"Essential" "Sun and Moon Bright" teaching reflection short 1000 words 8 general articles

Selected column recommendation: "Reflections on Sun and Moon Teaching".

Use a lifetime of energy to teach a good lesson and enlighten the hearts of a generation. In order for students to better absorb the learning content, teachers will prepare a lesson plan. Lesson plans can help teachers achieve pre-set teaching goals. How to write lesson plans so that students can pay more attention to them? After collection, a brief reflection on the teaching of "Sun and Moon" has been compiled. Welcome to bookmark this website and continue to pay attention to our updates! A short reflection on the teaching of "Sun, Moon and Brightness" 1

"Sun, Moon, Water and Fire" is the 10th lesson for primary school Chinese language entrance preparation. The teaching focus is to guide students to learn the four hieroglyphs "sun, moon, water" through illustrations. ", 火" can read the pronunciation of Chinese characters accurately, recognize the character shapes, understand the meaning of characters by looking at pictures, and write the characters correctly according to the model characters in the Tian character grid. Literacy teaching is the focus of Chinese teaching in lower grades of primary schools, and it also lays the foundation for reading teaching and composition teaching. Therefore, I made the following design during teaching.

1. Intuitive introduction to stimulate interest.

Interest is the best teacher. Students have the motivation to learn when they are interested. Therefore, in the introductory step of teaching, I first introduced the conversation: "Children, the National Day holiday has just ended. Xiao Mingming drew a picture of his vacation. Do you want to see it?" Then I showed the picture and let the students Observe carefully and tell me what you see? The students started talking to each other one by one: "There is a sun above." I guided and corrected: "We have to say the complete story, and we should say that there is a sun on the picture." The students behind learned to speak the complete sentence, but still I only said one aspect of what I saw, and I further guided: "Let's see which student observes more carefully and can tell everything he saw." After the students communicated in a low voice, they all spoke, and the content was complete and It tends to be multifaceted. I gave the students appropriate encouragement and then said: "The four new characters we are going to know today are hidden in this painting. Do you want to know them?" The students were eager to try and their interest in learning was high. In this link, students are guided to observe pictures, which not only stimulates students' interest in learning, but also provides students with a medium to practice speaking and trains their language expression ability.

2. Courseware demonstration and layered teaching.

Since most of the students in the class already know the four Chinese characters "sun, moon, water, and fire" to be learned in this lesson, but it is the first time for students to encounter the concept of "hieroglyphs", so I It is believed that force cannot be used equally in teaching and hierarchical teaching should be carried out. First, combined with the demonstration of the courseware, students can feel the evolution process of Chinese characters and understand the meaning of "pictogram" through comparison. Secondly, in the process of literacy, activities such as group cooperation, "I am a little teacher", and "finding friends" are carried out to mobilize students' interest in literacy. At the same time, guidance and training are provided according to the different situations of students. Students in small groups help each other, learn from each other's strengths, and explore together, which makes the classroom full of vitality and vitality.

3. Education that focuses on accumulation and penetrates “emotions, attitudes, and values”.

During teaching, students are guided to accumulate language by combining words, saying sentences, guessing riddles, etc. based on the actual situation of the students. For example, a student uses "fire" to form the word "volcano", and another student is inspired to say " During the "Mountain Fire", I led the students to play the game "turning pancakes" and accumulated some words like "cow-milk", which not only enriched the language, stimulated interest, and reduced the students' learning fatigue. Another example is to talk about our country's festivals by combining students' phrases such as "October 1st" and "May 1st", and educate them on "love the motherland", "respect teachers", and "honor parents". Use the students' word "faucet" to talk about how we should save water, etc.

Reflecting on the teaching of this lesson gave me some inspiration: First of all, as a low-grade teacher, we should focus on cultivating students’ good study habits, such as the habit of listening carefully, the habit of positive thinking, being orderly and serious The habit of observation, the habit of careful writing, etc. Secondly, we should pay attention to cultivating students' learning abilities in teaching, such as: language expression ability, group cooperation ability, imagination ability, accumulation ability, etc.

