Reflections on the Teaching of Interesting Chinese Characters

The so-called teaching reflection refers to teachers' re-understanding and reflection on education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. The following is an interesting reflection on Chinese teaching that I have carefully arranged. I hope it helps you!

Reflections on the Teaching of Interesting Chinese Characters 1 "Interesting Chinese Characters" is the content of Lesson 8 of Book 9 of People's Beauty Edition. This lesson is the content of the study field of "Modeling Expression", which aims to let students have a preliminary understanding of the origin and evolution of Chinese characters, so as to deepen their understanding of Chinese characters, cultivate their enthusiasm for Chinese characters and improve their ability to decorate things in life.

Through the study of Chinese character culture in China, we know that Chinese characters are the great creation of our ancestors. While feeling the beauty of sound, form and meaning of Chinese characters, we should stimulate our love for Chinese characters, feel the profoundness of China culture, cultivate students' good habits of paying attention to and loving life, and guide students to improve their observation, imagination and creativity in emotional experience.

To this end, my design permeates the whole teaching. I think our teaching should pursue a healthy and progressive mental outlook, emphasizing that classroom teaching should not only pay attention to students' physical health, but also pay attention to the cultivation of students' mental health education. We should take action research as a means, colorful teaching and research activities as a carrier, and follow the principle of all for students and all for students, which is also the goal we will pursue in building a harmonious art green classroom in the future.

Reflections on the Teaching of Interesting Chinese Characters 2 This unit text is two comprehensive study articles, which mainly introduce the development process and long-standing culture of Chinese characters. Originally, I just lacked this knowledge and have been worried about how to learn. If you want to give students a glass of water, you must have a bucket of water.

Therefore, before learning this unit, I first collect information from various channels and learn the history of Chinese characters. After class, students are asked to collect information about writing from many aspects. They also learned about China's splendid culture, Oracle Bone Inscriptions and Oracle Bone Inscriptions from human history, culture and geography.

This small gain greatly stimulated the students' interest in learning and studying Chinese characters. Therefore, the students were very active in the first practical activity "Interesting Chinese Characters". They collected information very seriously, communicated in groups and made handwritten newspapers. I selected half of the excellent handwritten newspaper works and posted them on the wall for everyone to enjoy.

There are a lot of materials in the self-reading textbook and miracle class of this unit. The students are full of interest. Through exchange activities, our teachers and students learned a lot of new knowledge and small allusions, and the confusion at the beginning of teaching was swept away.

Through communication, appreciation, analysis, teacher demonstration and teacher-student interaction, this practical activity fully mobilized students' initiative in learning Chinese characters and understood the evolution process of Chinese characters. Experiencing the combination of point, line and plane to express the characteristics of Chinese characters has benefited a lot.

Reflections on the Teaching of Interesting Chinese Characters The third part I have been thinking before class: "How to arrange and organize to arouse children's interest?" "Interesting Chinese Characters" is one of my activities in the theme of "China Wa". Before this activity, several teachers told me that this activity was difficult to organize, because the content determined that the activity was boring. After thinking about it, I decided to try the game method. Unexpectedly, the children's enthusiasm is quite high, especially in the links of "finding names" and "pictographs colliding with Chinese characters" One is that the name comes from the children in the class or themselves, and the other is that children can operate and consolidate it through intuitive teaching AIDS. I have successfully tried this activity in four classes. The children are talking and playing, and it is easier to accomplish the goal.

First of all, I combed the flow of the activity. From the perspective of process, this activity has four links:

First, look for Chinese characters;

Second, look at the pictures and guess the words;

Third, "Give it to word baby to find friends" (to lay the foundation for later games) and exchange experiences about Chinese characters;

Fourth, the game: "Pictures, pictograms, Chinese characters collide", and the children cooperate in groups. These four links are closely linked and indispensable. Later, starting from the interest that can be aroused, I revised the specific implementation process of each link.

