Reflections on Chinese Teaching in Grade Six

As a people's teacher, we should have first-class classroom teaching ability, and we can improve our teaching ability quickly with the help of teaching reflection. So how should I write teaching reflection? The following is my reflection on the sixth grade Chinese teaching (general 1 1), hoping to help you.

Reflections on Chinese teaching in the sixth grade: 1 1. The meanings of three poems, Farewell to Yuan Er's Ambassador Anxi, Farewell to Ancient Grass and Farewell to Meng Haoran's Yellow Crane Tower in Yangzhou, are not difficult to understand. Students can roughly understand their meanings according to reference notes and teachers' guidance. So you don't have to spend too much effort to clear the language.

2. The perception of poetic artistic conception is mainly based on the understanding of poetry, which is realized by reading more. Therefore, in teaching, it is mainly to guide students to read repeatedly, understand the theme, enter the realm of poetry, and experience the poet's feelings.

3. Read ancient poems with emotion. First, we must understand it in place; Second, imagine the picture; Third, experience feelings. Read it carefully and recite it once before you can recite it.

4. Writing ancient poems or imagining pictures and writing words are all good contents.

Reflections on Chinese teaching in the sixth grade 2 1. This text is short and easy to understand, suitable for students to read independently. When teaching, let students read the text by themselves, understand the text, grasp the content of the text, understand the meaning of "the law of beauty" and the feelings and understanding of the characters, and understand the thoughts that the author wants to express.

2. Temporary classroom activities: According to the usual observation, say what you see as "unattractive rules" or "beautiful rules"-not only cultivate your speaking ability, but also further understand the "rules".

3. Guide students to feel the beauty of the topic, which is eye-catching and can not be ignored in the teaching of this course.

Reflections on Chinese teaching in the sixth grade 3 1. Read aloud and recite. Primary school students have little contact with classical Chinese, so we should pay attention to let students read aloud in teaching. Teachers use typical ways of speaking to stimulate students' interest in reading the text, and then use classical Chinese to guide students to read the text by themselves, and adopt various forms of reading to read the text correctly, fluently and emotionally, so as to achieve "reciting from familiar reading".

2. Stimulate students' interest in learning. On the basis of students' understanding of the text, through various forms of reading, performance (performed in modern and classical Chinese) and practice, students are exposed to language materials, have a preliminary understanding of the language characteristics of ancient Chinese, accumulate language, and thus love the splendid ancient culture. And in the dialogue between students and the text, individual unique experience is formed, which makes the thoughts of the author, students and the protagonist in the text blend. Cultivate their reading ability, aesthetic ability and oral communication ability.

Reflections on the sixth grade Chinese teaching 4 This article is a fairy tale in classical Chinese, with short length, simple plot and notes on the text. Therefore, in teaching, I let students read independently, encourage students to ask difficult questions and solve them through mutual learning.

As for how to treat Kuafu, I encourage students to understand him from a positive perspective, and guide them to understand that people often use "calling their father every day" as a metaphor for people with great ambitions or great strength and boldness.

At the same time, let the students imagine Kuafu's psychological activities, the words of people around him, Kuafu's actions, demeanor and inner monologues day by day, and arrange Kuafu's homework day by day.

Reflections on Chinese teaching in the sixth grade. This paper mainly introduces the Forbidden City from two aspects: architectural art and precious cultural relics. The former is detailed and the latter is brief. When understanding the text, focus on guiding students to understand the description of architecture in the second part, and slightly deal with the description of cultural relics in the third part.

2. When studying the 3-9 natural paragraph, remind students to pay attention to the sentences that indicate the transformation of spatial position and grasp the order in which the author introduces the buildings of the Forbidden City. For example, "After the Taihe Gate, you will reach the center of the Forbidden City …" "From south to north, in turn …"

3. In reading, let students pay attention to which palaces are described in detail and why the three halls (especially the Hall of Supreme Harmony) are written in detail. Guide students to grasp key sentences, exchange impressions and feelings after reading, and encourage students to express their understanding in their own language.

Describing a palace or writing a building according to the method of spatial order is a good training content of writing in this lesson.

Reflection on Chinese Teaching in Grade Six During the teaching process of Amber, I realized that classroom teaching is still the basic form of primary education today. To achieve the goal of teaching and educating people, we must optimize classroom teaching. To optimize classroom teaching, we must change teaching concepts and update teaching methods.