Again, it is necessary to combine the age characteristics of the students to make the forms of practice and training diverse and interesting, so that students will never tire of it and enjoy learning. Finally, we must spread the teacher's love to every student, inspire every student with timely and appropriate evaluation, and protect their self-confidence and curiosity. Short reflection on teaching "Sun and Moon" 2

Studying this lesson mainly focuses on the following aspects:

1. Interest is the driving force for learning "Interest is the best teacher "As long as students are interested, they will be motivated to learn." Today's students are very literate and can read simple words. When studying the text "Sun, Moon, Water and Fire", when teaching new words that most students are familiar with, we mainly start from these two aspects:

First, guide students to understand the origin of Chinese characters and recognize pictographic characters through interesting stories;

Second, guide students to transform their learning interests into Inquiry motivation promotes students to carry out independent inquiry activities, thereby discovering the rules of word formation and generating interest in literacy.

2. Use visual teaching aids to help with literacy. Based on the age characteristics and mental state of the students, I carefully prepared some visual teaching aids (projectors, pictures, real objects) before class to express the sounds, shapes and meanings of Chinese characters. Easy for students to understand. It reduces the difficulty of teaching and enhances learning interest.

3. Hierarchical teaching, pictographic literacy. Most students in the class already know the four Chinese characters "Sun, Moon, Water, and Fire", but this is the first time students encounter the concept of "pictographic characters". Strength cannot be used evenly in teaching, and teaching must be conducted in layers. First, let the students watch the animation of the evolution of the four Chinese characters "Sun, Moon, Water, and Fire". From real objects, to oracle bone inscriptions, to Xiaozhuan, and gradually to the current square characters, the students have an overall understanding of the evolution of Chinese characters, and have a deeper understanding of the hieroglyphics. understanding.

At the same time, the design of this link also provides students with a medium to practice speaking, such as "What does the sun look like?" "What does the moon look like?" to train their language expression skills. Under the guidance of the teacher, the students had an in-depth understanding of pictographic characters and initially experienced the method of reading pictographic characters. On this basis, teachers gradually let go and restored students' dominant position, allowing students to practice exploration and learn new knowledge in cooperation. When learning "Mountains, Stones and Fields", first let students look at the pictograms and guess what they represent? Then let students observe the pictures to verify their guesses, and finally recognize the current square characters. The purpose of this is to arouse students' interest in learning. When what students guess matches what they see, they will gain the joy of success. When the teacher guides students to observe words and pictures, let students discover patterns in the comparison - the similarities between words and pictures. Not only is it easy for students to remember, but they will also use pictographic rules to learn such characters when they encounter them in the future, further stimulating students' strong desire to learn new characters.

4. Develop good study habits. As a low-grade teacher, you should focus on cultivating students' good study habits, such as the habit of listening carefully, the habit of positive thinking, the habit of orderly and careful observation, and the habit of careful writing. etc., language expression ability, group cooperation ability, imagination ability, accumulation ability, etc. Remind students to do as required at any time during class, use timely and appropriate evaluation to inspire each student, and protect their self-confidence and curiosity.

5. Shortcomings

1. Regular training forms should be diverse and interesting.

2. After teaching the upper grades, teach the lower grades again. The speaking speed should be adjusted so that students can hear clearly and understand. Short reflection on the teaching of "Sun and Moon" Part 3

Teaching requirements:

1. Learn the 4 new words in this lesson. Able to read the correct pronunciation of characters with the help of pinyin, memorize character shapes according to strokes, and understand the meaning of new characters with the help of illustrations.

2. Understand 3 new strokes: "Horizontal hook", "Vertical hook" and "Horizontal stroke"; be able to write new characters in this lesson according to the stroke order rules.

3. Continue to understand the Tian Zi grid and be able to write according to the model characters in the Tian Zi grid.

4. Can read the specified words.

Teaching focus:

Literacy and writing.

Teaching difficulties:

Distinguish the strokes of "water" and write the word "fire" correctly according to the stroke order rules.

Teaching preparation:

Pictures, word cards, grid blackboard.

Class schedule: 2 classes.