In the first part of the organization, I first showed a wall chart (in China, Britain, Japan, Korea and other countries) on the blackboard. I asked, "Do you know those words here? Please help me find it and teach me loudly! " The children are very excited because they know a little Chinese characters, and they also help the teacher point them out. They are happy to help the teacher. Next, find out the Chinese characters in the first row. Question 2: "Why do you know the words in the first row, but no one knows the words below?" This leads to China's Chinese characters. I think this caught the attention of the children at the first time. In the second part, I changed the teaching idea of letting children guess words first and then summarize hieroglyphics. Instead, give the child a question situation first: there were no words in ancient times, but what should we do if we want to send information? (Class 3, Grade 3) The children gave many answers, some said "shout loudly" and some said "let the little white dove tell him (her)" ... Every time the children said it, I asked questions. Later, a child said "painting", and I said, "Yes, people in ancient China were very clever. They thought of a good way, that is, draw what they want to say. " Then, I showed a pictographic pattern of "human" on the blackboard and asked, "What does this look like to you? What word would it be? " "How did you guess?" So, to sum up, this is the hieroglyphics invented by China people, the earliest Chinese characters in China, which evolved from various concrete images, and then continued to play guessing games. ...

Reflections on the teaching of four interesting Chinese characters. In teaching, I first let students understand the culture behind Chinese characters, feel the symbolic beauty of Chinese characters and experience the excellence of China traditional culture. In the process of making an activity plan for teaching, I pay attention to cultivating students' observation ability and can learn from the activity plan given by the teacher.

I found something worth learning from examples and learned the advantages of examples for my use; I instruct students to study in groups and cultivate their teamwork ability. Teach students the methods of collecting and processing data, cultivate students' hands-on operation ability and so on. After the students made the activity plan, I found that although many groups learned to make the activity plan, the activities selected by the students were limited to the activities provided by the textbooks, and they did not choose more activities about Chinese characters outside the new textbooks, so their thinking was not open enough. This requires me to cultivate students' skills to learn from extracurricular activities and discover from life in future teaching. In addition to learning textbook knowledge well, I also need to draw nutrition from extracurricular activities, expand students' knowledge and cultivate students' creative thinking.

Reflections on the Teaching of Interesting Chinese Characters Part V "Interesting Chinese Characters" is a set of teaching materials developed by children according to their age characteristics and hobbies. Use children's favorite nursery rhymes to help children remember hieroglyphics accurately in the sound of books. And guide children to distinguish the different uses of pictophonetic words by distinguishing pictophonetic words, and use pictophonetic words to distinguish the different uses of pictophonetic words, so as to reduce the probability of typos and other words. Through the guidance of lesson examples, combined with the use of literacy treasure chest, we can apply what we have learned and gradually improve children's ability to read independently.

In order to successfully complete the teaching task, I introduce a new lesson with a story that makes a joke because of typos, so that children can start learning in a relaxed and happy atmosphere. Through this interesting story, let the children realize how important it is to use our country's spoken and written language accurately, and thus have awe of our country's spoken and written language.

With a happy mood, let's start learning together. Because of nearly a year's teaching of literacy methods, children initially have the consciousness and ability to read independently, so I use the method of combining support and release to guide children to find similar words in nursery rhymes on the basis of familiarity with reading. On the basis of reading preparation, guide them to think actively, ponder the difference between form and character, and form the consciousness of expressing meaning with form and expressing sound with sound. Use the previous understanding of hieroglyphics to guess the meaning of Chinese characters through your own association. For example, in the distinction between "gaze" and "nails", children spontaneously come to the conclusion that gaze is seen with "eyes", so it is next to the word "eyes", and nails are made of metal, so the "nails" next to gold characters should be used. With this understanding, I believe that children can't make mistakes in writing these two words, which is far more effective than forcing our children to say, "remember, staring is next to the word, and the nail of the nail is next to the word." This learning method of knowing why and why can not only help children remember Chinese characters accurately in literacy teaching, but also be helpful for future Chinese learning.

With this literacy experience, I helped my children sort out a good way to distinguish similar words and immediately gave them a chance to practice. Use the Chinese characters accumulated in the "Chinese character treasure chest" at ordinary times to find similar Chinese characters by group cooperation. Everyone combed the Chinese characters in the treasure chest and compiled many groups of similar words. Team members collaborate to explain their own ways of distinguishing similar characters. The classroom echoed with voices of active discussion and cooperative exploration.

