Reflection on Chinese Teaching: The Sun

As an excellent people's teacher, teaching is one of the important tasks. We can record our feelings in the teaching process in teaching reflection. Do you know anything about teaching reflection? The following is my reflection on Chinese teaching: Sun, welcome to read and collect.

Rethinking Chinese Teaching: How tedious is it to start the lesson "The Sun" with fairy tales? How do scientists know the temperature of the sun? The topic is the sun. Why do you write so many words about its relationship with human beings? After full preview, the students obviously think about the textbook. They opened the door of wisdom with doubts.

Teaching activities revolve around one problem after another. When students have a group discussion on the relationship between the sun and human beings, the classroom learning atmosphere reaches a climax. After a while, two students proposed to write the content level of the text on the blackboard, and I readily agreed. The classroom should belong to the children. As participants and consultants in students' learning, teachers can only promote and stimulate their learning according to their needs, thus laying a good hotbed for their creativity.

After understanding the content of the text and watching the multimedia animations such as the formation of the water cycle, the formation of coal and the formation of wind, the students came up with many novel ideas: Teacher, how many years have humans studied the knowledge about the sun? I was speechless for a moment. Teacher, according to the content of this lesson, I think the topic should not be called the sun, but the sun. More suitable for our human friends! I nodded with a smile. Teacher, I want to tell you how much the sun weighs, ok? My eyes lit up and I suggested, What would you do if you were asked to rewrite this article? As soon as the voice fell, several small hands raised their hands: When introducing the sun, I want to add some knowledge about the weight and age of the sun. I still want to talk about the sun, but I won't talk about its relationship with human beings, because everyone knows this knowledge. I want to focus on the new discovery of the sun by human beings. There is no end to creation, and teachers should be good guides.

The next day, I received several assignments from students, including a tabloid about the solar system, my ideal pencil drawing and the adapted sun. What a lovely child! As long as you give them opportunities to read, think and show, as long as you give them time to learn, communicate and discover, as long as you can guide them into textbooks and jump out of textbooks, then you will see the spark of creation flashing!

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Reflections on Chinese teaching: On Sun 2 1 1 6, our school invited Mr. Hou, an expert teacher from Shandong Province, to give lectures in our school. After listening to the tomato grandson taught by Mr. Hou, I really benefited a lot. Tell me about my experience.

First, clever guidance methods.

A good beginning is half the battle. At the beginning of the class, the waiting teacher skillfully sets suspense, using students' curiosity and combining teaching to skillfully set suspense to induce students to think happily. Let students learn new lessons with questions and full of interest. Teacher Hou introduced it like this: "Students, do you have any questions when you see the topic of tomato sun"? By setting questions and mobilizing students' thinking, students have a question, "Why put tomatoes and the sun together?" "Why compare tomatoes to the sun?" Teacher Hou's proper questioning aroused students' interest in learning, aroused children's strong desire to read, aroused students' thirst for knowledge of the text content, and naturally aroused students' thirst for knowledge. It laid the foundation for reading the text well in the next step.

Second, pay attention to the dialogue between teachers and students and the text.

First of all, Mr. Hou pays attention to the dialogue with the text. Before class, Mr. Hou accurately and profoundly understands the editor's intention and background through self-study teaching materials and reading teaching materials, introduces, analyzes, extends and consolidates the knowledge, and analyzes the sequence, key points and difficulties of the knowledge points, so as to gain unique experiences and feelings and accurately grasp the teaching materials. This is also the basis of guiding students to talk with the text.

Secondly, it pays attention to the dialogue between students and the text. In the first class, Mr. Hou guided the students to read independently. Through roll call, demonstration by the teacher, rereading by the students, and roll call, he gave the students enough time to read and read the text freely, thus achieving the purpose of learning. When reading independently, Mr. Hou put forward clear requirements for students, requiring them to read correct pronunciation, read sentences and pay attention to emotional experience. The teacher gave timely evaluation and encouragement when the roll call was read. I remember a classmate didn't pay attention to pause when reading long sentences. The teacher pointed it out in time and made a demonstration reading. When the students were asked to read it again, the teacher said, "Read it again and you will definitely read better." An ordinary sentence has strengthened students' confidence in reading good books, and the incentive effect is self-evident. When I was studying in the old normal school, I had a deeper understanding of Mr. Hou's reading skills. Teacher Hou's emotional reading brings students into the situation, so that students can gain emotion and experience from the teacher's model essay reading, so that when they read again, they can quickly understand the connotation of the text.

