Reflections on Chinese teaching in the first volume of the second grade of the Ministry

As a new teacher, classroom teaching is one of the important tasks. New discoveries in teaching can be written in teaching reflection. Please refer to how to write teaching reflection! The following is my reflection on Chinese teaching in the first volume (6 general remarks) of grade two, which is arranged for you and I hope it will help you.

Reflections on Chinese teaching in the first volume of the second grade 1 Looking at the sky from a well is an interesting fable, which illustrates a profound truth with a simple story. This article mainly discusses how big the sky 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 first is the understanding of the word "boundless". First, let the students imagine how big the sky is, and then show the pictures to fill in the blanks. An endless desert, an endless sea, an endless grassland. Expanding thinking makes students further understand that the sky is huge and boundless. Then the teacher guides the students to read the "loud" sound of birds with emotion.

Then there is the understanding of the 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. Therefore, knowing the truth has become the focus and difficulty of this course. In order to achieve this goal, I have focused on 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 won't make mistakes. "

The key words of this sentence are "everyday" and "looking up". With the help of the software of the frog at the bottom of the well, let the students read and think: Why is the frog wrong? 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 frog's expression and expression. The word "laugh" overflowed the frog's arrogance, refused to listen to the bird's advice, and was self-righteous. Through thinking about "laughter", students know that self-righteousness is also the reason why frogs make mistakes, because they don't ask questions and don't listen to advice.

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", and let the students express their views with the learned truth to guide their future study life.

4. Role experience, to further deepen the understanding of the text and train students to read aloud emotionally, so as to reach the level of performance reading.

In the actual operation of the classroom, the way to guide students needs to be improved. Because the language is not carefully designed before class, the questions asked in class are too trivial and a little loose. Teachers' guidance is particularly important in the classroom. In the future, classroom instruction should emphasize skills, create as many opportunities as possible for students to express the words they have learned in their own languages, and let Chinese play a instrumental role.

Reflections on Chinese teaching in the first volume of the second grade of the Ministry II. Video broadens students' thinking.

At the beginning of the class, I showed a high-tech video to broaden students' thinking. This video played an excellent role. The students couldn't help exclaiming "Wow" when they looked at it. At the same time, they are also asked to watch carefully and ask students to talk about what new things they like best in the video. Students also know that the future food is very different from the present food.

Second, the effect of speaking.

When students are asked to talk about the characteristics of what they want to write, many students can use their imagination to say the characteristics and functions of what they have in mind. But some students didn't finish well enough. The reason may be that the concept of the future is still vague.

Third, the model essay guides students to write easily.

In teaching, I deliberately draw the magic pen and the "characteristics" of the future house with a red pen; The blue pen depicts "the convenience that the pen of the future will bring to our life." This allows students to re-understand the methods and paths of exercises.

Fourth, through the revision, the focus of this exercise is re-dialed.

I asked the students to do their homework for about 205 minutes, and none of them could finish it. This lesson mainly wants to communicate and modify the "characteristics" and "convenience" of future things. The purpose is to help students who still have difficulties in the exercise to clarify the key points of this exercise again, and also to let students know how to modify the exercise. Although this course has achieved my preset teaching goal, there are still many regrets. Students don't understand what the future is. I can ask students to make clear the requirements of the exercise, let them read silently first, then call the roll, and then let them make clear the requirements of this exercise, so that students can better understand the requirements of this exercise. I believe that through continuous exploration and communication, our exercise teaching will get better and better.

Reflections on Chinese teaching in the first volume of the second grade of the Ministry 3 Compared with the old textbook, the new textbook is very different, among which the addition of oral communication is a bright spot. It aims to train students' oral expression ability and enhance the communication consciousness between people. Oral communication is a two-way communication activity. Both the listener and the speaker should send and receive information from time to time. Its essence is a two-way interactive dynamic language practice. "Two-way" and "interaction" should be the most fundamental characteristics of oral communication class.

Pay attention to strengthening thinking training in teaching. The training of oral communication is actually the training of thinking. In other words, the listener should be witty and the speaker should be fluent. In oral communication teaching, we can't stay at the level of what you say and what I say. Only with clear goals and targeted thinking training can we improve students' thinking quality and truly realize the goal of oral communication teaching.

