Reflection on oleander teaching

As an excellent people's teacher, teaching is one of our tasks, and teaching experience can be summarized in teaching reflection. How to write teaching reflection can play its role better? The following is my collected model essay on oleander teaching reflection, for reference only, hoping to help you. Reflection on oleander teaching model essay 1

oleander is an essay written by Ji Xianlin, a famous writer. It is a prose with both quality and beauty. It depicts the precious tenacity of oleander and the touching scene of fans leaving in the colorful flower season, and expresses the author's love for oleander.

The description and praise of oleander's toughness and the author's fantasy in the moonlight are the key and difficult points of the text.

The design of this class (the first class) is always based on the "Chinese curriculum should be devoted to the composition and development of Chinese literacy" in the Curriculum Standards. "Reading teaching is a process of dialogue among students, teachers and texts." Based on the basic concepts such as "The Text", we should lead students to truly touch the text, closely follow the key words, words and sentences in the text, and constantly taste, comprehend and internalize the text, so that students can have a personalized interpretation of the text in a down-to-earth manner, so that students can gain substantial gains, that is, they can get an all-round improvement in Chinese literacy while being influenced by language and culture.

After teaching this lesson, I think there are some successes:

1. Start with the whole, perceive it as a whole, and make clear the focus of learning

Chinese learning is based on the text, and students perceive, comprehend and use it in various ways. The presentation of the text itself has integrity. But many times, some teachers skip the beginning of the article in order to get to the topic directly; Some teachers even take the text completely apart for the sake of surprise, completely ignoring the inherent path of the text, thus undermining the integrity of the text. As everyone knows, this is not only bad for students to grasp the main idea of the text, but also brings necessary hidden dangers to students' future writing.

So in class, I first let the students read the full text, clear the reading obstacles, and let the students talk about the position of oleander in the author's mind, so as to find out the first and sixth natural paragraphs of the text, read and talk about what questions have arisen. Under the guidance of this question, the students soon found that there are two main reasons for the author's nostalgia and love for oleander: (1) oleander has valuable resilience; (2) The oleander in the moonlight arouses the author's infinite fantasy. In this way, students have a clear understanding of the overall structure and thinking of the article.

2. Focus on reading, stick to key words and break through difficult points

The Chinese curriculum standard clearly points out that "reading teaching is a process of dialogue among students, teachers and texts." Thus, the text is still in a vital position in the whole reading teaching. Therefore, in class, students should always stick to the text and let them study the key words in the text independently, and take this as a breakthrough to solve the difficulties in the learning process.

For example, when teaching the key section of "resilience" of oleander, first, the word "resilience" should be closely followed, so that students can read silently, circle relevant words and phrases, and write their own experiences beside them. In the process of guiding students to communicate, we should think closely about the two key words in the sentence, such as "You", "Silently", "Nothing …… No ……" and "Nothing", so as to help students better understand the resilience of oleander. Through this interlocking, step-by-step method, coupled with emotional reading, we can understand why the author said that "the resilience of oleander" is "very valuable".

3. Understand a writing technique and deepen your experience

The Chinese Curriculum Standard emphasizes that "Chinese has strong practicality." Therefore, in the study of the text, we should not only perceive the text materials, but also understand the author's writing method, so as to better grasp the main idea of the article. Therefore, when telling the third paragraph, let the students compare with the sentence describing the toughness of oleander in the fourth paragraph. Let the students know that there are all kinds of flowers in the writer's home in the third natural paragraph. Flowers bloom and fall in three seasons a year, which only plays a comparative role in the valuable toughness of oleander and deepens the understanding of "toughness".

4, get a humanistic care, sublimate the theme

Chinese Curriculum Standards puts forward that cultivating students' noble moral sentiments and healthy aesthetic interests, forming correct values and enterprising attitude towards life are important materials for Chinese teaching, and they should not be regarded as external additional tasks. Therefore, after learning "resilience", let the students talk about it in the context of Mr. Ji Xianlin's life, understand that "flowers are like life", understand that Mr. Ji Xianlin is just like the tough oleander, and understand that we should also have this kind of "resilience", so that this kind of "resilience" can be rooted in the hearts of students.

Disadvantages:

1. The classroom of sixth-grade students is a little cold, and the inspiration and encouragement to students in the classroom is not enough. The communication and interaction with students are still immature, not sophisticated and natural enough.

2. After comparing the third and fourth paragraphs, according to the teaching presupposition, students should realize that the author uses the method of comparison and contrast to show off the resilience of oleander, so a speaking exercise is designed. However, in the teaching process, students failed to speak in place (which did not happen during the trial lecture), and I failed to guide students to review the text in time, which caused this link to pass in a hurry and the training was not solid and in place, which was a pity.

3. Because it is an open class, the preset teaching tasks must be completed in the classroom, so we can't let go of our hands and feet in the design and put forward big questions with more thinking value, so that students can discuss and communicate independently, and the classroom follows suit, and the trace of "holding" is heavier.

Classroom teaching is an art of regret. There is no end to teaching and learning. Only when we really calm down and study the text, really enter the classroom, and really reflect on teaching from the perspective of a critic, will we find that there are many wonderful things waiting for us to explore, and we will find that there are still many regrets to make up for in the future classroom. Reflection on oleander teaching model essay 2

oleander is a prose with both literary quality and beauty. The main teaching task is to guide students to appreciate the valuable toughness of oleander with specific language materials, approach the author and experience the thoughts and feelings that the author wants to express.

In this class, I have grasped the characteristics of a lot of four-word phrases in the text, and asked students to find out. In order to understand the characteristics of accurate expression, concise, neat structure and catchy reading of the text, I asked students to read it directly, understand it, and also let students learn to translate it into prose sentences and compare reading, so that they can realize the beauty of this language form through their own sense of language. At the same time, from between the lines of the text, we can try to figure out the author's praise of oleander's toughness, which is very valuable and unfinished.

in teaching, I firmly grasp the first and last natural paragraph of the text, take the author's feelings as the main line and the last natural paragraph as the breakthrough point-the resilience of oleander is one of the reasons why I love oleander, and go straight to the center. Then read the fourth paragraph. The fourth natural paragraph mainly talks about the valuable toughness of oleander. In the teaching of this natural period, I mainly focus on reading, and strive to guide students to read middle school texts through personalized reading, so that they can learn from reading and feel from understanding. The two double negation in the fourth natural paragraph can best reflect the resilience of oleander. I asked students to read aloud, talk about feelings and experience. As a result, students talked about everything and were too detailed, which diluted their understanding and understanding of oleander's resilience and the role of the two double negation.

The third natural section plays a relatively foil role to the fourth natural section. This natural section does not need too much explanation, and flowers in spring, summer and autumn can be compared with oleander through comparative reading, so it is not difficult for students to realize the unknown and valuable toughness of oleander, and it is not difficult to understand the comparative foil role played by the third natural section. Looking back on my classroom teaching, although students can also have the above understanding, they must not be as impressed as the way of reading aloud.

In this process, because students have experienced the real learning process, they have deepened their understanding and perception of the image beauty and spiritual beauty of oleander expressed by Mr. Ji Xianlin through touching the language, and they have been influenced by emotions, gained ideological enlightenment and enjoyed aesthetic pleasure-even if humanity is highlighted. By touching the language, students have also embodied this humanistic thing, and its educational method is no longer indoctrination, but a natural edification.