In the process of students' learning, it truly reflects that the teacher to be taught is the collaborator, guide and supporter of students' learning, helping, guiding and guiding students' learning; Students and teachers have a democratic dialogue with the teaching materials to realize the independent construction of the goal of "knowledge and skills, emotional attitude and values". By reading the text and reading your own feelings, such reading is free reading and effective reading.

Third, it embodies the leading role of teachers and the dominant position of students.

In this teaching, Mr. Hou really played a leading role and really reflected the students' subjectivity. Teacher Hou asked the students to draw sentences with obvious smiles, and then further guided the students to understand the connotation of the text from different smiles. "What kind of giggle is it?" What do you seem to see from the sentence "If you are not a blind child … you smile like an angel"? "Every time I pass by the vegetable market ... I love to laugh." What did you read from the laughter? "Where can I see the belief that I am clearly determined to see the light?" "What did you obviously feel by donating corneas?" And so on a series of guidance, expanding the students' thinking space. From waiting for the teacher's guidance step by step, students can understand the meaning of the text step by step, feel the beauty of social life, love life, accept the love of others, and learn to care about others at the same time.

Teacher Hou mobilizes students' thinking in class, improves students' learning initiative, constantly sets up some questioning situations in class, and puts forward a series of questions to inspire students, so that students can analyze and think for themselves and draw conclusions. Therefore, they are encouraged to study and study the text more consciously and actively, so that their self-study ability is constantly improved and their subjective status is gradually strengthened. Therefore, Mr. Hou is not only the transmitter of information, but also the initiator of students' learning initiative and the pioneer of students' thinking field.

Reflection on Chinese Teaching: Sun 14 On April 2nd and 4th, I gave a lecture on the second volume of Tomato Sun in Grade 4 in Class 4 (2) and Class 5 (2). After class, I feel dissatisfied.

When it comes to the fourth grade, I want students to feel clear innocence and kindness in beautiful words. No matter the design of courseware or the design of classroom links, it feels good, but after a class, students don't enter the text, and students don't enter the state. During the lecture, the teachers all said that the teacher was moved. If the students are not moved, I think this class is a failure.

Speaking of the fifth grade, I want to raise the class to the level of homework through the text as a carrier and talk about something about homework. It's a pity that the students are all working together for the first time and don't know each other very well. The classroom atmosphere is lifeless, not to mention the collision of ideas. As Teacher Jing Li said, "The second emotional rendering is gone, but a rational analysis." But the analysis of the text in class is not clear and profound. Of course, students just "see flowers in the fog". The second time, the course was a complete failure.

To tell the truth, I have taught Chinese for four or five years, but I have never realized the true meaning of classroom teaching. All along, I have been attending classes for the sake of attending classes. I want to take this opportunity to reflect on my previous teaching.

First, I care too much about the success of my teaching and ignore the success of my students.

When preparing lessons, I pay too much attention to the design of teaching materials and classrooms, but I don't really prepare for students. Yesterday morning after school, Mr. Li Feng asked the students if they knew "tomatoes", but I think all the students did. I overestimated the students. In the future teaching, students should be prepared when preparing lessons.

Second, Chinese teaching is a process of "writing → writing → palindrome", and these two classes are discussion classes, which are taught class by class and studied by students class by class.

In the long run, students will lose interest and confidence in Chinese. In addition, it will also limit students' horizons in learning Chinese and confine them to Chinese classes.

Third, the understanding of the text is not deep enough, and the author's writing ideas are still somewhat uncertain.

It can be seen that as a Chinese teacher, the basic skills are not solid enough. For example, the author's mood at the beginning of "The Sun of Tomatoes" is gloomy, and the author's mood at the end is warm, and there is no response before and after.

Fourth, there is no better way to "inspire, guide, cooperate and explore" students in class.

After a class, I just lead the students. Did not highlight the subjectivity of students. Students feel less and teachers explain more. After a class, students' learning efficiency is not high.

In the classroom, we should not only teach students knowledge and cultivate their ability, but also let them build up confidence in learning and mastering languages and stimulate their interest in learning languages. Really: students are the masters in the classroom, so that every student can have fun in the classroom and learn useful things in life.

Reflection on Chinese teaching: Sun 4 and Four Suns are the first-year Chinese experimental textbook 18. With rich imagination and unique creativity, the author painted four suns with different colors for "summer, autumn, winter and spring", which shows that the author hopes that all seasons will be beautiful. Comfortable, kind, with good wishes everywhere. Beautiful words, vivid and interesting language, and similar structures in natural paragraphs make people feel cordial and comfortable to read, catchy and suitable for reciting.

