Reflections on the teaching of first grade Chinese z c s

The teaching goal of this lesson is to let students learn the pronunciation of z, c, and s, and remember their shapes and writing order.

In the classroom, I use "Getting to Know the New Pinyin Kids in the Pinyin Kingdom" as an introduction. I ask students to talk about which Pinyin friends they have already met, and then let the students get to know the new friends together. It not only connects new and old knowledge, but also arouses students' curiosity and attracts students' attention to the classroom. When teaching the pronunciation of zcs, I connected the pronunciation of zcs with the letters of the alphabet, the thorns of the hedgehog and the four of four, and combined the situation pictures and situation songs to deepen the students' impressions. In terms of writing, I first clarify with the students how many strokes to write, which stroke to write first, and where to write in the three four lines. Demonstrate writing again and ask students to follow me and empty the book together.

Next, I will mainly talk about the shortcomings of this lesson.

First of all, the time is not accurate enough. Since this class only teaches the pronunciation, shape and writing of three initial consonants, the classroom knowledge capacity is small, so there is about 3 minutes of free time at the end. I should strengthen my control of time, and I can briefly mention the overall recognition and reading of syllables in the next lesson. Secondly, I need to strengthen classroom management. First-grade students are relatively young, have poor self-control ability, and have not yet developed classroom habits. They cannot maintain correct sitting postures for a long time in class. I should always remind students to maintain correct sitting postures. Thirdly, when teaching the initial consonants z, c, and s, the form is relatively simple and unchanged, which cannot well stimulate students' interest in learning. And because of their special characteristics, first-year students cannot concentrate for a long time, which leads to a reduction in classroom efficiency. In the stage of teaching formulas, students can make their own, which can not only increase students' participation, but also expand their innovation ability. Reading letters while driving a train takes a long time, and students can easily become bored. It can be changed to other forms, such as reading in groups, with boys reading together and girls reading together. Finally, there is not enough guidance for students who pronounce words incorrectly. The guidance on writing the three initial consonants of zcs is not detailed enough and can be further emphasized, especially the writing of s.