Reflections on the teacher's teaching of the first volume of Chinese in grade two, "Sit and watch the sky".

As an excellent teacher, one of our jobs is classroom teaching. With the help of teaching reflection, we can improve our teaching ability quickly. So how to write teaching reflection is appropriate? The following is the teacher's reflection on the teaching of the first volume of Chinese in grade two, Looking at the sky from a well (7 selected articles), for your reference, hoping to help friends in need.

Teachers' reflection on the teaching of "Looking at the sky from a well" in the first volume of the second grade of the Ministry 1 Students' psychological activities include: complex thinking activities, complex emotional activities and complex language practice activities. Generally speaking, these three activities are always organically combined and inseparable, but the tendency of emotional activities (such as curiosity, interest, motivation, etc. ) often restricts and affects thinking activities and language practice activities, so emotional activities are unstable and have a regulatory role.

Educator Suhomlinski once said: "It is the truth to let students study and think with high excitement." This is especially true for junior students learning languages. Only in certain situations, when students' rich emotions are aroused, will they have a strong desire to express themselves, and then a new language will be generated in the unrestrained dialogue. The new textbook is closer to children's life, reflecting their interests and thoughts. Teachers should rely on the text, start from the children's point of view, and wholeheartedly create a situation that is connected with children's hearts, so that the sunshine that moistens children's language and life development can leap into the classroom. This requires teachers to start from teaching practice, accurately capture students' reading emotional activities and give timely guidance.

Through guidance, I let students concentrate on their studies, absorb exquisite language through intuitive thinking and perceptual experience, and gradually enrich their cultural heritage. When the students read the protagonist again, their mood was high and the atmosphere was warm, and they entered a state. After practicing for 5 minutes, when I asked the group to perform on stage, several groups of students competed for it! In this way, students' learning enthusiasm is mobilized. They can not only boldly read aloud by the protagonist, but also do actions while reading! It's really colorful, and the scene reappears in class.

But then I thought, although I paid attention to the initiative of learning for children, I also paid attention to how to reflect the teacher's "guidance." In the protagonist's reading training, I will let the children learn independently first, but from the perspective of learning effect, excellent students and children with strong autonomous learning potential have obvious independent learning effect and can read the characteristics of different protagonists, but for some underachievers, the effect needs to be improved, and their reading is unattractive to both sides, even a little stumbling. Can you read aloud with individual students after the guidance and before the children practice reading by themselves, and then let the children study in depth after the whole class evaluates them? Can you design a lead: Can you read better than them? Think about where it is better to read. This design can not only not dampen the self-confidence of underachievers, but also serve as an example for these children to learn. At the same time, it can also stimulate all students' interest in exploring the text, have an in-depth dialogue with the text again, improve the previous shortcomings, and pay attention to the reading of key words.

Teachers' reflection in the teaching of the first volume of Chinese in grade two, "Looking at the sky from a well" II. In view of the characteristics of second-year students learning Chinese, we should pay attention to strengthening reading and developing thinking, cultivating the potential of coherent speech, and guiding students to understand the meaning of text materials and idioms by understanding and feeling the vivid images in stories.

First, teach students how to read.

Give students more reading time and cultivate their reading habits. Arrange students to study, and there are clear requirements every time. When reading, explain clearly to students what problems to think about and solve, and give students enough time to read the text repeatedly. Most of the materials are understood in reading. For questions that you don't understand for the time being, you are neither eager to answer nor easy to let go, but ask students to read the text again in time to solve them. Personality emphasizes reading and thinking, which makes reading and questioning closely combined. The student asked why frogs and birds were arguing about the size of the sky. I take advantage of the situation and teach students how to read. I ask students to "read the text again with questions, think while reading, and think through illustrations and context." On this basis, teachers organize students to discuss and solve doubts.

Second, arouse students' initiative in learning.

To my satisfaction, the teaching process of this course is always filled with the warm atmosphere of bilateral activities between teachers and students. It is not that students revolve around the teacher, nor that students cooperate with the teacher's activities, but that students give full play to their main role and become the masters of learning. The purpose of guiding students to learn to learn is to enable them to learn by themselves in the future. I let students ask questions fully, and then sort out the questions put forward by students properly, and take the steps of "reading, thinking and discussing" to let students learn independently. In teaching, I respect, trust, love and encourage students. Step by step, guide the students to discuss where the frog is wrong and why. Repeated study of the text, careful observation of illustrations, in-depth thinking, making decisions, and telling the basis not only enlivened thinking, but also cultivated thinking potential.