The first-year students are very familiar with the characteristics of the sun and the four seasons, and have rich life experience in the connection between the sun and the four seasons. Therefore, it is easy for multimedia courseware to awaken their own life experience by creating scenes, and then understand this article in reading. Therefore, I have grasped the following teaching links in teaching:

First, grasp the key words to learn and teach.

I grasp the four key words of "cool, sweet, warm and colorful", and let the students contact their actual feelings in life, such as how you feel when you walk in the street in summer, how you eat those sweet fruits, and play a cold wind whistling sound, so that the students can talk about what you seem to see and feel. Through reading by roll call, train reading and teacher reading, students are instructed to read these four words accurately and their feelings, so as to promote students to read aloud in the text, so that students can pick "Jin Yezi" in a pleasant atmosphere and in a beautiful situation, smell "the sweetness of fruit" and experience the joy and happiness brought by "Golden Sun".

Second, situational performance, cultivate ability.

Chinese curriculum standard puts forward that while developing language, we should develop thinking ability, stimulate imagination and create potential. The most important thing in classroom teaching is to cultivate students' autonomous learning ability and innovative quality, which is the fundamental stamina for students' development. In view of the strong desire of the students in our class and the need of the content of this class, I designed the performance link. When I was teaching the Golden Sun, I asked my classmates who liked this paragraph to finish reading it. Ask the students to recall which fruits ripen in autumn. Your favorite fruit is ripe. What do you want to do most? According to the students' answers, let the students guess that the fallen leaves will invite those friends to taste the sweetness of the fruit, which will pave the way for the interactive performance later. Then I asked the students to come on stage and perform with me "Fallen leaves invite their friends to plant fruit." This interactive performance between teachers and students not only plays a role of demonstration and guidance, but also stimulates students' interest. Seeing that the students' performance mood was aroused at once, I immediately asked the students to invite their good partners to "taste the sweetness of fruit". Whether it is an interactive performance between teachers and students or an interactive performance between students, students have experienced the happiness brought by the "Golden Sun" in a pleasant atmosphere and a beautiful situation. I think this performance not only exercises students' oral communication ability, but also fully develops students' individual thinking and creative thinking ability.

Third, contact the text to expand the imagination.

Einstein said, "Imagination is more important than knowledge." "Chinese Curriculum Standard" also points out: "While developing language ability, develop thinking ability, stimulate imagination and create potential." The students in this class have good preschool education and quick thinking in class. Lively, imaginative, bold and strange. The comprehension ability and self-study ability in Since Enlightenment are strong. Some students like reading extra-curricular books, and often combine their extra-curricular knowledge to understand the text content and talk about their own understanding in class. So, after learning the text, I ask the students to talk about the sun they want to draw in their hearts. After the language understanding and reading training in this class, students' imagination has undoubtedly inserted wings, their eyes have brightened and their language has flashed. Some said that they would draw a red sun for their mother to keep their hands from freezing and cracking in winter. Some say that they should draw a black sun for their white-haired grandmothers, so that they will always be young and healthy; Some people say that we should draw a winged sun for children and let them fly freely in the sky like birds ... Students speak freely, and words full of childlike interest and love add a lot of vitality and color to the classroom.

Fourth, read aloud and pay attention to accumulation.

In the process of content learning, I designed different requirements, different levels and various forms of reading, focusing on reading, reading instead of speaking, so that students can feel, experience and think in reading. For example, when teaching the Golden Sun, I let the students who like this passage read it first, and then let them say, "Why did the little painter paint the autumn sun golden?" Then, the scene of "fruitful orchard and falling leaves in autumn" was demonstrated with courseware. Guide reading aloud in the situation of inviting speeches, and promote students to better understand the happiness and joy brought by the "golden sun". Another example is teaching "Red Sun" in winter. After I fully let the students feel the scene of ice and snow in winter and the biting cold wind, I will guide the students to read aloud with the demonstration of courseware.

I also pay attention to the accumulation of students in many links. For example, when teaching "Hot Summer", I asked the students to say what words can be used to describe such a scorching sun. The students said words such as "scorching sun", "scorching sun" and "burning". When teaching Spring Day, students are encouraged to get in touch with old knowledge, such as reciting Unit 1 "Literacy 1" and reciting poems, articles, words and sentences about spring everyday. In this process, students can realize that spring is a colorful season, feel the beauty imagined by the author, further consolidate old knowledge and accumulate vocabulary.

