What I want is a reflection on gourd teaching.

As a new teacher, one of our jobs is teaching. Writing teaching reflection can record our teaching well, so how to write teaching reflection is appropriate? The following is what I carefully arranged. What I want is the reflection of Hulu teaching (7 selected articles). Welcome to read the collection.

What I want is a reflection on gourd teaching. 1 "I want a gourd" is a text in the first volume of the second grade Chinese in the experimental textbook of the new curriculum standard. It is said that a person grows a gourd and only wants it, without management. As a result, the aphids on the leaves grew more and more, and finally the gourd fell. The text "I want a gourd" is lively and interesting, short and pithy. Students can read the text several times through pinyin, and it is easy to understand the general content of the text. According to their own life experience, students can also find that this person can't get a gourd because he can't cure insects.

The text "I want a gourd" is easy to understand, but it has profound significance. The text closely revolves around the "gourd" and develops continuously. Therefore, in teaching, I ask students to discuss two issues:

1. Where can I see that this person likes to eat gourds?

2. That man loves gourds so much, why didn't he get them? These two questions actually cover the main contents of the text and highlight the key points of the article. The way that man likes gourds is as follows:

1, "How many times does that man go to see it a day?"

2. He stared at the small gourd and said to himself, "My small gourd grows fast, fast and bigger than the big pumpkin!" Students can look at the picture, observe the person's manner, imagine his psychological activities, try to figure out his language, experience the person's love for gourd, and then express it through expression reading. That man loved the gourd so much that he didn't get it in the end. First, he doesn't understand that "leaves-bugs-gourds" are interrelated. Second, because he didn't listen to his neighbors' advice. In addition to asking students to use the sentence "Because …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Mainly in the following places:

1. He saw aphids growing on the leaves and thought, What are some bugs afraid of?

2. When the neighbor advised him, he felt very strange: "What, the insects on the leaves are still cured, I want the gourd." Here, students can experience the psychological activities of characters by reading their language.

Through discussion, students have a deeper understanding of the content and center of the text, and the expressions and languages of the characters are vividly reproduced through vivid reading.

What I want is a reflection on gourd teaching. The second part, What I want is a gourd, is a text in Unit 4 of Book 3 of People's Education Press. The theme of this unit is to let students learn how to look at and think about problems. And this fable is to make students understand that things are related. In the process of teaching design, closely around the unit goal, combined with the characteristics of this lesson, starting from observing the differences between the two illustrations, read through the full text in different ways, and then learn one to four paragraphs respectively to understand the phenomenon and results, and then explore the reasons and learn two to three paragraphs. Guiding students to read the text with emotion, accumulating vocabulary in reading and cultivating language sense are the teaching focuses of this course. Understanding the different moods of rhetorical questions, exclamatory sentences and declarative sentences through emotional reading is the teaching difficulty of this course.

In teaching, I attach importance to students' dominant position in the process of reading, attach importance to students' unique feelings and experiences, take reading as the focus of teaching, and strive to make students actively discover and construct meanings through repeated and various forms of reading, and experience the rich thoughts and feelings wrapped in text sentences.

Now think about the following points:

First, actively advocate independent and cooperative learning methods.

"Chinese Curriculum Standards" advocates independent, cooperative and inquiry learning methods, and emphasizes that students attach importance to feelings and experiences in the process of inquiry. Teaching design focuses on reading and pays attention to reading comprehension and experience in the learning process. Teachers' demonstration reading, students' free reading, deskmate cooperative reading, role-partner cooperative reading and individual display reading highlight the autonomy of students' reading behavior, which enables students to understand the ideological content of the article independently in different reading practices and eventually internalize it into students' language accumulation, which not only mobilizes students' enthusiasm for actively participating in reading, but also cultivates students' innovative thinking and language ability. In addition, "Chinese is a practical course, so we should focus on cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice." It is also emphasized: "Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. "Therefore, I attach great importance to students' reading practice, organize students to understand the content of the text through their own reading practice, feel and think to a certain extent, and gain ideological enlightenment.

Second, observe carefully and imagine boldly to develop students' language and thinking.