Third, pay attention to language training

In reading teaching, we should grasp language factors, emphasize language training, and consolidate and comprehensively use the language we have learned through appropriate exercises. In the training of reading and speaking, through full discussion, we can understand key words and phrases, and then deepen our understanding of the text materials. If the students read the paragraph that the frog thinks the bird says "big talk", I will let the students know what "big talk" is first. Students interpreted it as "bragging", "speaking out if you can't do it", "unfounded words", "lying" and "too exaggerated". After constant guidance, students' understanding of this word gradually approaches the meaning expressed in the text. By using language, students can turn their knowledge into potential.

The first volume of Chinese in Grade Two, Sit and Observe the Sky, is a very funny fairy tale fable. Through lively and interesting dialogue, I told a profound story to the children. It is difficult for second-year students to correctly understand the meaning of the text. If the teacher tells the students morality in person, the students will lose interest in learning. In order to prevent students from fondling it because it is difficult to understand, and to prevent students from using their brains because the answers are too easy to know, I have been trying to stimulate students' desire to learn when teaching this course.

In class, I let students know the edge of the well, that is, the edge of the wellhead, through intuitive and vivid multimedia courseware. Let the students connect with the reality of life and understand that big talk is bragging and lying; Connect the sentences with the context and find out what the bird said by reading: I flew more than a hundred miles and was thirsty. Come down and find some water to drink. Understanding infinity is very big, too big to be marginal, and expands our thinking. Besides the boundless sky, what else can be said to be boundless? The students quickly gave many answers: desert, universe, earth, grassland ... Then the teacher guided the students to read the tone of birds praising the sky with emotion. In the key part of teaching, I ask students to grasp the different views of frogs and birds: the sky is only as big as the wellhead, and the sky is boundless. Ask the students to find out the reasons why they put forward different opinions and read aloud. In this language environment, students can easily understand the meanings of several new words such as "big talk, boundless, distant". By putting forward ideas and looking for sentences, students can tell who is right and who is wrong at once.

In order to let students know more deeply why frogs have wrong views, I designed a simple experiment: how big can you see by opening the ceiling through a hand-made telescope? In class, this simple experiment aroused great interest, and it was easy for students to understand why they only saw a little place when they rolled up their books. From this, the students can understand that the frog made a mistake because he lived at the bottom of the well for a long time, and the closed high well blocked his view, so the frog thought that the sky was only as big as the wellhead. Finally, I asked the students to imagine what the frog would see and say after jumping out of the wellhead.

In order to make students learn the text more purposefully, I recited Literacy 4 with everyone in the preview before class, and expanded students' thinking and said more idioms, so that they could understand that common idiom stories can tell you a truth, and then students naturally entered the study with questions about this lesson. For second-year students, simply understanding written materials is no longer a problem, so how can students understand the truth from seemingly simple articles? I think the most important thing is to read more books. According to the characteristics of junior two students learning Chinese, let them read the text for the first time, let students have a preliminary overall perception of the text, and pay attention to developing students' thinking. When guiding students to read aloud, make clear the purpose and requirements, recommend the angle of thinking, and give students enough time to read the text repeatedly and experience and feel in the process of reading. At the same time, draw words and questions that you can't understand, and encourage students to ask questions boldly. In the teaching of reading aloud, I deeply realized that children's unique feelings and experiences of reading should be respected in teaching. I no longer deliberately ask students to emphasize which words and sentences must be long or light as before, but give children enough time to read aloud and let students explore for themselves. By calling the students to read the dialogue in their own way, other students can naturally understand what kind of tone is suitable for the protagonist and fully affirm the subjectivity and independence of children in reading.

I use various forms to guide students to understand the meaning, ignite the spark of thinking, and urge students to "think more". Understand the "edge of the well" through my sketch on the blackboard, and ask the students to point out the positions of birds and frogs in the well. Starting with "Hundred Miles", let students connect with the reality of life and experience the boundless sky; Understand "boundless" and expand your thinking. Besides the boundless sky, what else can be said to be boundless? Students will tell many answers: ocean, universe, earth, grassland and so on.

