Reflections on the teaching of "Cow and Goose" in the fourth grade Chinese

Today, with the gradual development of society, classroom teaching is one of the important tasks, and reflection means looking back and thinking backwards. So what kind of reflection is good? The following is my reflection on the teaching of the fourth grade Chinese "Cow and Goose", which is for your reference only. Let's have a look.

Reflections on the Teaching of Cattle and Goose in Grade Four 1 Cattle and Goose is a main article in Unit 6 of the First Volume of Chinese Grade Four published by People's Education Publishing House. I wrote "I" because I believe that "cows look at people with their eyes, and people are bigger than cows, so cows are afraid of people; Goose's eyes look at people, and people are smaller than geese, so geese are not afraid of people. " This sentence often bullies cows and fears geese. When attacked by a goose, he was too timid to fight back. Uncle Jin Kui subdued the goose and encouraged me not to be afraid of it, which made me understand a truth: "Although it looks down on us, we are really better than it!" With strong story, it is an article with vivid language, childlike interest and certain philosophy. Especially when describing the part where "I" was chased by a goose, the author vividly showed the readers the arrogance and boldness of the goose and the panic and hasty escape of "I" through the detailed description of the characters' language, movements and demeanor and the vivid description of the goose's movements. Finally, with the help of Uncle Jin Kui's words, tell us that if we look at things around us from different angles, we will get different results.

In the teaching of this lesson, I will start with the unit theme, introduce the "angle topic", and lead to the new lesson and blackboard writing topic. This may have two advantages. First, it will narrow the distance between teachers and students, eliminate the gap between teachers and students, and help students integrate into the classroom. The second is to introduce new courses easily, so that students can initially establish a sense of "angle" and pave the way for later teaching.

Then, starting with the author's brief introduction, it introduces the childlike features of children's literature works. On the one hand, students know something about the author's life creation, on the other hand, they have successfully entered the study of the text.

From the perspective of "childlike interest", let students find out the paragraphs that they think are most childlike, learn the fourth and fifth to eleventh paragraphs, deeply understand the psychology of bullying geese and being afraid of geese, practice reading repeatedly, read out the indifference when bullying cows and the embarrassment when being bullied by geese, and strengthen the training of students' reading ability.

Then, the first paragraph of the text comes from deceiving cows and fearing geese: "People say that cows are afraid of people because they look at people with their eyes, and geese are afraid of people because they look at people with their eyes. They think people are smaller than geese." Learning in this way may make students have a clear understanding of the structure of this article.

The next step is to guide students to learn the last few paragraphs, focusing on the text of Jin Kui's book. From the text of Jin Kui's book, we can learn how the author deceives cows and fears geese from the beginning to later, so that students can realize the same thing from different angles and how to have different results.

Finally, this principle is extended to students to tell a story: an old lady, her son dyed cloth and her daughter sold umbrellas. On sunny days, the old lady is careful with her daughter. When it rains, she looks sad all day, which makes her sick. Later, after listening to a philosopher's words, my mood suddenly became clear and I got well. Then, from this story, the poems from the relevant angles that students have learned in the past are drawn out, and the reality of students' lives is drawn out, and hopes are raised for students, thus ending this class.

The introduction of this class is relatively smooth, and the context of classroom teaching is relatively clear, but at least there are the following shortcomings:

First, there is not enough language training for students.

Second, there is no use of courseware for teaching, which reduces the anger in many classes and affects the teaching effect.

Third, the allocation of teaching time is unreasonable. I spent too much time teaching deceptive jokes in front, and didn't use courseware, which led to insufficient time in the back. Uncle Jin Kuishu's words were not thoroughly analyzed, and he did not teach the expansion part before, so he hastily entered the arena.

Through this competition, I also deeply realized:

1. Multi-angle thinking and studying textbooks is a necessary process for preparing lessons. A text, just like the text "Cow Goose". We can think from different angles, choose different starting points and organize teaching through different methods, and of course the results are different. However, what is the most suitable angle for students' psychological characteristics requires us to constantly study, explore, demonstrate and reflect, so as to achieve a * * * understanding.

2. As a platform of modern information technology, network has become an indispensable part of modern education. It can transcend the limitations of space and time and bring people with the same goals together to study, study, evaluate, promote and make progress together. On this platform, people become simpler, comments become more sincere, research is closer to reality, and results are more obvious.

Reflections on the teaching of the fourth grade Chinese "Cow and Goose" II. Pay attention to students' individual feelings. For example, "What are the characteristics of cows and geese in your impression?" "Do you believe this sentence?" "Let the students talk about their reading gains." "Do your students have any questions after reading this? "This kind of teaching guidance respects students' individual feelings.

Pay attention to the overall reading of the text. "Guide students to grasp the key words to understand my fear of geese, and dare not resist at all." (This is attitude1); Changed attitude (this is attitude 2); "Guide students to realize Uncle Jin Kui's bravery in catching geese and the embarrassment of geese." This is the reason for the change of attitude. Finally, on the basis of students' understanding of the truth from the change of goose, students should pay attention to the change from goose to cow in time. Connect with the context and stick to the theme of the text. No matter what others say or do, we should treat everything around us correctly. Each link is interlocking at different levels, pursuing the integrity of classroom teaching.

I have been working hard to pursue the realm of Chinese teaching. Simply put, I am teaching Chinese, being a real student and pursuing development in a down-to-earth manner. But it is better to have a clue that can run through the whole article to guide the teaching design and achieve the effect of "pulling one hair and moving the whole body". In fact, I have been thinking about how to find the "dzi bead" in the article and radiate the whole article with a little bit. I've always been confused.