Imagination is a child's nature, and only when you like it can you create something. I combined the blank of the article and designed the content of the imaginary speech. Imagine saying: do you want to say something to him? In this way, students have both support and more room to stretch. The thinking between teachers and students collided in information transmission and emotional communication. Middle school students realize their wisdom, experience the joy of creation and develop their creative thinking in their studies. So as to improve the increment of learning and develop students' language and thinking.

In teaching, cultivating students' observation ability is also advocated by the new curriculum. So in this lesson, I put the two illustrations of the text side by side, so that students can find the differences in observation and express them in their own language, and then learn the text from pictures to texts. After learning the text, I have these two pictures for students to observe. If you have any questions, go to the next class. In this way, we can train oral English, develop imagination and cultivate innovative ability on the basis of observation.

Third, pay attention to students' unique feelings and experiences.

The new curriculum standard points out that reading teaching should attach importance to students' unique feelings and experiences. Students' life experiences and personalities are different, so students should be encouraged to make personalized responses to reading content, instead of deliberately pursuing so-called "standard answers". Therefore, role transposition is adopted in teaching. "If you are a gourd grower, how do you feel after reading it?" Students speak personalized language according to their own experience, and their thinking has also been developed.

Fourth, the shortcomings in teaching and the direction of future efforts.

1, teaching feedback and adaptability need to be improved. In teaching, students always improvise language in class. I don't think it's good enough to fully affirm and promote students around the teaching objectives in time. This, I think, needs to be constantly honed in teaching practice. In addition, we should learn more from other teachers' good practices in class.

2. Refine the teaching language. I think in teaching, the directionality of language should be more clear; The goal of language should be more clear.

Finally, I want to use a sentence to encourage myself to keep learning-"There is a way to teach, but there is no way to teach."

What I want is a reflection on gourd teaching. Hello, teachers and leaders. Today, the content of my class is 15, the first volume of Grade Two. The teaching focus of this lesson is to guide students to read and learn words and sentences in a specific context, and to understand the relationship between gourd leaves and fruits with pictures.

In the teaching of this lesson, I focus on the following two aspects:

First, pay attention to literacy, so that word teaching has vitality.

Language learning must be inseparable from specific context. If children simply recognize a word out of context, it is not only difficult to remember the shape, but also easy to forget the pronunciation, and it is even more difficult to understand the meaning of the word. Therefore, in teaching, I pay special attention to students' literacy in a specific context, so that words can not be separated from words and words can not be separated from sentences. For example, when learning the word "vine", I first guide students to look at pictures to understand the characteristics of vines, and then expand from "gourd vine" to cucumber vines and grapevines that students have seen in their lives, so that students can better remember the word "vine"; In the teaching of the word "Xie", I create a language environment for students in my communication with them, so that students can understand the meaning of "Xie" in the word "Xie" and the meaning of "withering" in the word "flowers wither" and further understand the meaning of "Xie".

Second, pay attention to the application of language and let the teaching of words promote the development of students' thinking.

The core purpose of education is to cultivate students' thinking ability, and the ultimate goal of learning a language is to apply it. Therefore, in the teaching of this course, I pay special attention to the development of students' thinking and the understanding and application of language and characters. For example, in the teaching of the word "slow", I first guide students to compare sentences and experience the slow change of gourd, and then guide students to think about what is slowly changing around us. This question immediately mobilized the students' existing life experience, and they thought and thought. I think when children speak sentences slowly, they will have pictures and situations in their minds. The teaching of this kind of words and sentences is student-centered.

Third, pay attention to Chinese character culture, so that the teaching of words can enhance students' love for language and writing.

Chinese characters are the cultural treasures of the Chinese nation, and each Chinese character carries rich cultural connotations. In the teaching of "slow" in this class, by observing ancient Chinese characters, I guide students to deeply understand the meaning of "slow", and at the same time understand the profoundness of Chinese character culture, which makes students interested in Chinese characters, thus generating the desire to learn Chinese characters and enhancing their love for the language and writing of the motherland.

The above is my personal opinion. Due to my limited experience, there are still many improper places in class. Please criticize and correct me.

