Reflections on the teaching of the second volume of xiaochi in senior one.

As a new teacher, one of our jobs is teaching. Teaching reflection can effectively improve our classroom experience, so how should we write teaching reflection? The following is my reflection on the teaching of Koike in the second volume of Senior One, for reference only, hoping to help you.

Reflections on the teaching of "Xiaochi" in the second volume of the first grade 1 PEP New Curriculum Standard Primary School Chinese in the second volume of the first grade 13 The poem "Xiaochi" in ancient poetry, through a spring eye, a trickle, a pool of shade, a few small lotus leaves and a small dragonfly, constitutes a vivid landscape map of Xiaochi, showing all things in nature. The following is the teaching reflection of the ancient poem Xiaochi: In the teaching process of the ancient poem Xiaochi, I let the students ask questions about the text themselves.

A student raised an unexpected question: Is lotus or lotus leaf the "lotus flower" in Xiao He Cai Lou Jian Jiao? Then there is an interesting saying: "It's a lotus leaf, because it's painted in the book." "I have opinions, not necessarily didn't draw the lotus in the book, the author didn't see the lotus at that time! It may also be a lotus. " "But the teacher just said that it is early summer, and the lotus has not yet bloomed." "It may not be open." "The lotus leaf just shows a little." ..... This problem was not thought of when I was writing the instructional design of Xiaochi. The explanation in the teaching reference is that lotus leaves only show sharp corners, which I have never doubted. I don't know if I should tell the students that it is a lotus leaf, because I'm afraid it will limit their thinking.

In fact, the result is not very important, but the process of students' inquiry. In this process, students independently seek "reasons" to prove their views, so as to care for the bud of their "problem consciousness" and exercise their quick thinking and language expression ability. It suddenly occurred to me that in fact, they are also "Xiao He only exposed sharp corners". A spring, a trickle, a pool of trees, a few small lotus leaves and a small dragonfly constitute a vivid landscape of a small pool, which shows the intimate and harmonious relationship between all things in nature. The ancient poem Xiaochi is very beautiful. How to make students feel beauty, in addition to the teacher's appropriate language description, it is more important for students to experience it themselves. Students can learn in different ways and have different understandings. There is no need to force them.

Teachers can't artificially restrict students and lock their thinking in a fixed pattern. It is important to create more conditions for students to study independently and explore cooperatively, and provide them with some ways of thinking and learning, so that students can learn to study independently. This is the teaching concept to be embodied in the new curriculum.

Pond Teaching Reflection, the second volume of Grade One, Grade Two, Little Pond is the third text of Unit 2 of Grade One Chinese published by Jiangsu Education Publishing House. It is a prose with vivid image, rich imagination and beautiful artistic conception. It is a set of characters describing spring, which has certain internal relations with Spring Bud, Raindrop, Spring Rain in Plum Blossom Mountain and Morning on the Grassland. All the texts in this unit describe the beautiful spring scenery of the motherland, which mainly allows students to accumulate language, cultivate interest and stimulate students' love for the motherland and nature in the process of understanding the contents of the text.

The full text consists of eight sentences, six of which are figurative sentences. It looks beautiful because of the concrete elements. Especially in the second paragraph, * * * four sentences are all figurative sentences. White clouds, the sun, the new moon and the stars are compared to white geese, bright red balloons, curved boats and shining pearls. Children have been exposed to figurative sentences since last semester, but they can't design them themselves yet. I use an intuitive image board to let children imagine with their own life experience to understand these four sentences. On the basis of understanding, look at pictures in various forms to consolidate understanding. The children are very excited, because these four metaphors are not difficult for them, and they are more confident.

In this class, I try to make my evaluative language close to the children's life and age, because only kind and sincere language will have a far-reaching impact on students' learning, for example, "I seem to see a little white goose waddling by" and "Gee, there are more white geese! Can you make this group of white geese more? " ..... These kind words set a "field" for children to read aloud. In this "field", children can freely experience the charm of language and use their imagination to better read their feelings.