To achieve the teaching goal of oral communication, we must first create a situation, create an atmosphere and stimulate students' interest in speaking. This requires our teachers to be good at creating situations by connecting students' life experiences and emotional experiences. For example, the second volume of the experimental textbook "China Gardens Six" published by People's Education Press is about how to celebrate Children's Day on June 1st. In this session, I arranged for my classmates to bring some photos in advance, so that they could introduce each other and recall their happy time in class. Some children especially want to know about the "June 1" when the teacher was a child. I also brought some photos of my childhood, and then demonstrated them with photos. When expressing, the language should be as childlike as possible. Let the students know how to tell them. When teaching "Talking about the first Children's Day in primary schools, how do I plan to spend it?", various interesting forms of communication were adopted. Such as "talking on the phone", "whispering" and "comparing", these situations can stimulate students' interest in oral communication and improve the quality of students' communication. Some students speak very well and are very happy. Of course, while students are speaking, other students are also required to listen carefully, and the places that are not fluent should be corrected in time, so that students can express themselves in standardized language as much as possible. After the students have finished speaking, I will make positive comments and give students confidence.

I also know that the training of oral communication can't be done overnight, and it needs constant guidance and reinforcement in daily study and life to achieve better results.

Reflections on Chinese teaching in the first volume of the second grade of the Ministry 4 "Snow Child" tells the story of a lovely snow child who brought happiness to the white rabbit and finally gave up his fairy tale in order to save the white rabbit from the fire.

First, the teaching effect:

In the teaching of this class, I think it is quite effective in guiding reading. For example, after the courseware shows the first sentence of the text, "It snowed all day and all night", I ask students to read this sentence according to their own imagination, and some students can reflect the information of snow through their own reading. Then show the first illustration, guide the students into the situation through language rendering, imagine themselves as a white rabbit in the picture, and use "Yi" and "Oh!" "ah!" Continue to say that sentence, the students seem to have the expression and tone of doubt or excitement or epiphany or chanting, which greatly improves the language perception ability and makes the scene after the snow more open and infectious in the students' description. For another example, when learning the third paragraph of the text, show the pictures of the snow boy and let the students talk about what kind of snow boy this is. If you have such a small partner, do you like it? Are you happy? Guide the students to read this paragraph happily, and feel that the students read more ambience.

Second, success:

1. Learn silent reading methods and master reading skills. Silent reading is an important way of reading. Learn the lesson "Snow Child", so that students can learn a way of reading. In class, let the students read the text first, and then tell the students the method of silent reading: don't read aloud, don't move your lips; Read without pointing; Reading and thinking. Ask the students to compare the differences between the two reading methods and tell them the benefits of silent reading. Then train students to read silently. Let the students understand the meaning of each paragraph through silent reading, deconstruct the form of the paragraph, and initially understand the general content of the article, and then let the students read it again silently with different questions to improve the efficiency of silent reading.

2. Respect students' unique feelings and read aloud. Students' feelings are realized by reading aloud. First, guide children to imagine and interpret the beauty of snow. How to read the beauty of snow scene? I first guide the children to imagine the scene after the snow, and it is white everywhere. When children have a wonderful experience, their feelings will naturally show up in their studies. Secondly, guide children to grasp key words and read aloud. In the part of learning how to save the white rabbit from the snow boy, I asked the child, "How did the snow boy feel when he found the white rabbit's house on fire?" Children can answer "anxiety" and grasp the key words "shout" and "rush" in the text, and then guide the children "Where do you think Zi Xue is anxious?" Students will grasp the action of "rushing in, taking risks, hugging and running" to save the white rabbit, and realize the excellent quality of children regardless of themselves and thinking for others.

3. Expand and divergent thinking. After understanding the text, arrange a group discussion of four people, "Will Cheval come back?" Title. This activity not only enables students to have simple oral communication with interest in this link, but also enables students to open their imagination wings. Finally, the courseware guides students to understand "the process that snow turns into water and water evaporates into the air to form clouds", and then the demonstration courseware understands "the process that clouds turn into rain and clouds turn into snow", so that children can experience the happiness of learning and growing up. "What will you say to Snowball when he comes back?" Guide students from all angles and encourage them to express themselves boldly and creatively.

Third, the shortcomings:

1. There are too many texts, which are basically learned in the order of story development, but it is still difficult to understand the key words on the basis of ensuring the integrity of the story.

2. Students' imaginary stories are too single and their creativity is not enough. In the future, students should be encouraged to think creatively.

Fourth, improvement measures:

Let go of students and let them integrate into the classroom normally. Don't guide too much.