Of course, there are still many regrets in class: when creating situations to talk about summer heat, students' thinking is narrow, just talking about thirst and heat. I didn't guide them well and open their minds at that time. In addition, when the fallen leaves invite children to taste the fruit, the participation is too small, so more students should be invited to speak, and more different opinions may be better.

Reflection on Chinese teaching: At the beginning of the fifth lesson of "The Sun", I used pictures to lead to topics and stimulate students' curiosity. What is written in the text? Enhance students' interest in learning. Then use various forms to motivate students to read and arouse their reading enthusiasm. The curriculum standard emphasizes that the teaching reform of Chinese subject should pay attention to the integration with other subjects. The game design of "Little Angel" consolidates students' literacy in this link. Based on the word formation rules of Chinese characters, let students find their own rules of memorizing glyphs, master literacy methods, and thus develop their literacy ability. Design teams learn and solve problems together. Using "new word tree" to create teaching situation and arouse students' learning enthusiasm. Take out five difficult-to-remember words and design animations, so that students can get information through their own hands, find methods and rules, and reflect the integration of Chinese and information technology.

Reflection on Chinese teaching: Sun 6 1. Because these four paragraphs are basically the same in structure, I design to guide students to learn the first natural paragraph. Then let the students teach themselves the second and third paragraphs together, and check the effect of self-study by checking reading aloud. Give students the opportunity to learn independently, and let them operate the courseware and enjoy the four seasons map by themselves in the process of self-study. In the last paragraph, let the students draw the spring sun with full imagination, and let the students feel the spring for themselves.

Second, read and talk, think deeply and feel beautiful.

First-year students, the language is in the development stage, there is not much language material to master, it is difficult to fully express their meaning. It is difficult to answer the teacher's question. I first guide students to read the sentences in the text, and then on the basis of repeated familiarity, I teach them to use the sentences in the text to guide their answers according to the form of questions. In this way, students can answer questions accurately and speak fluently, help students understand the text content on the basis of reading fluency, and conduct oral training on the basis of understanding the text content, so that reading and thinking can be organically combined, and reading and speaking complement each other. I asked the students, "Do you have any questions for my little brother?" Let the students read the text first, then let them think before answering:

1. Why did my little brother draw a green sun for summer?

2. Why did my little brother draw a red sun in winter?

3. Why did my little brother draw a golden sun for autumn?

4. Why does little brother draw a colorful sun for spring?

Ask questions to promote reading, combine questions with reading, think in reading, let students read and think with questions, and then answer. The problems designed in teaching are beneficial to students' reading and oral training, so that they can read and speak.

Reflection on Chinese teaching: In the text "The Sun" 7 "Four Suns", the author draws four suns with different colors for "Summer, Autumn, Winter and Spring" with rich imagination and unique creativity, which shows the author's hope that all seasons will be beautiful, showing the author's kindness and good wishes. The words make people feel very kind to read. In class, I asked a question: "Imagine how hot it is in summer. How do you feel? " I affirmed it in time according to the children's answers. The students are scrambling to talk about their feelings. The children also came up with a good way to make the sun not so hot. At the moment, I show pictures of green watermelons in the book, so that students can experience the coolness brought by green watermelons. Through this contrast between hot and cold, students' love for green watermelon is increased, and then their feelings are expressed by reading aloud.

Because there are four suns in the text, and each sun is its own section. Therefore, when I was teaching, I asked students to choose their favorite grandson and read this paragraph better. Students can learn from and say which grandson they like. This class has many shortcomings. In the teaching of new words, I first read with pinyin, read with pinyin, and write a composition. All the new words are concentrated, and students are meaningless mechanical memories, with the aim of memorizing glyphs. There is no meaning or infiltration of meaning. There are fewer links of student interaction.

Not paying attention to students' perception and reading training. Children in lower grades don't know many new words, so they can't master the text well. This requires the guidance of teachers and children, reading more and practicing more. Let students perceive, experience and think in reading. But I didn't focus on the students' reading aloud.

Reflection on Chinese Teaching: Sun 8 Sun is the first intensive reading text on the topic "The Magical World of Science and Technology" in Unit 6, Book 2, Grade 3, People's Education Press. This is a popular science essay. This paper introduces some knowledge related to the sun in a metaphorical way, which shows that the sun has a very close relationship with human beings. The purpose is to make students increase their knowledge of nature in text learning and stimulate their interest in learning natural science. At the same time, I am exposed to the methods of explaining things and learn to read explanatory texts initially.