Reading teaching in lower grades does not mean that you don't understand words. On the contrary, this understanding is quite important. But from the perspective of children's understanding and expression ability, children may not be able to express the meaning of words in their own language. Therefore, children need to externalize their understanding and feelings by reading aloud, which cannot be obtained through the teacher's explanation. Only by letting students concentrate on reading can they chew the taste of language and understand the emotions contained in language articles. The understanding of the word "bright red" has no explanation from children at all, but allows children to read their own experiences and feelings through different evaluation languages. I sensitively grasp the "bright spot" in students' reading as the "breakthrough point": "Why do you love reading Red so much?" Then with effective evaluation and inspiration, "well, it's a little red!" "It's really Le Ballon Rouge!" "This balloon is not only red, but also bright red!" Let the students read the dialogue without trace, and read it with emotion.

In addition, on the basis of reading and understanding these four figurative sentences, I also create situations to guide children to migrate and imitate figurative sentences, such as: "What else can a small pond reflect?" Use "()" to reflect in the pond, like (). ”。 I asked the children: Look, what else do you see by the small pond? They are reflected in a small pond. What are they like? After imagination and thinking, the children gave this sentence:

Wicker reflected in the pond like a long braid;

Swallows flying by are reflected in the pond like small planes (scissors).

Finally, a child actually cocked his head at me wittily and said, Teacher Qiu's braid is reflected in the pond like a ponytail! Immediately caused a burst of laughter. Perhaps in this class, children have not fully understood the beauty of figurative sentences, but they have initially understood the components of figurative sentences, which is a gratifying progress.

In the teaching of this text, I also encountered some problems, and from these problems, I have more thoughts on teaching and classroom.

First of all, the opening of the classroom is possible, but the problem is too difficult. It is also my own interpretation of the textbook is not deep enough, such as "Flash". I let students understand "What do you feel?" It's difficult for first-grade children. Why is it "flashing"? It is because sunshine and gentle breeze can guide students to imagine such a picture, and guide them to find the similarities between small ponds and big eyes, instead of simply equating the flashing of water waves with the blinking of eyes.

Secondly, the resources generated in the classroom were not grasped in time. The first goal is "to read the text correctly, fluently and emotionally by imagining the beauty and interest brought by describing the scenery." Children can basically read fluently, but it is a bit inappropriate to ask questions when guiding children to read beauty. It is necessary to ask questions, the purpose of which is to refine and reprocess classroom generative resources. When I am guiding reading, I may want children to find similarities, so I imprison their active thinking and ignore their own aesthetic experience of reading. For example, "children say they like rowing, so they like crescent moon." At this time, I should follow the trend and let him read his happy feelings of rowing a boat in the sky and rowing a boat in the water, instead of blindly looking for similarities between a boat and a crescent moon.

Finally, the level of reading the text is not clear enough. The teaching goal of the second class is to guide students to understand and read the text well, including the infiltration of understanding knowledge points and emotional training. In order to have a good second class, teachers must firmly grasp "reading", promote reading by reading, and gain insight by reading. In the second paragraph of the text, the scenery reflected in a small pond is very appropriate. I just want to guide students to look at pictures, imagine and compare themselves, but I don't guide students to deeply understand the linguistic beauty of textbooks. The crescent moon is curved, so it looks like a ship; There are many shining stars, so like many shining pearls, there are indeed some places worth appreciating. Students can be guided to talk about their feelings on the basis of self-reading and since the enlightenment, and then read on in a colorful way. I believe they can definitely read their own voices.

The new basic education concept requires that the values of educating people should be incorporated into Chinese teaching. I strive to embody and transform the value pursuit of "new basic education" in teaching design and teaching process, that is, "return the classroom to students" and "cultivate new people with positive and healthy development" in the resource generation and process generation after teaching is started. However, teaching is a regrettable art, presupposition and generation can never be unified, and there are still many unfinished things in teaching, which need us to constantly sum up and accumulate experience to make our education level more and more perfect.