1. Teach students in accordance with their aptitude and update teaching methods.

In the teaching of amber, I adopted the teaching methods of "starting from the end of the text" and "tracing back to the source from the results", introduced audio-visual teaching methods such as slides and recording into the classroom, created situations, provided lively audio-visual images for students, and created a relaxed classroom atmosphere, which made the small classroom full of vitality and vitality and presented a colorful and figurative world for children. And using the teaching mode of "self-reading-questioning-discovering-solving doubts", starting with the understanding of amber, from its * * * feature "ancient pine and cypress resin fossils" to its personality characteristics and values, guiding students to grasp the key sentences of key paragraphs, analyzing how scientists imagine the formation process of amber, the rationality and the beauty of reasonable imagination, and promoting the solution of scientific knowledge difficulties.

2, clever questions, active classroom.

Teachers' questioning is an important means to impart knowledge and feedback information. Good questioning can inspire students to deeply understand the thoughts and feelings of the article and promote students' thinking development. In amber teaching, I carefully design questions according to the teaching materials and key points, so that questions can play the role of "promoting reading by asking" and "promoting thinking by asking". In view of the thinking law of primary school students in understanding things, we should pay attention to the starting point of choosing problems. Amber lesson is based on what is known to infer the unknown, which is difficult for students to understand. I started with the key words and asked, "What is speculation?" It is not difficult for students to answer, guessing is to imagine what they don't know according to what they already know. On this basis, I ask the question, which places in the text are "known" and which places are "unknown", which can only be understood by speculation? How did the author speculate? Put forward such questions, inspire students to think and discuss, understand that amber is the fossil of turpentine balls, and infer that the formation of turpentine balls was a hot summer long ago. Judging from the fact that these two little things are still lying well, turpentine just drips on the branches and wraps these two bugs inside. Inferred from "black rings appeared on legs", there were two bugs struggling in turpentine at that time. In this way, students' ideas about the text will be clear at a glance.

3. Organize teaching through discussion.

The teaching of Amber is organized by discussion, which is solid and effective. Fully organize students to discuss in the teaching process. At the beginning of teaching, when learning the fourth paragraph, let the students read the text and discuss: What are the characteristics of this amber? Through discussion and mutual supplement, students have a preliminary understanding of amber. "As soon as the spider jumped on it, a big drop of turpentine dripped from the tree and landed on the trunk, wrapping the fly and the spider together." What scientists imagined, using the method of discussion, and exerting the collective imagination. There are two difficulties in this paper: "How did the turpentine balls become fossils?" And "How was this amber found?" It is also designed for students' discussion, aiming to let students exert their collective wisdom and strength to understand the text. The discussion method is used to organize the teaching of reading texts, and good teaching results have been achieved.

There are still some doubts on some issues, which need further discussion. For example, "How scientists develop a reasonable imagination" is the focus of this course, and "The formation of amber" is the reasonable imagination of scientists, which is easy for students to understand. But for the "discovery of amber", even many teachers regard it as a description of the facts. "The discovery of amber" is not a fact, it just shows the exquisiteness of the author's imagination, and it is also the beauty of the author's writing. Although, the students in this course didn't ask this question. However, handling this part well can deepen students' understanding of "reasonable imagination" and play an important role in cultivating students' cognitive ability and imagination ability.

Reflections on Chinese Teaching in Grade Six This is a self-reading text. In teaching, I first let students teach themselves the advantages and disadvantages of five fingers, and draw their characteristics respectively to get familiar with them. When reporting and communicating in groups, please talk about their own characteristics, and let all students show their fingers one by one by playing games. Then ask a question: which finger do you think the author likes? The students talked about it one after another and reached a unanimous conclusion: "There is no love-hate relationship". I like all five fingers, and they are indispensable.

Hearing the snickering, I immediately extended the main idea of this article: all fingers, like all people, if the five fingers can be combined into a fist, then the root is useful and powerful, and there is no longer a distinction between strength, beauty and ugliness. "Unity is strength" is what this text tells us. Then let the students talk about their understanding of this truth in real life. Such as: ball games, fighting, teamwork, etc. They all told stories that happened to them. In this way, the educational connotation of this class is naturally achieved. This is an example of classroom teaching that I think is very successful.