First lesson

Design idea: This lesson is about learning five pictographic characters and teaching for 2 lessons. This lesson focuses on understanding the characteristics of the trinity of Chinese characters’ sounds, shapes and meanings, and establishing the relationship between Chinese characters and actual objects. contact. Let students learn two new characters based on real life and apply existing knowledge, master the methods of learning new characters, penetrate some common sense of Chinese character creation into students, and stimulate students' interest in Chinese characters.

Teaching objectives: Learn the new characters in this lesson, be able to read the pronunciation accurately with the help of pinyin, remember the shape of the characters according to the strokes, and understand the meaning of the new characters with the help of illustrations. Understand the "horizontal folding hook" and be able to write according to the order of strokes and the pattern of Tian Zi Ge. A method to read pictures, connect with real life, and learn to read independently. Stimulate students' interest in learning Chinese characters.

Teaching focus: Cultivate students’ correct writing habits.

Teaching difficulties: writing new words clearly and neatly

Teaching process:

1. Introduction of new lessons

1. Draw cards and name names Stroke name: 一丨丿丶.

2. Draw cards to drive a train and read the pronunciation: one, two, three, four, five, six, seven, eight, nine, ten.

2. Learning new lessons

(1) Learning new strokes

Horizontal fold hooks, vertical hooks and horizontal strokes

亅フ

1. Teacher writes the strokes and names each stroke.

2. Students write strokes.

3 Tablemates write down the names and writing methods of each other’s strokes.

(2) Learning new words

1. Learning "日"

(1) Show the picture and talk about what is drawn on the picture? (Sun - Day)

(2) Observe the similarities between ancient hieroglyphs and pictures.

(3) Teacher's statement: In ancient times, the character "日" written by people was similar to the shape of the sun, so it was called a pictographic character. After a long period of evolution, it is now written as "日".

(4) Name the pronunciation of the characters.

(5) Memorize the glyphs by yourself according to the stroke order, name them, and remember each other’s glyphs.

(6) Think about what "日" means based on the graphics? (Sun)

(7) Let’s talk about words or sentences with “日” in connection with real life situations. (Red sun, today, tomorrow, birthday, October 1st...)

2. Learn "moon"

(1) Show the picture and talk about what is drawn on the picture? (Moon)

(2) Compare the similarities between ancient hieroglyphs and pictures.

(3) Show "月" and read the pronunciation of the character by name.

(4) Students are free to name and memorize each other’s glyphs.

(5) Think about what “month” refers to based on the graphics?

(6) Talk about words or sentences with the word "moon" in connection with real life situations. (Moon, moonlight, June, moon cakes...)

3. Consolidation exercises

1. Draw cards to drive a train and read "sun" and "moon".

2 Literacy games.

3Read it: P45.

IV. Guidance on writing

1. Students observe the model characters in the Tian character grid and talk about how to write them.

2. Teacher's model writing

(2) "Moon", the upper part of the first "skip" is straight, and it is pulled out to the lower left only when the pen is halfway through , the two "horizontal" starting strokes are at the upper part of the "skimming", and the hook of the "horizontal folding hook" should not be too large.

3 Students trace and imitate red.

5. Summary

In this lesson we learned 3 types of strokes and 2 new words.

Teaching reflection: Students in this class are very interested in the evolution process of Chinese characters demonstrated in the courseware, which enhances students' interest in learning Chinese characters, their desire to take the initiative in literacy, and they can initially feel the beauty of Chinese characters.

Second Lesson

Teaching objectives: Learn the two new characters in this lesson, be able to read the correct pronunciation with the help of Pinyin, memorize the shape of the characters according to strokes, and understand the meaning of the new characters with the help of illustrations. Understand "vertical hooks and horizontal strokes" and be able to write according to the rules of stroke order and the pattern of Tian Zi Ge. A method for students to learn to read by looking at pictures, connecting with real life situations, and learning to read on their own. Stimulate students' interest in learning Chinese characters.

Teaching focus: Cultivate students’ correct writing habits.

Teaching difficulties: writing new words clearly and neatly.

