, when I was teaching the letter written by Miss Qiu to Dayan, the students at that time could not understand why they should be more careful. In order to let the students To better understand Miss Qiu's concern for the geese, I should design a design to let the students imagine the difficulties that the geese may encounter, such as being very tired and unable to rest when crossing a large river or climbing a high mountain? It is estimated that many students will be touched in their hearts. Coupled with the teacher's timely guidance, perhaps by the time I read aloud, my concern for the wild geese arose spontaneously.
2. The language in evaluation teaching is pale.
In fact, when I was designing this lesson plan, I wanted to give children adequate and effective evaluation in many places, such as student self-evaluation, deskmate evaluation, mutual evaluation and group evaluation. But it seems very weak when used. First of all, I feel the lack of my own evaluation language. The most commonly used words are? Good? You are great? You are so thoughtful? You read so well. And these words are because of their own It is often used in daily classrooms, so it does not achieve the effect of enlightening children's emotions at all. For example, when I asked what other small animals also need to hibernate, the children gave many answers. One child named a few. Should I praise him? He is really worthy of being a little doctor in Class 1 (3)? And A more in-depth understanding of the doctor's name is not in vain. But through a lot of reading, and to have an eye for discovery and observation of life. I think this will have a different effect.
3. The mobilization of students during the teaching process is not yet in place.
In teaching, although the atmosphere in the classroom is very active, I clearly feel that I have not let go and let students truly become the masters of the classroom. In many places, I replaced students' answers, leaving them with less opportunity to draw conclusions on their own, which was not conducive to students' true understanding of the text. For example, in the teaching of several letters, there were several words that needed to be understood in depth? Hibernation? Enough ?, I was deeply afraid that the child would not be able to ask such a question, so I used the transitional language myself? The teacher doesn’t understand this word yet, can you help me solve it? In fact, this deprives the child of the right to learn independently. If students ask such questions autonomously and then answer them, I think this can better mobilize children's enthusiasm for learning.
4. Intensive reading and lectures of Chinese texts are difficult to understand.
In the teaching of this class, students were not allowed to read fully and expand to truly understand the beauty of language and artistic conception. There was no in-depth exploration of the text, resulting in the overall feeling of the lesson being flashy and unrealistic. Especially in teaching, children are constantly reminded to understand how caring and caring Miss Qiu is. But they forget to let children experience the emotional theme of caring for nature, caring for partners, and cherishing friendship.
For example, in the letter written by the teacher to the frog, it should be mentioned who often covers us with quilts in daily life and reminds us not to catch colds and get sick. At this time, the first thing children often think of is their parents. In this way, we can experience autumn. What kind of person a girl is, such emotional experience is obvious to the child.
5. Highlights
In the end, in addition to many shortcomings in this class, there are also several things that make me satisfied. If the whole class does not make children feel restrained, the interaction between teachers and students is very active, and children can speak enthusiastically and actively, which is also one of the highlights of the class. It brings students into a picturesque learning situation, so that students' physical and mental development can be cultivated, and their aesthetic taste can be subtly cultivated.
Finally, through communicating with other teachers, I learned about my own shortcomings, which also prompted me to learn more from old teachers and experienced teachers in the future. Before class, you should study the text carefully and carefully design lesson plans, so that you can give a Chinese class with a strong "Chinese flavor" and become a Chinese teacher with a strong "Chinese flavor".