Reflections on Chinese Teaching in Grade Six and Eight Jiang Jie is a long text, but its characters are vivid and vivid, among which Jiang Jie's words and deeds are particularly touching. There are many points in understanding Jiang Jie's quality, such as Jiang Jie's psychological description after her husband's sacrifice, Jiang Jie's unyielding torture to the enemy and so on. I focus on Jiang Jie's indomitable teaching in the face of the enemy's torture. At the same time, considering that this is the first class teaching, the characteristics of the first class teaching are also reflected in the teaching process. Therefore, the whole teaching is divided into three parts, namely, word teaching, sorting out the context; Torture and feel the spirit; Read letters to improve your understanding. Emphasis is placed on teaching torture. In teaching, the description of this paragraph is divided into: the behavior of the enemy, the behavior of comrades-in-arms, the behavior of Jiang Jie, and the description of the environment. The point is to teach the enemy and Jiang Jie's performance. Through the contrast between these two performances, the spirit of Jiang Jie was highlighted.

The whole teaching aims at three points:

First, pay attention to children and guide them to find problems and solve them themselves, such as understanding the context of the article.

Second, pay attention to the characteristics of high-level reading teaching.

1, elaborate on words, focusing on special words in form, sound and meaning, thus solving the problem of new word teaching for a large number of words.

2. Basically follow the advanced reading teaching process: adopt the reading teaching process of initial reading, deep reading and repeated reading. In the teaching of torture, the following methods are adopted: jumping out of textbooks and grasping the outline; Go deep into the textbook and catch the eye of the text; Understand the textbook and practice the key points. For example, when understanding the meaning of letters, reading is used to promote students' understanding.

3. Pay attention to what is behind the words. Such as infiltrating writing methods in reading teaching. Such as environment description, profile description. Grasp the key words for in-depth understanding, such as "help, shout, scream, etc."

First, advantages

1. Compared with previous classes, the teacher is more passionate. With the introduction of extra-curricular materials, teachers have read deeply, and the language in the classroom has a tone and a growing awareness.

2, the combination of length and length, straight to the key points, hierarchical, focused and deep.

3. Teaching wit is more flexible, instead of teaching step by step according to the preset teaching plan, ignoring students' understanding and feelings.

4. In teaching, grasping the highlights of students' speeches and guiding them can gain momentum as well as gain momentum.

Second, the shortage.

1. In teaching, we can grasp the highlights of students' speeches for evaluation, but some evaluation languages are slightly pale and not targeted.

2. Sometimes the upper and lower links in teaching are not in place. For example, when teaching Jiang Jie not to succumb to the enemy's torture, the students said that they realized that Jiang Jie was not afraid of the enemy's torture. I immediately asked: Contact the above to say that Jiang Jie is not afraid of torture? After (nailing a bamboo stick), it is better to guide students to contact the following and experience Jie Jiang's iron will.

3. The arrangement and grasp of time need to be improved. Due to the time, the teaching task of this class has not been completed, and the due classroom climax has not been felt by everyone. This is a pity for the emotional students and me.

After summing up the advantages of this course, I found that these are inseparable from my previous study of teaching materials and data collection. * * * The lesson plan has been revised four times before and after, which can be said to be more perfect every time. The sentence "If the textbook is thorough, the teaching method will be obvious" has given me great inspiration. In the future, I will study textbooks hard and strive for greater progress.

Reflections on Chinese Teaching in Grade Six; The Village of Insects in Grade Nine is an intensive reading text. I have made careful preparations for this text. When teaching, I lead students into the "Insect Village", so that children can appreciate the tranquility in the insect world and feel the love of insects for life. Just when I am in the mood to guide my feelings and read the text aloud, the classroom is getting better and better. A student stood up and raised his hand to ask: "At the beginning of the article, the author said that in the infinite silence, I forgot the world and myself. Then why is he still thinking about the bugs in the world? " I really can't explain why the students spilled such strange questions in such an exciting place in the classroom, and immediately some students raised their hands. He has a different view: "perhaps, in the author's world, he has a lot of troubles, and his life is not restless." It's just that when I see grass bugs, I seem to forget a lot of things around me. "

I didn't guide students to discuss their understanding of the "selfless world" too much, but continued to guide students to feel the cuteness of the grass insects.