Due to the limited class time, I can't work hard on word formation and sentence formation of similar words. This link still needs to give children more time to form words and sentences. Try to form as many words as possible and speak with good words. Good children encourage them to weave similar words into a paragraph. Classic sentences spoken by children can be recorded as exercises to identify similar words. This job can be cooperated by parents, please help them realize it.

Reflections on the teaching of interesting Chinese characters 6. Reflections on teaching materials;

The textbook is selected from the field of large classes. Language. Because the children in this class have little contact with radicals, they should design interesting Chinese characters as the first lesson in finding word partners, paying special attention to the radical "ju"

Second, the goal of reflection:

1, playing happy games, interested in literacy, knowing Chinese characters: river, river, lake and ocean.

In the activity design, I used games to run through the whole activity, from the word baby in a tree, the word baby falling down, the word baby taking a shower, the word baby looking for friends, all of which were played by the word baby and children, full of strong interest, and mastered Chinese characters in the game.

2. By comparing the same features of * * *, we can know the name of the radical "Tanya" and know that many words with the radical "Tanya" are related to water.

Tanya was introduced by taking a bath in word baby. By comparing the pictures of rivers, rivers, lakes and oceans in the courseware, let the children understand that these Chinese characters with "Tanya" are related to water. Let children understand Tanya's prejudice by looking for Chinese characters with Tanya and the teacher's summary.

The above two goals have basically been achieved.

Third, reflection on the activity process:

1, rich games. In the previous morning reading, the form of class was boring and monotonous, and the enthusiasm of children was relatively low. In order to fully stimulate children's interest in literacy, I use games to let children play middle school. The rational use of courseware further stimulates children's interest, and children can always maintain a strong interest in the process of activities.

2. Dynamic and static combination of links. Let the children watch the courseware first, then operate in groups, perform collectively, and finally find friends freely, so that the children can experience the fun of literacy and learn to listen to the teacher's password in the alternation of static and dynamic.

3. Disadvantages: insufficient observation of children's classrooms. When looking for Chinese characters next to "Ju" in groups, a group of children were not aware of cooperation and failed to guide them in time. In the evaluation, they can also evaluate "why didn't it finish well", thus strengthening the sense of cooperation.

Fourth, the help of colleagues

Although the game is over, it makes me feel the importance of the group more deeply. The discussion, suggestions and encouragement from colleagues at the scene made me more confident. Thank you, my colleagues.

Reflections on the Teaching of Interesting Chinese Characters 7 "Interesting Chinese Characters" is to let children know the origin of Chinese characters and that Chinese characters were invented by China people. By learning hieroglyphics and knowing the corresponding Chinese characters, children's interest in learning Chinese characters can be stimulated and they can be guided to find and know Chinese characters in the surrounding environment. When I took out the hieroglyphic card and asked, children, what are these? Like what? Children recognize the mouth, mountain, fire, moon and sun in hieroglyphics at a glance, because these words are very similar to things in our real life; Children can't guess words like water and wood because they are very different from Chinese characters in real life. In the classroom, children's interest has always been high, whether they are reading or going out of the classroom to find Chinese characters. After this class, it suddenly occurred to me that children should be taught interesting literacy after class this year. I'm going to do this:

1. Integrate interesting literacy into every aspect of children's daily life. Children's literacy can be learned not only in class or in games, but also in daily life, so as to cultivate children's good habits of seeking knowledge and asking questions.

2. Creating a good literacy and reading environment for children is one of the effective ways for children to keep good knowledge. Make all kinds of cards to read, often appear repeatedly, strengthen children's memory and consolidate learning results.

3, you should have enthusiasm and endurance, not afraid of trouble, so that children do not feel heavy burden, but also by learning words to stimulate children's interest in writing and reading.

4. Use flexible and interesting methods to make children literate and let children play middle school.

The eighth thought about the interesting teaching of Chinese characters: success;

1. In the process of making activity plan in teaching, I pay attention to cultivating students' observation ability, and can find out what is worth learning from the examples of activity plan given by the teacher, and learn the advantages of the examples for my use.

2. I guide students to study in groups and cultivate their teamwork ability; Teach students the methods of collecting and processing data, cultivate students' hands-on operation ability and so on.