I think the breakthrough for students to really understand the moral is the "laughter" in the last two paragraphs. "Why does the frog laugh?" Although the students' answers are different, they can all tell the moral, "Because the frog sits in the well all day and sees that the sky is only as big as the wellhead, but the bird says that the sky is boundless, and the frog thinks it is very funny." The frog thinks he is right. He thinks the bird is talking big and boasting, which is very funny. ""Why does this bird laugh? " "Birds fly in the sky every day and understand how big the sky is. When I heard the frog always say that the sky was only as big as the wellhead, I felt that the frog was ignorant and the bird smiled helplessly. " "The sky is very big, but the frog in the well is only as big as the wellhead. I don't believe in birds, which makes people angry and funny. " Although the students' summary is very immature, after the teacher's combing and induction, the students are all answering "What do you know after learning this text?" The incomprehensible fable naturally comes from the children's mouths, "I understand that we can't sit in the well and look at the sky all day like frogs, but jump out of the well and look out, so as not to be laughed at by others." "We can't be frogs in the well, that would be too pitiful." "We can't be like a frog in the well. We are obviously wrong, we don't listen to other people's advice, and we are self-righteous. " Questions in this lesson:

1. The time allocation is somewhat unbalanced, with loose front and tight back.

2. Literacy teaching is not solid enough. In the process of literacy, it is not only to recognize and read, but also to understand some words in this link.

3. Although there are many forms of reading, the reading quality of students has not been significantly improved.

In this class, I gradually explored the method of telling fables. Of course, it is still very immature. I will continue to work hard in the future teaching and strive for greater gains.

Reflections on the teacher's teaching of the first volume of Chinese "Looking at the sky from the well" in Grade 42 of the Ministry of Education. Students' life experience is an important part of Chinese curriculum, and students' life is a powerful assistant in learning Chinese. Nowadays, under the guidance of the new curriculum, teachers' world is vast, and students' life experience "rushes into" classroom teaching. Chinese learning has become a process in which students actively construct knowledge. Therefore, I try to create colorful teaching situations, awaken students' life accumulation, and integrate teaching with students' daily intuitive experience.

In the teaching process of this lesson, I pay attention to the students' self-study in since the enlightenment, and the students dig the knowledge points in the textbook for teaching, which changes the previous link of teachers leading students into the learning process, and gives full play to the enthusiasm of students' independent learning through students' questioning.

I ask questions to arouse my interest and introduce new lessons. Students immediately read the text freely with the help of pinyin, draw birth words, and then spell them in groups. Then I check the students' mastery of the pronunciation of new words. During the period, I participated in specific group study, focusing on guiding individual underachievers.

Children in grade two can learn the text by themselves step by step, from previewing the text by themselves, reading the pronunciation correctly, to recognizing new words in groups, which embodies the conceptual requirements of autonomous and cooperative learning in the new curriculum standard. Junior students have the ability to learn the text automatically and eliminate obstacles in reading. Let children read the text with the help of existing knowledge and through their own practical efforts, and read the text correctly through mutual assistance and cooperation among children, instead of leading students forward step by step according to the traditional teaching methods, so that children can establish self-confidence of "I can learn" in their subjective will and master certain learning strategies through the practical efforts of the main body to achieve "I can learn". Better teaching children the initiative of learning and letting them master learning strategies will be more conducive to their own study tomorrow.

In view of the characteristics of second-year students learning Chinese, I pay special attention to strengthening reading training and developing students' thinking in teaching. When guiding students to read aloud, we should clearly explain what problems to think about and what problems to solve, and give students enough time to read the text repeatedly and experience and feel in the process of reading. It creates a teaching atmosphere with a bright sound of books and teaches students how to read.

When I was reading the characters, I designed this link: "Students, the frog said that the sky is only as big as the wellhead, and the bird said that the sky is boundless and huge! Are they having a heated argument? How can I read well? Let's read aloud in different roles and think about how to read well? " The children practiced reading aloud in different roles, and their attitudes were positive and serious. Some of them practiced reading aloud several times in order to play their roles well, and the classroom atmosphere was lively and warm. In this part of the teaching, I deeply realized that children's unique feelings and experiences of reading should be respected in teaching. "A thousand spectators have a thousand Hamlets", and thirty children have thirty frogs and thirty birds. They can and will have their own unique feelings, and their reading can express their different understandings, experiences and feelings. I abandoned the "standard answer" that I deliberately pursued before, and I gave my children enough time to explore and think about how to read, let them read well, let them "express their feelings", find their own construction in practice, learn from mutual assistance, explore in cooperation, and fully affirm their subjectivity and independence in reading.

In teaching, I also realize that children should have equal training opportunities. I organize children to practice in groups, but I find that when children practice, they often practice their favorite roles and receive a single training. Other children, because they are afraid that the role can't be read well, choose narration to read. Active children, children with good reading ability will "walk into" the role, and children with weak reading ability will "go on forever", resulting in a vicious circle, which is not conducive to children's development. I will create a scene to give children equal training opportunities. Ask your child to practice several times more when studying, but don't repeat the role every time, but rotate the role. This is conducive to the overall and all-round development of children.