After class, I reflect. First of all, the reason for this problem. I think it's nothing more than a student who didn't understand the meaning of the word "world" correctly. He thinks that the world is everything in the material world, but he doesn't know that spiritually, everyone has a different world. This typical word understanding obstacle has not been removed. Secondly, when students suddenly ask such questions, I think that only when teachers teach effectively through his questions can students' questioning ability be truly improved. His question is obviously childish. How can I lead students into the depth of the text on the basis of my own questions? Later, I thought that if I could answer students' questions and take the following transition, I might better protect students' enthusiasm for asking questions and improve students' ability to ask questions: "Thank you for your answer. Each of us has our own world, and this world is in our hearts. The author forgot his own world and walked into the world of Weeds. Do you think it's better in "The World of Weeds"? Let us continue to look for and feel. "

Reflections on Chinese Teaching in Grade Six 10 Finger is an essay written by Mr. Feng Zikai. The article comes straight to the point that everyone has ten fingers, and the five fingers on one hand have their own advantages and disadvantages. Then the different postures and personalities of the five fingers are described in humorous language. Finally, I clarified a truth: "If the five fingers can be combined into one and become a fist, then the root is useful and powerful, and there is no longer a difference between strong and weak and ugly."

The language of the article is humorous, the structure is clear and rigorous, and the theme is distinct and prominent. The full text closely follows the different postures and personalities of the five fingers, and depicts the five fingers with vivid postures and completely different personalities by using various expression techniques. This is a skimming text. The purpose of writing this text is: on the basis of understanding the main content of the text, to understand the different characteristics of five fingers, to understand the enlightenment brought by fingers, and to understand the expression adopted by the author. Teaching this text focuses on understanding the characteristics of five fingers and what expression methods the author uses to express these characteristics. The difficulty lies in knowing the truth.

After reading the text for the first time, I understand the general idea. The characteristics of five fingers are easy for students to master, so I will focus on the experience of expression. So, I set a question, how did the author use what writing method to write these fingers vividly? Grasp your deepest feelings and talk about your experiences. What are the advantages of using this method? For example, describing a paragraph "the thumb is in the five fingers, and the shape is really not beautiful", from the three aspects of body shape, head shape and structure, the vivid image of the thumb is vividly on the paper. In this paper, the writing technique of parallelism is used to describe in detail his performances of "caring for each other", "resisting with all one's strength", "desperately holding down" and "holding with all one's strength" when water gushes out and blood is about to flow out. The advantage of this writing is that it highlights the characteristics of thumb's hard work and silent dedication.

Taking the knowledge of the article as the criterion, so as to understand the content of the article and the author's thoughts contained in the article, this is my teaching idea in this class.

Reflection on sixth grade Chinese teaching +0 1 October is the harvest season, and the teachers in our sixth grade group have also gained new teaching experience and new harvest in the group teaching that lasted for more than one month.

Before class, four teachers in our group used their spare time to discuss constantly, from teaching content to teaching methods, from studying teaching materials to analyzing students, from courseware making to pre-class preparation. Everyone shares their own experiences regardless of you and me, which fully embodies the team spirit and achieves one of the purposes of group teaching.

In this group teaching, we have embodied the following points in classroom teaching:

First, dilute the explanation and reflect the autonomy of Chinese learning.

Litchi, Long March and Plum Blossom Soul are all simple and easy-to-understand words. With the learning level of the students in this class, they can read and understand by themselves. In teaching, teachers should avoid tedious explanations, and give students enough time to read by themselves and since the enlightenment, so that students can feel in reading.

Second, optimize the discussion and reflect the innovation of Chinese teaching.

Discussion is a common teaching method for teachers in reading teaching, which can inspire students to think, promote intellectual development and improve students' innovative consciousness. Although these three texts are easy to understand, students need to communicate and explore fully on the basis of their own feelings in order to read the true feelings from the nuances. So they all designed "What moved you most in the text? Annotate in the article, communicate with each other and talk about experience.

Third, deepen the understanding and reflect the humanity of Chinese teaching.

The Soul of Plum Blossom, Litchi and Long March are all written with sincere and touching feelings, so that the texts with both quality and beauty can make students feel in reading, discussing and writing. In order to let students better understand the author's feelings, we designed some links such as "song rendering", "supplement at the end of the article" and "writing words by looking at pictures".

Through this group teaching, we once again realized that "reading a hundred times is the basis of Chinese teaching". On the basis of reading, it is natural to guide students to understand the content of the text and the author's thoughts and feelings.