Disadvantages:

1. Every class is delayed, so when teaching this course, I'm afraid I can't finish the teaching task, and I'm a little impatient. If I can be more patient, give students more time to observe and let students fully express their ideas, I believe that students will have more new discoveries and gains, and more creative thinking will be produced.

2. Because of impatience, after I guided the students to observe the "written" plan, I asked the group to start making an activity plan. I didn't show the tabular plan at once, so that students could make plans in their favorite way through comparative study, and made mistakes in arranging teaching steps.

In order not to delay the class, after the students revised their activity plans, I didn't let each group show their activity plans, but chose two students to talk in a hurry, which I regret very much.

Improvement measures:

In the future teaching, we should cultivate students' skills of learning from extracurricular activities and discovering from life. In addition to learning textbook knowledge well, we should also learn nutrition from extracurricular activities, expand students' knowledge and cultivate students' creative thinking.

In short, we should explore, explore, find a better teaching method, and walk out of a "comprehensive learning" teaching road with our own characteristics.

Reflections on the Teaching of Chinese Interesting Chinese Characters 9. Interesting Chinese Characters introduces ancient Chinese characters from China into art classes. Combining with the formation and development of Chinese characters, it shows the charm of ancient Chinese characters to students, so that students can have more opportunities to understand the rules of word formation of ancient Chinese characters while enjoying the beauty of Chinese characters, and stimulate their interest in exploring the relationship between form, sound and meaning of ancient Chinese characters.

This category belongs to the field of "appreciation criticism". When I was teaching this course, I magnified the humanistic and exploratory content.

First of all, in the lesson preparation stage, the teacher focused on "understanding the development process of Chinese characters, appreciating the art of calligraphy, and learning to write Oracle Bone Inscriptions". A lot of preparatory work was done before class, such as searching the original information about ancient Chinese characters in China on the Internet, looking for inscriptions such as Oracle Bone Inscriptions, Zhong Dingwen, seal script, official script, cursive script and regular script.

Secondly, in the process of implementing its teaching, teachers teach in the following three links, each of which vividly shows the humanistic learning characteristics of the course:

Link 1, perception and experience:

1, the teacher introduced the long history of our country to the students, and the students added while listening to the teacher's story, covering various aspects, such as: China's 5,000-year history of civilization, four great inventions of ancient china, why China people call themselves descendants of the Chinese people, Qin Shihuang and the Great Wall of Wan Li, Zu Chongzhi and Pi, etc.

2. The teacher shows the earliest Chinese characters discovered by archaeologists, and the students appreciate and guess. What are these words? Then tell your deskmate how you guessed it.

3. The teacher makes a simple summary of the students' guesses and writes them on the blackboard to introduce the legend of the formation and development of Chinese characters to the students.

Related information: It is said that in ancient times, there was a fairy named "Cang Xie" whose face was covered with strange patterns. He made words according to the patterns on his face.

4. The students discussed in groups. Under the organization of the group leader, they revolved around "Why are these words engraved on the tortoise shell bones?" "How did they form?" "What is the inevitable connection between the form, meaning and sound of these words?" And other issues. After the activity, each group will send representatives to participate in the report exchange of the class.

Link 2, Creation and Performance:

1. The students tried to imitate Oracle Bone Inscriptions's handwriting on the blackboard.

The words "boat", "bamboo", "stone", "spring", "Sichuan" and "swallow" will be explained after completion. Teachers and students appreciate their smooth strokes and beautiful fonts together, and then compare them with modern Chinese characters. In the process, they feel the beauty of Chinese characters in China.

2. The teacher simply comments on the students' compositions and combines them into a complete picture. Further feel the beauty of China's ancient writing "painting and calligraphy interweave, form and meaning combine".

3. Students look at the pictures and examples in the textbook, appreciate other hieroglyphs, and organize a picture according to these characters.

4, student internship, teacher patrol counseling.

Link 3: Reflection and evaluation:

1. The classmates in the same seat introduce their works to each other. Tell me about my understanding of the images in Oracle Bone Inscriptions and screen design's thoughts.

2. The teacher commented on some students' works of Oracle Bone Inscriptions, further extending the questions explored. For example, how did Oracle Bone Inscriptions develop into today's Chinese characters, and what kind of characters were there after Oracle Bone Inscriptions. Students continue to look through the examples in the textbook and get to know "bronze inscription", "ancient prose" and "seal script".