Fable teaching guides students to understand the content of the text and the meaning of idioms by knowing and feeling the vivid images in the stories. When I teach this part of morality, I introduce it with topics that students are interested in and conform to the actual life of students, rather than simply preaching. "If someone says you stand by, do you understand what he is saying about you? What do you want to say to people who sit in the well and watch the sky? " Or let the students give advice to help the little frog: "Would you like to know nothing like the little frog?" Can you think of a way to make this little frog as knowledgeable as a bird? " Only in this way can we better understand the truth in fables from the students' point of view, and form correct values and positive attitudes towards life in the process and method training of learning knowledge and mastering skills in combination with students' real life.

Reflections on the teacher's teaching of Chinese "Looking at the sky from a well", the first volume of the second grade, 5. In this semester's seminar, we chose the text of Unit 4 "Looking at the sky from a well" for discussion. This lesson is an allegorical story. Students can know a meaningful story through lively and interesting dialogues. So I set the teaching goal as "learning three dialogues in the text;" Understand the content of the text and know the metaphorical meaning of "sitting on a well and watching the sky", so that students can understand that narrow-minded and short-sighted people will make mistakes; The text will be read according to different roles. In the teacher's teaching in the last class, we successfully let the students understand the moral of the story and the dialogue, but at the same time we also found a problem, that is, the topic was not summarized and summarized in time, which was very profound and difficult for senior two students to understand.

In the second class, I changed the teaching summary into sentences that students can read and presented them so that they can better understand the story. But it also goes back to the topic, citing a description of the future by a person with a little knowledge, which can be said to be sitting in a well watching the sky or a frog in the well. In order to suit the hobbies of junior two children, I also made some headdresses to make them more interesting when practicing dialogue and actively participate in the classroom.

Although I have made some explorations in all aspects of teaching, I have not done enough in the following points:

First, inadequate preparation. Although the preparation time is one week, the time is still too tight. There is no time for class during the day and little time at night. But it takes a long time to prepare lessons and less time to recite them. So I'm not very familiar with the lesson plan in class, and my thoughts are a little unclear when I attend class.

Second, I still speak too fast in class. Although there is progress compared with the beginning of school, the teaching of lower grades is still a little faster and needs to be improved.

Third, the way to practice reading texts, sentences and dialogues is single and not diversified enough.

Fourth, students' classroom discipline is not good and can't be corrected in time. We can remind absent-minded students by praising them.

In the days to come, I will try my best to correct it, listen to others' opinions with an open mind and make my progress faster.

Whether the teaching goal of "sit and watch the sky well" in the first volume of Chinese in grade two is really realized depends on whether the morality is realized by the students themselves or given by the teachers. The function of Chinese teaching lies not only in simple knowledge transmission, but also in its teaching and educating function. Therefore, in the final stage of text teaching, students need appropriate teaching methods to realize it: don't be a frog in the well, be brave in knowing new things and be open-minded in understanding other people's opinions. Ask the students to choose a bird flying outside voluntarily. Flying over the vast ocean, flying over the boundless desert, flying over the dense forest, flying over the splendid fields, flying over the clear stream, without seeing the edge of the sky, while the frog is still sitting at the bottom of the well, and when he looks up, he can only see the palm-sized sky. At this time, the bird's extensive knowledge and the frog's ignorance form a sharp contrast, which makes students naturally feel that the outside world is rich and colorful, while the frog's life is so boring. This allows students to gain something in their studies in a subtle way.

The first volume of Chinese in Grade Two, Sit and Look at the Sky, is a funny fable, which illustrates a profound truth with a simple story. This article mainly discusses how big this problem is through three dialogues between birds and frogs. How to make students read stories, understand the truth and taste the language independently and happily in a class? The following is my reflection.

Regarding the analysis of this article, I mainly start with the key words.

I regard "boundless", "big talk" and "funny point" as the key to understanding the article when I grasp the teaching materials. Understand the text through these three words. First of all, when guiding students to understand "boundless", I designed an animation to let students feel intuitively: what is boundless? By letting students enjoy the (boundless) desert, (boundless) ocean, (boundless) grassland, (boundless) sky, etc. , can expand students' thinking, create necessary situations, and let students understand infinite connotation in specific situations. Then the teacher guides the students to read the "loud" sound of birds with emotion. Realize the understanding of the first conversation.