What I want is a reflection on gourd teaching. What I want is a gourd, which is mainly about a person who once planted a gourd. Because he didn't deal with the aphids on the leaves in time, all the gourds he planted fell off one by one. Through reading and understanding this text, let the students understand that everything is related and accept other people's suggestions with an open mind.

I use riddles to lead in in order to arouse children's interest. In the literacy part, create a scene of "picking gourds in the gourd garden", read aloud and write orally freely, and read words in the form of "driving a train". Individual students analyze the glyphs and then read the words. Here, we should infiltrate literacy methods and classify literacy: for example, the words "gourd, reed and vine" all have grass prefixes. Can you still say something with a grass prefix? For example, when the word "adjacent" is combined, the students say the word "bell". I only make a distinction in pronunciation, not in font. In writing instruction, the teacher didn't set an example, and the handwriting was too small. In "What story is this text telling?" The requirements for children in the question are too high, and it should be that the courseware shows a specific format. There should be a sound of reading aloud in Chinese class, but students read less in this class and it is difficult to fully understand it. Teachers should also demonstrate reading and teach more reading skills. Through this lesson, I understand that as a teacher, I should fully respect children's unique feelings and experiences in reading.

Because of my young age, lack of teaching experience and immature classroom control ability, I didn't grasp the class time well. The last link is diffusion thinking, starting with "that man planted another gourd in the second year …" and continuing a short story, which was not completed. The students in this class are very active in their studies, but I have failed to grasp the children's bright spots for inspiration many times, didn't give them more imagination, and didn't notice the habits of individual students. There is also the need to improve teaching feedback and adaptability. To refine the teaching language, the direction of the language should be more clear and the goal of the language should be more clear in the teaching process. I believe that through my continuous efforts in the future, I will gradually mature and be a suitable giver and guide in the process of children's learning.

What I want is a reflection on gourd teaching. Psychology tells us that emotions can regulate a person's cognitive operation. Chinese is the carrier of emotion, and teachers, students and teaching materials are the three emotional sources that constitute the emotional information loop of classroom teaching. When studying the article "I want a gourd",

I take teaching materials as the guiding ideology, emotion as the link, image as the intermediary, and language development as the purpose of organizing teaching. I adopt independent, cooperative and inquiry learning methods to give full play to the initiative and creativity of teachers and students in teaching and improve the efficiency of classroom teaching.

Fables and fairy tales are children's favorite. The text "I want a gourd" allows children to understand the relationship between leaves and fruits of plants and perceive that things are interrelated.

First, the use of illustrations-emotion

Language learning and mastering all begin with the understanding of words. Only with accurate and profound understanding can students leave a deep impression in their minds and lay the foundation for their internalization. The use of text illustrations can effectively help junior students understand the language vividly, which is conducive to the accumulation of vocabulary.

When learning the article "I want a gourd", I first asked the children to observe the illustrations of a small gourd that is growing well, and let them describe the gourd they saw in their own words. The children said it well, and some said that "small gourds are thriving"; Some can be expressed in the order of gourd vine-gourd leaf-small gourd. Then, I asked them to read the sentences related to the description of small gourd by the author, and compare the accuracy and ingenuity of the sentences used by the author, so as to experience and accumulate beautiful languages-"slender gourd vines", "snow-white flowers" and "lovely small gourd". In this way, children can better feel the cuteness of small gourd, ignite their love for this gourd, and naturally understand and appreciate the deep love of gourd growers in this article. Reading aloud also plays a natural role in guiding the feelings behind.

Second, rely on language-melt feelings.