Reflections on the teaching of the second volume of Xiaochi in grade one III. Learn the fourth natural paragraph: the white clouds in the sky and the green hills in the distance also reflect their own shadows in the pond. I have seen that many teaching processes in the same class are relatively simple and direct, and most of them show such scenes through intuitive pictures. But I don't think it seems to make students feel the love of Baiyun Qingshan for small ponds. After reading this passage again and again, it is actually a small pond that is very clear, reflecting the white clouds in the sky and the green hills in the distance. Reading, reading reminds me of people's psychology of loving and appreciating themselves when looking in the mirror. When guiding children to learn, I designed such a question: Why do Baiyun and Qingshan like small ponds? Have you ever looked in the mirror? What psychology is it when looking in the mirror? Students quickly contact their own life experience of looking in the mirror, and then bring this experience to the white clouds and green hills in the article. The children soon felt that because Baiyun Qingshan likes looking in the mirror as much as our little girl who loves beauty, she used the clear and bright pond as a mirror! Throw your beautiful figure into the small pond, and the small pond will be even more beautiful! Students read this passage with their own feelings, and naturally read out the love of Baiyun Qingshan for the small pond. Students can't help falling in love with this small pond after feeling its clear beauty like a mirror.

In solving the key paragraph of the text: this summer, water lilies grew in the pond, the water was covered with round green leaves, and beautiful flowers bloomed among the leaves. What is the "blooming" in this passage? The experience of this word is to let students make a gesture of blooming flowers with sentences, and feel that the flowers are very lush and lush. Let the students say on the basis of full reading: What do you feel from this article? Students usually catch the word "Gai" quickly. They know that there are many water lilies in the pond, and the pond is almost full. What else can we feel from the word "shop"? This question is a bit difficult for senior one students. I guide children to think about what they usually buy according to the reality of life. The students soon thought of making the bed, spreading the tablecloth and spreading these things out. Back to the above question, the students had an epiphany after connecting with life, and wrote about the growth of water lily leaves stretching on the surface of a small pond. In conclusion, I said how well this "spreading" was used, which not only made us feel that there were many lotus leaves in the small pond, but also made us feel that the lotus leaves stretched and grew on the water. After this class, the children are in high spirits, especially when asked to say something about the feelings of the small pond, most of the students can say it well and completely.

Reflections on the teaching of the second volume of the first grade "Xiaochi" 4 The seven-character quatrain "Xiaochi" by Yang Wanli, a famous poet in the Southern Song Dynasty, describes the beautiful scenery of the lotus pond in early summer with fresh and lively language. This ancient poem is one of "primary school students must recite 70 ancient poems", so many children will recite them before learning. However, let students read and learn by themselves in class. After checking, it is found that many children have not read the pronunciation correctly, and they have not paid attention to the 2/2/3 or 4/3 recitation method of the seven-character rhyme. As for understanding, don't say it, children basically only recite. But children are children after all, and they don't have to learn if they think they can recite. They can't understand poetry, nor can they read it sentence by sentence after the teacher. Moreover, although the first-grade children do not pursue sentence-by-sentence explanation when learning ancient poetry, they pay attention to the understanding and reading of artistic conception, but I think the general meaning should be known. So how can we stimulate students' interest in learning and successfully complete the teaching task of this class? I decided to give the children more initiative.

First, give students the initiative to read.

After the students read by themselves, ask them to say: which word do you want to remind everyone to read well? Students have always been interested in playing the role of "little teacher" and have expressed their views, such as: "photo" is tongue, "voice" is nasal and so on. I asked the students to form words and talk about how to remember these difficult words quickly. Then I asked: Where does this poem tell us when it was written? What don't you understand? What does "pity" mean? What about "cherish the trickle" The students don't understand the meaning of this poem. I asked them to mark it with symbols, read the poem again and guess the poem.

Second, let the children understand the main idea of this poem by themselves.

Only when students understand the main idea of the poem can they understand the artistic conception and emotion of the poem, so that they will not read without expression. Therefore, when students understand that the poet wrote what he saw and thought in this midsummer season, I will let students boldly ask their own questions and ask them which words and sentences they don't understand. Then ask which children can solve these problems. Let the children who can explain the meaning of words or give a general explanation of poems speak first, and then I will polish their explanations, so that the classroom atmosphere will be lively and the children will actively participate in the question and answer. The problem mainly focuses on the first two sentences, and the last two sentences are straightforward and understandable by children. After this explanation, the children have a deep understanding and impression of this poem, which can be associated with the summer scenery, so most children can recite poems, even with feelings.

On the whole, this class is satisfactory. I am glad that the children can let me see their vitality and potential again. I know that once the initiative of classroom owners is fully exerted, their interest in learning will naturally be very strong. I also believe that if every classroom teaching is carefully designed and tried, students' learning effect will get twice the result with half the effort.