3. The teacher shows the calligraphy work "Extensive Reading" written by students in advance, and asks the author to introduce his creative process and understanding of calligraphy.

4. While appreciating the inscriptions of "running script", "cursive script" and "regular script" displayed by the teacher one by one, students listen to the teacher's explanation and summary, and express their own views and opinions:

The writing of our motherland is very beautiful, and people have studied how to write more beautifully, forming the art of calligraphy. Now, calligraphy has become a favorite art of people all over the world, and learning calligraphy and collecting calligraphy works have become people's favorite art life forms.

Obviously, appreciation and comment are the highlights of this course. I firmly grasp the humanistic connotation of teaching materials, and introduce Oracle Bone Inscriptions, Zhong Dingwen, seal script, official script, cursive script and regular script to students from hieroglyphics. Through the teacher's introduction, the students stimulated their interest in active learning and got a preliminary understanding of the origin of Chinese characters in the process of exploration. While studying, I also appreciate the calligraphy art of the motherland, feel the beauty of Chinese characters, feel the profoundness of the motherland's culture, and cultivate the emotion and national pride of loving the splendid culture of the motherland for 5 thousand years; Finally, students have further deepened their understanding of Chinese characters through painting practice activities such as "learning to write Oracle Bone Inscriptions" and "writing group paintings".

Reflections on the teaching of interesting Chinese characters 10 Last week, the school conducted a teaching inspection. One of my classes is interesting Chinese characters. Teachers and leaders have a good evaluation of my class. I think I am more successful in this world. My experience is as follows.

1, the focus of this section is to let students feel the fun and magic of Chinese characters.

And I chose crossword puzzles and homophones to communicate with the students in this class. Crossword puzzle is a unique game form in China. The textbook provides some examples of crossword puzzles, including word games, drawing games and action games, which students are very interested in. By guessing words, students can realize that Chinese characters are a combination of sound, shape and meaning, and the glyphs of Chinese characters often express certain meanings, and Chinese character culture has rich connotations. This textbook introduces several traditional Chinese forms that use homophones, such as two-part allegorical sayings and jokes. Students can further feel the fun and magic of Chinese characters when collecting homophonic works. Teachers' Studio In comprehensive learning activities, teachers are not only organizers and guides of learning activities, but also active participants in learning activities. The teaching suggestion of integrated learning in the curriculum standard points out: "Integrated learning should emphasize students' autonomy, attach importance to students' active participation spirit, focus on students' own design and organization of activities, and pay special attention to the process of exploration and research." Teachers' guidance is an important condition for students' autonomy, and the guiding role lies in stimulating learning interest and creating a good autonomous learning situation.

I think as a teacher, we should use our deep interest to infect students, arouse their enthusiasm for learning, point out the ways of activities for students, help them think of some ideas for activities, recommend some reading materials to them, introduce some language websites and leave more time for students. Like students, I also actively participate in various activities of comprehensive study, such as collecting, investigating, consulting, mastering some crossword puzzles, jokes and stories, participating in the exchange of reports with students, and guiding students to hold activities that interest them, such as crossword puzzles, homophonic paradise and so on.

2. In the process of teaching, I try to make the classroom teaching reflect.

Active. In the teaching process, guide students to learn reading materials, make clear the collected contents and make feasible activity plans. With these guarantees, students have a purpose and content when collecting information. They collected a wealth of crossword puzzles and homophonic phenomena of Chinese characters. Even I was surprised at the richness of their collection. In class, I adopted the competition form that students like, and set up three levels to let students feel the happiness of getting through and gain knowledge at the same time. As for the homophonic paradise, I am completely integrated with the students. I collected information and communicated with them, which narrowed the distance with the students and made them accept this knowledge more easily. This part can be said to be very simple, so I arranged less time, but my classmates' learning enthusiasm was mobilized by me.

Autonomy. In this class, I will carry out activities in groups first, and then communicate in class. In the process of activity implementation, we should not only pay attention to the learning and application of students' Chinese knowledge and the development of listening, speaking, reading and writing ability, but also pay attention to cultivating students' cooperative spirit and the ability of activity planning and implementation.