Reflections on the teaching of "Cow and Goose" in Grade 4. In this lesson, I mainly let students understand the text:

1, I'm afraid of geese;

2. What did that goose do to make me so scared?

3. How does Uncle Jin Kui treat geese?

4. What is the performance of geese?

5. Understand what Uncle Jin Kui said.

Let the students learn the text by themselves from these questions, and realize my fear, the arrogance of the goose, the fear of Uncle Jin Kui, and the final flight of the goose. On the basis of understanding the content, let the students talk about how to describe it, understand the author's writing method and its benefits, and emphasize that it should be applied to writing.

What is better in teaching is that it always points to writing. The study of text content serves the study of practice methods. Words are a medium. What should we let students learn through this medium? I think it's nothing more than a talk. What? Second, what have you learned? What writing methods have you learned? Only in this way can students' language practice ability be improved. So I have a strong goal in every class, not only to let students know what the text is about, but also to let students know what writing methods are used. In my class, students have a strong feeling about this. If students can tell themselves that they feel the disdain of the geese from "tilting their heads and staring straight" and can say that this is reflected by the description of the action geese, they can see that students have a strong sense of homework. Another example is that students understand how to read the change of fear through content reading, and experience the author's method of cross-writing activities in reading.

Of course, there is also a little regret that the content that should have ended is not completed, the classroom is not efficient enough, and the teacher's words are not concise enough. How to make the class more efficient is my future direction.

Reflections on the teaching of the fourth grade Chinese "Cow and Goose".

When teaching a text, it is best to have a clue that runs through and guides the teaching design, so as to achieve the effect of "pulling one hair and moving the whole body". When studying the text, we have been thinking about how to find the "dzi beads" in the article, which can radiate the whole article with a little bit. In repeated discussions, we found that whether it was "buy me a cup" or "mom locked the cellar and smiled and said to us,' You are really hungry'." This is the only sentence I have heard so far that' thirst' is called' hunger'. This sentence will eventually return to the center that "water has become the most precious thing in the village". So we preset the teaching design of going straight to the center. At the end of each link, we should ring the bell of "central sentence" repeatedly, so that students can deeply understand that "water is precious", and then "cherish", "save" and "protect" automatically and spontaneously ... And this process is also guiding students to find problems, explore problems, solve problems, give full play to their initiative and improve their reading ability.

Second, pay attention to reading aloud and highlight the Chinese surname "Yu".

We pay special attention to reading aloud, with students as the main body, so that students can feel the characteristics of the text through various forms of reading, create situations, read aloud step by step from multiple angles, taste the language of the text and understand the connotation of the text. It is precisely because we realize the important role of reading in Chinese teaching that we strive to run through this intention and highlight "reading" in our design. Through different forms of reading, lead students to gallop on the Yuan Ye created by words. For example: free reading of the first contact text, paragraph by paragraph reading-let students perceive the text and read through the text; The second class, "Walk into the text and feel the whole"-enable students to grasp the text macroscopically and integrally; "Read carefully and explore, enter the country"-it helps students to deepen their understanding of the connotation of the text, enable students to master reading methods and improve their reading ability. Various forms of reading have well achieved the teaching objectives and made our Chinese classroom full of strong Chinese flavor.

Reflections on the teaching of the fifth and fourth grade Chinese "Cow and Goose". Today, after listening to the text "Cow and Goose" taught by teacher Zhang Mang, there are many places worth learning. In the process of teaching, Mr. Zhang introduced conversation to grasp people's views on cows and geese. "Cows look at people with their eyes and think that people are bigger than cows, so cows are afraid of people. Goose's eyes look at people and think that people are smaller than geese, so geese are not afraid of people. " This sentence leads to Jin Kuishu's words through the change of attitude towards cows and geese before and after. From the text of Jin Kuishu, the corresponding content of the text is deduced, and the key words are grasped to understand. From beginning to end, students learn by reading the text independently, grasping key words and understanding, and teachers guide them in time. Because of the clear teaching ideas, students learn easily and enjoy the joy of analysis and discussion in reading and tasting sentences. Different viewpoints come one after another, and the truth revealed in the article can be analyzed and understood from keywords, changes before and after, and different angles, that is, the results obtained from different angles are different. "And the students summed up the truth from the literature and applied it to the things around them.

In teaching, Mr. Zhang put the focus of the text on "I am afraid of geese, and I am bullied by them;" Uncle Jin Kui went after the goose, and the goose was scared away. Give students a classroom for communication and realize "text dialogue", "communication between teachers and students" and "communication between students". The design always makes students become the masters of the classroom, and after students read freely, they can find out the different attitudes towards cows and geese and the reasons for their changes. Students can draw relevant sentences to feel and then communicate. Students can speak freely and express their unique feelings in the communication. In the whole class, the teacher is a good listener, and only gives some small instructions and hints at appropriate times. In addition, students can feel the emotional experience and psychological changes of "I" at that time through comparative reading, independent perception and psychological exploration, and then talk about their own experiences and understanding. Finally, Uncle Jin Kui's words gave the children a theoretical boost in their experience and feelings. Thus, it reveals the truth contained in the article: from different angles, different results will appear and cannot be influenced by inherent ideas. Only by finding the right angle can we treat people and things around us correctly and treat life correctly.

In teaching, the guidance of teaching methods also runs through the whole teaching process. For example, grasp the key words to understand the content of the text, put yourself in the position of reading aloud, and compare the different mentality of the characters by reading the different words that Uncle Jin Kui and I expressed to the goose until the theme is revealed. Various methods permeate nature, and the transition is ingenious. These methods are extracted from the teacher's lens on the basis of students' full understanding, so that students can know that they are learning in this way and apply what they have learned in future study. At the end of this class, the teacher not only summarized the gains in ideological content, but also summarized the application of learning methods. In the long run, it will lay a good foundation for students' autonomous learning.