In the second conversation between the bird and the frog, I mainly focused on the key word "big talk". By guiding students to understand the word "talk big", we can grasp the mood of frogs when they think birds are talking big. By the way, bragging means saying something exaggerated and unrealistic. But in specific teaching, I am thinking about how to make students understand the specific meaning of boasting and the difference between it and lying. This problem has been bothering me. Finally, I think: if you give an example from life, would it be better for students to feel for themselves? So in teaching, I give two examples to let students feel what bragging is. One of these two examples is: I can swallow a cow in one breath, and I can push the train with my hands. Students know from the teacher's tone and their own experience that these are exaggerated and unrealistic, that is, bragging. I found that students are very interested in learning and can understand the word and frog's mood well.

Through the third keyword "laugh", introduce the third dialogue of the article. Laughter appears twice in the article, and there is a difference between the two smiles. Two people are laughing in the text message. Why do frogs laugh and birds laugh? The word "laugh" overflowed the frog's arrogance, refused to listen to the bird's advice, and was self-righteous. The other reflects the pious and sincere advice of the bird. Through the thinking of "laughter", students understand that they don't learn, don't ask, don't listen to advice, and think they are the reason why frogs make mistakes. This is to pave the way for students to finally understand the fable of the article.

(B) the realization of reflective meaning

Whether the teaching goal of the text is really realized depends on whether the morality is realized by the students themselves or given to the students by the teachers. The function of Chinese teaching lies not only in simple knowledge transmission, but also in its teaching and educating function. Therefore, in the last link of text teaching, students need appropriate teaching methods to realize it: don't be a frog in the well, be brave to know new things and understand others' views with an open mind. Ask the students to choose a bird flying outside voluntarily. How to achieve this effect? So I designed a link, using multimedia courseware and beautiful music, to show the colorful world that birds have seen: flying over the vast ocean, flying over the boundless desert, flying over the dense forest, flying over the brilliant fields, flying over the clear stream, without seeing the edge of the sky. At this time, the frog is still sitting at the bottom of the well, and he can only see the palm-sized sky when he looks up. At this time, the extensive knowledge of birds and the ignorance of frogs in the well are in sharp contrast. This allows students to gain something in their studies in a subtle way.

It can be said that the starting point of this course is key vocabulary, and the ultimate goal is to understand the meaning. I started from infinity, boasting and laughing, and entered the analysis of the text. After entering the text, my teaching focus is to analyze the characteristics of birds and frogs from three dialogues and realize the understanding of the moral of this article. In this paper, I compare birds and frogs from the aspects of language and living habits. Mainly concentrated in the following aspects.

1, catching a frog said, "I sit in the well every day, and when I look up, I see the sky. I can't make mistakes. " This sentence.

The key words "everyday" and "looking up" in this sentence make students understand the conceit of frogs and the modesty of birds. The conclusion is that the high shaft wall blocks the frog's line of sight, and its eyes are narrow and limited, which leads to its wrong judgment of the size of the sky.

2, catch the expression and expression of the frog.

Two people are laughing in the text message. The word "laugh" overflows the arrogance and self-righteousness of the frog. The other reflects the pious and sincere advice of the bird. Ask the students to distinguish right from wrong by analyzing the frog's expression.

3. Through the analysis of the reasons for the correct mistakes of the bird frog, let the students realize the truth that the text wants to tell us, understand the fable of "sitting on a well and watching the sky", let the students express their opinions and guide their future study life with the learned truth.

4, the protagonist experience, further deepen the understanding of the text.

Train students to read emotionally and reach the level of performance reading. When students read aloud in a specific situation, they can not only develop their potential reading ability, but also understand the meaning of the article more thoroughly.

(C) Reflection on the lack of classroom

In the teaching process of this course, students can cooperate and think attentively, and the teaching objectives are basically achieved, but there are also some shortcomings in classroom teaching. At the moment, I missed a more important word "Jing Yan" when I grasped the key words. In fact, I can let students better understand the meaning of Jing Yan through stick figures, feel the place where the dialogue takes place, and lead out the first paragraph of the article, so that the article can be connected into a whole through three words, which will not make people feel out of context. Therefore, in future teaching, we should pay attention to the integrity of the article.

In addition, we should pay attention to the cultivation of students' independent cooperation and exploration potential. Let students explore voluntarily. At the end of class, I designed such a question: If the poor frog jumps out of the wellhead one day, what will he see, so that students can use their rich imagination and speak their minds boldly? However, due to time, I didn't let students give full play to their imagination. Therefore, in future Chinese classes, we must pay attention to the exploration of students' imagination potential and cooperation potential, give full play to the instrumental role of Chinese, and make Chinese teaching a process of appreciation, teaching and feeling.