As the coat of thought, the material shell and ideological content of language should be integrated and inseparable. Language cannot fail to express certain thoughts, and thoughts always have certain emotions. As we all know, language acquisition goes through the process of perception, accumulation and application. Therefore, to develop students' language, it is necessary to guide students to feel, experience, associate and imagine with the help of language, so as to form a distinct image in their minds and lay a foundation for accumulating and using language. While teaching the article "I want a gourd", I caught the person who described the cultivation of gourd "how many times a day", "staring at the small gourd, saying to myself:" My little gourd, it grows fast, it grows fast! Grow bigger than a pumpkin! "By reading, imagining and feeling the thoughts and feelings of the person who likes the gourd repeatedly, let the students master the methods of keywords and punctuation. At the same time, it also guides students to experience transposition: if you are a gourd grower and see small gourds falling one by one, what would you say? Before speaking, let the students discuss in groups and establish channels for information exchange between students. With the participation of teachers, the thinking between students and between teachers and students collides in information transmission and emotional exchange. Because this problem has suddenly narrowed the distance between gourd growers and students, students can contact their own life reality and existing life experience, and feel the complex emotions such as regret, sadness, self-blame and hatred of gourd growers. In this creative learning, students naturally integrate their true feelings into the teaching materials. Students are trained to speak complete sentences, which gives them a support and more room for activities. Developing students' language and thinking can kill two birds with one stone.

Third, the role experience-lyric.

Role-playing is a kind of game activity that junior children love to see and hear. The process of students reading textbooks is also the process of emotional "accumulation". According to the characteristics of the text, let the students play the role and act it out, and express their accumulated feelings heartily through role play. The process of role experience is accompanied by the process of thinking, the process of language internalization, tempering and development, and the process of emotional enrichment. After class, I combined the teachers' suggestions. In addition to role reading, I also reflected on the teaching of the text "What I want is a gourd". If we can create such a performance situation for children, let them play the dialogue, action and expression between a gourd man and his neighbors according to their own understanding of the text, and naturally sum up the truth contained in the text through the neighbors' mouths, instead of letting them sum up their experience with idioms first. Only in the pleasant cooperation with partners, in the improvisation of oral communication and in the praise of teachers and classmates can students better taste the joy of success and better expand the development of students' personalized thinking. This kind of pleasure, whether in vision, hearing and other physiology, or in spirit and intelligence, has been satisfied and happy. Thus, classroom teaching can be pushed to a climax, and at the same time, the emotions of all students can be pushed to a new realm.

What I want is a reflection on gourd teaching. "I want a gourd" is a fable. The story language is simple and the words are accurate. According to the sequence of events, when telling a race that loves gourds, they only know how to get the fruit of gourds, but they don't know how to kill aphids on the leaves. As a result, they got nothing. It not only contains the natural common sense that "fruit and leaf are closely related", but also permeates the dialectical materialism thought that "things are interrelated, so we can't just look at them." The key and difficult point of this text teaching is to let students understand the truth through their own reading comprehension.

First, the teaching effect of this class

The students in this class are very emotional. They read well. I feel very satisfied after teaching. In the teaching of this class, I pay special attention to students' dominant position in the reading process, attach importance to students' unique feelings and experiences, take reading as the focus of teaching, and strive to make students realize the rich thoughts and feelings wrapped in text sentences through different forms of reading. In the process of teaching design, I closely focus on the unit goal, combined with the characteristics of this class, and use multimedia teaching to let students observe the drawings and talk about the differences between the two drawings. Let students intuitively feel the cuteness of gourd, and students have a heartfelt love for gourd. When reading aloud, I naturally added my true feelings, paving the way for the following dialogue with my neighbors, and the emotional reading below naturally came. I think this course is solid.

Second, success.

1, paying special attention to reading guidance in class. When guiding students to read the text, read the questions first, and guide students to read the text with questions. Then guide students to learn the text, guide students to learn words, accumulate vocabulary, cultivate a sense of language and read the text with emotion in discussion and communication.

2. In teaching, I have grasped the internal relations of the contents of each part of the same group, and grasped the teaching of textbook content design as a whole.

3. Literacy is the basis of learning ability, and it is also the focus and difficulty of Chinese teaching in the lower grades of primary schools. In order to make students actively read in a pleasant and relaxed atmosphere, I guide students to look at pictures to stimulate interest, guide students to read independently by using the characteristics of gourd pictures and pictophonetic characters, and let literacy consciously stimulate students' interest in literacy and cultivate students' literacy ability.

Third, the shortcomings:

1, teaching feedback and adaptability need to be improved. In teaching, students are always in class, and due to insufficient preparation, the treatment is not in place.

2. The teaching language is not refined enough. I think in teaching, the directionality of language should be more clear; The goal of Chinese should be more clear, which is also related to insufficient preparation before class.