Let's pay attention to this earth, nature and space. In this lesson, we will begin to explore the mysteries of the universe. A few short sentences have adjusted students' mood and guided them to enter a positive learning state quickly. Then let the students know the learning objectives of this lesson and understand the content of self-study. It is divided into five parts:

1, understand the word.

2. Understand the main content of the text.

3. Master the sentences describing the characteristics of the sun and appreciate the explanation methods and benefits used in this paper.

4. Dare to question.

5. Extension in and out of class (read the following three texts about the sun and the materials collected from a text tape after class).

In order to stimulate students' interest in learning, this class adopts the method of group cooperative learning and competition. Magnets of different colors are used to represent different groups. After completing a learning task, draw a five-pointed star and move up to the next step.

Students are very enthusiastic about learning, but only three things have been completed in one class. What is the reason? Reflection after class is as follows:

1, the training is not solid enough at ordinary times. For example, understanding words, although there are hints in the learning goal: look up the dictionary, contact the context or combine life experience to understand, but students always look up the dictionary as soon as they come up, and they don't understand the text and real life, which delays a lot of time.

2. It is difficult to design the draft. For example, understanding the content of the text. I designed it this way: What does this text mainly introduce about the sun? Methods: Read the text silently quickly, understand the mind map and talk to each other. When reading the text, students can't grasp the main content of each paragraph and can't understand the concept map, which is related to the lack of training at ordinary times and more to the problem design. If you pave the road and give a step, students will learn easily. For example, what features does the passage 1-3 introduce about the sun? Text 4-8 introduces the relationship between the sun and human beings. It can be seen that it is very important to dig deeply into the teaching materials, understand the learning situation and formulate the learning guidance draft suitable for students' self-study. In addition, in the first stage of self-study, students should be given more self-study time to calm down and think.

Reflection on Chinese teaching: Sun 9 listened to "The Sun at Night" for four classes today. Yang Jinghua, a teacher from Shigulu Primary School, left a deep impression on me. He used one word to describe this class-different!

1, pay special attention to students' thinking training in teaching, for example, imitate the association problem of TV program "Win 800" when revealing problems; When we perceive the text as a whole, we string together stories with words, which embodies the characteristics of teaching.

2. In guiding reading and understanding words, the questions are concise and clear, such as understanding the word "hesitation" and understanding the doctor's psychology. Different from other teachers' designs, she put a sentence "What do you mean?" Break it down into two questions: What if? What if I don't? Such questions do not directly give students answers, but give them the direction of thinking and break down the difficulties.

3. When guiding Edison's anxiety, she used heavy ticking and narration, as if knocking on the students' hearts. This design shows how caring this teacher is!

4. When solving problems, it is very difficult for Edison's method to be completely transferred to the classroom, but the teacher simplifies the steps in the book into common products in life, but the principle is the same, which is beneficial for students to do it themselves. After the students do it, they can see where the method is good and the difficulties are solved.

5. When instructing students to read a sentence that Edison thought of a solution and felt happy, other teachers basically followed the order of the text, so that students could feel happy after thinking of the solution from the above situation. Edison was in a hurry and asked students to read the happy tone, but students had no passion. However, she handled it differently. She broke away from convention and guided reading after students had fun in experimental discussion. At this time, the students' mood is similar to Edison's, and they read the feeling of happiness accurately and passionately.

Reflection on Chinese Teaching: Sun 10 This is a story of a character. The text tells the story of Edison, a famous scientist. He used his wisdom to create light when his mother was ill, so that doctors could successfully complete the operation and save her. Tell people to use their brains actively when they encounter difficulties.

When teaching the second paragraph, I caught the performances of my mother, doctor, father and Edison and asked the corresponding questions. In particular, the hand movements of Dad and Edison were excavated: What mood did Dad "rub"? What did Edison feel from "grasping"? It is not difficult to understand dad's helplessness, but it is not only because he is anxious, but also because he is trying to find a way out.

It is difficult for students to understand the two meanings of "clutch", so I ask students to understand it through context. And let the children think of themselves as Edison. Thus, let the children know Edison's heart. Edison's process of saving his mother with wisdom is a difficult point for students to learn. I used listening, thinking, speaking, doing and reading to help students break through difficulties and experience Edison's wisdom.