Reflections on Chinese teaching in the first volume of the second grade of the Ministry 5 "Snow Child" appeared in the form of comics. The language is simple, concise and vivid. After a beautiful heavy snow, the little white rabbit and his mother made a lovely snow child, which brought happiness to the little white rabbit ... But later, in order to save the little white rabbit in the fire, the snow child tried his best, but it melted into water, and after the sunshine, it became a beautiful flower in the sky. It not only vividly shows Cher's noble quality of self-sacrifice, but also explains the scientific truth that snow melts and evaporates when it meets heat to form white clouds, so that children can get real emotional experience in interesting activities and learn Cher's virtue of being helpful. On the one hand, it can provide students with good emotional education, on the other hand, the scientific phenomena in the story can well meet the exploration needs of primary school students. The article is beautiful, artistic and childlike, which is conducive to enlightening students' wisdom, imagination and sentiment. It is conducive to teachers' creative understanding and use of textbooks; Look at the pictures and read the text, so that students can get real emotional experience.

First, the teaching effect.

In teaching, in order to stimulate students' emotional singing, I try to use multimedia to integrate scenes, so that students can deepen their feelings in autonomous learning.

First of all, I create a good learning environment and guide students to read independently. Secondly, I skillfully use multimedia to display the learning content intuitively and vividly. At the same time, I also adopted the guiding observation method to give full play to the role of illustrations in the text, so as to stimulate students' interest and deepen their study of the text. The new Chinese Curriculum Standard clearly puts forward the requirement of "like reading and feel the pleasure of reading" in the first learning period. In teaching, we should make reading run through, read by attending lectures, find problems in reading, explore in reading and deepen emotional experience. In order to stimulate students' learning confidence, I have encouraged and appreciated them many times, so that students can experience the joy of success. In teaching, I adhere to the principle of "teacher-oriented, student-centered, and training as the main line", and strive to closely combine language training with emotional education, highlight key points, break through difficulties, and let every student gain something in every class.

Second, success.

1. In this class, I return the class to the students and let them become the masters of the class. I actively guided and played the role of guidance and transition. At first, I asked students to collect more information before class, and students learned to ask questions in the preview reading.

2. I use group cooperative learning to give students a happy learning experience in class, and use group mutual help to stimulate children's enthusiasm.

3. In the teaching of new words, I adopted the literacy method of reading with the text, using the context to understand words, so that words can not be separated from words, words can not be separated from sentences, sentences can not be separated from texts, and help children accumulate in the context. In addition, in order to deepen the impression, I let my children imagine boldly and memorize new words by changing radicals, making up jingles, making up stories, making up crossword puzzles and so on.

Third, shortcomings

Looking back carefully, this class is also unsatisfactory, that is, after asking questions, students' participation is relatively narrow, and only some students are taken care of, hoping to make up for it in future teaching, so that more children can actively participate and truly become the masters of the class. There is a lack of innovative consciousness in teaching, students' study habits and cultivation education are not successful enough, and students' basic knowledge needs to be consolidated and improved.

Fourth, improvement measures.

I deeply realize that Chinese teaching is a complex and rich education. It is not easy to be a Chinese teacher, and it is even more difficult to be an excellent Chinese teacher. In teaching, I often lament my shallow knowledge. I know I have too much to learn. Whether it is educational idea or practical teaching, I need to keep exploring and trying. Only in this way will I not be eliminated in the tide of new curriculum reform.

The first volume of Chinese teaching in the second grade of the Ministry is Reflection 6 "Jingge". This text is mainly to let students feel the beauty of scenery and life, perceive the usage of quantifiers, stimulate students to know and observe nature, and try to express familiar things in words.

Advantages:

1. Understand the meaning of words in reading and identify them in various forms to further consolidate students' literacy achievements.

2. Emphasis and difficulty in teaching Through independent reading, showing pictures, expanding imagination, connecting expression and interesting reading, students can truly appreciate the expression effect of quantifiers.

Disadvantages:

In this class, most students can only recite new words by adding numbers and radicals, which is relatively simple and has little interest in literacy. This shows that children's life experience has not been fully utilized to mobilize students' cognitive enthusiasm, and at the same time, efforts should be made to use teaching materials creatively. In addition, I should also pay attention to the life and scenes of literacy teaching, and pay more attention to teaching students a variety of literacy methods at ordinary times. Strive for practical combination, adopt a variety of intuitive teaching methods, and read the scene.

Improvement measures:

1. In the future teaching, better design teaching evaluation and truly apply literacy methods to learning.

2. Before the next class, or use the time after class to expand the children.