3. Some questions asked by the teacher in class make the students confused and waste the class time, indicating that the design of the questions needs careful deliberation, and efforts should be made to optimize the questions in the future.

4. Too much talk in class, especially the last truth. It is best to let students talk more and think more.

Fourth, improvement measures:

In the future teaching, I will strive to improve my teaching adaptability. In teaching, students are always in class, and improvising language expression, how to fully affirm and timely promote students to complete tasks around teaching objectives, is the direction of future efforts. I think it is necessary to constantly hone in teaching practice and make clear the direction of language; Make the goal of language more clear. In addition, you should attend more classes and learn from other teachers' good practices. I want to use one sentence to encourage myself to keep learning-"There is a way to teach, but there is no way to teach."

What I want is a reflection on gourd teaching. Chapter VII "How to establish the core goal of reading teaching" directed by President Ye ended the first experimental class. From the beginning, I analyzed the cases of other teachers. Under the guidance of President Ye, I tried to set the core goal of a unit myself, and then prepared my own lessons. Although I am still crossing the river by feeling the stones, I have gained something. Now this round of study reflection is summarized as follows.

The key word of the experiment topic is "how to set the core goal and how to implement it". As we all know, every class we have has teaching objectives. Before that, in Chinese class, we paid attention to reading aloud and the content of the text, so that students could know what you felt from the textbook, but ignored the most important thing in Chinese subject is language training. After repeated training and grinding lessons, we gradually understand that Chinese lessons should have Chinese flavor, and Chinese lessons are not ideological lessons. We should pay more attention to language training points, and our classroom has begun to change. After a class, we have taught students countless knowledge points, but each knowledge point is superficial and the students have not mastered it firmly. When we were confused, President Ye told us that there were many knowledge points in a Chinese class, but there was only one core training point. As long as the core objectives are set, every stratum should serve them. At this time, we suddenly realized that the Chinese class was not that complicated. When the core objectives of each course are set, the course becomes simple.

In the first round of experimental class, I chose the text "I want a gourd" in Unit 4 of the first volume of the second day of junior high school to analyze the grinding class. The gourd I want is a fable. This fable is lively and interesting, short and pithy. It tells the story of a man who grows gourds, but if he doesn't manage them, he just wants to get them. As a result, the aphids on the leaves grew more and more, and finally all the gourds fell off. This fable tells us through an interesting story that we should pay attention to the relationship between things when doing anything. This text is easy to understand, but it has far-reaching significance.

Chinese teaching in grade two should pay more attention to the training of words. Throughout the text, there are several knowledge points of language training. The first paragraph has good examples of teaching students to write specific sentences, while the second and third paragraphs have many exclamatory sentences, rhetorical questions and declarative sentences. Then watch the exercises and gardens carefully after class. There are two groups of sentences read aloud after class. When I first read the text, I thought that the appearance of these two groups of sentences required students to master the transformation between exclamatory sentences and declarative sentences, and vice versa. Therefore, when preparing lessons for the first time, my teaching goal is to further understand the different tones of rhetorical questions, exclamatory sentences and declarative sentences, and try to convert rhetorical questions and exclamatory sentences into declarative sentences to understand the meaning of sentences.

The effect of the first grinding class is not ideal, and students are not very good at sentence pattern conversion. After class, President Ye commented on the class and put forward the problem of the class: the core goal is set too high. The conversion between exclamatory sentences and declarative sentences or rhetorical questions and declarative sentences is the first time for students to contact. This knowledge point should be known by students first, but I have directly promoted it to application. No wonder students have difficulties in learning.

Under the guidance of President Ye, I revised the core goal of this lesson: knowing that different sentence patterns can express the same meaning. After the second grinding class, the requirements were lowered, and sufficient and effective exercises were designed around this goal, and the students' learning effect was not bad.

Through this round of experimental training, I realized that in order to accurately set the core objectives, we should not only deeply interpret the text, but also clearly understand the past and future connections of knowledge points, which requires us to further accumulate familiarity with the teaching materials, string each knowledge point together like a string of pearls, and always know where this knowledge point appears and what training requirements should be.