Teaching process:

Introducing new lessons

1. Draw cards and name the strokes: 亅フ

2. Read "Drive a Train" New characters: day, month.

3. Group reading sounds and finals: shhuoui

Learning new lessons

Learning new words

1. Learning "water"

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(1) Show me the picture and tell me what is drawn on the picture? (Water) trapped

(2) Compare the similarities between ancient pictographs and pictures.

(3) Show "水" and read the pronunciation of the character by name.

(4) Students are free to name and memorize each other’s glyphs.

(5) Question: What are the third and fourth strokes of "water"?

(6) Think about what “water” refers to based on the graphics?

(7) Talk about words or sentences with "water" in connection with real life situations. (River water, sea water, tap water, drinking water...)

2. Learn "Fire"

(1) Show the picture and talk about what is drawn on the picture? (Fire)

(2) Observe the similarities between the pictures and ancient pictographs and modern Chinese characters.

(3) Show "fire" and read the pronunciation of the character by name.

(4) Students are free to name and memorize each other’s glyphs.

(5) Question: What are the first, second, third and fourth strokes of "fire"? (丶丷火)

(6) Think about what “fire” refers to based on the graphics?

(7) Talk about words or sentences with "fire" in connection with real life. (volcano, fire, fire, flame...)

Consolidation practice

1. Draw cards, drive a train and read new words.

2. Literacy games.

Guide to writing

1. Students observe the model characters in the Tian character grid and talk about how to write them.

2. Teacher's model writing

"Fire", when writing "dian" and "xiaozu", leave space for the two strokes in the middle.

3 Students trace and imitate red.

5. Summary

We learned 2 new words in this lesson.

Teaching reflection: This lesson focuses on instructing the writing of two Chinese characters, while cultivating students’ interest in learning Chinese characters, their desire to take the initiative in literacy, and their initial feeling of the beauty of Chinese characters. Short reflection on the teaching of "Sun and Moon" 4

"Sun, Moon, Water and Fire" is the fourth lesson in Literacy (1) in the first volume of primary school Chinese. The teaching focus is to guide students to learn the four hieroglyphs with illustrations. "Sun, Moon, Water, Fire" can correctly read the pronunciation of the characters, recognize the character shapes, understand the meaning of the characters by looking at the pictures, and write the characters correctly according to the model characters in the Tian character grid. Literacy teaching is the focus of Chinese teaching in lower grades of primary schools, and it also lays the foundation for reading teaching and composition teaching. Therefore, I made the following design during teaching.

1. Courseware demonstration and layered teaching.

Since most of the students in the class already know the four Chinese characters "sun, moon, water, and fire" to be learned in this lesson, but it is the first time for students to encounter the concept of "hieroglyphs", so I It is believed that force cannot be used equally in teaching and hierarchical teaching should be carried out. First, combined with the demonstration of the courseware, students can feel the evolution process of Chinese characters and understand the meaning of "pictogram" through comparison. Secondly, carry out group cooperation in the process of literacy, and provide guidance and training according to the different situations of students during activities. Students in small groups help each other, learn from each other's strengths, and explore together, which makes the classroom full of vitality and vitality.

2. Pay attention to accumulation and enrich the language

In teaching, guide students to form words, say sentences, guess riddles and other accumulation of language based on the actual situation of students. For example, students use "fire" Compose the word "volcano", and then combine the words "October 1st" and "May 1st" with students to talk about our country's festivals, and educate them on "love the motherland", "respect teachers", "honor parents", etc. . Use the students' word "faucet" to talk about how we should save water, etc. Stimulates interest and reduces students' learning fatigue. Reflecting on the teaching of this lesson gave me some inspiration: First of all, as a low-grade teacher, we should focus on cultivating students' good study habits, such as the habit of listening carefully, the habit of positive thinking, the habit of orderly and careful observation, and the habit of careful writing. Habits etc. Secondly, we should pay attention to cultivating students' learning abilities in teaching, such as language expression ability, accumulation ability, etc. Once again, we should combine the age characteristics of the students to make the forms of practice and training diverse and interesting, so that students will never tire of it and enjoy learning. Finally, we must spread the teacher's love to every student, inspire every student with timely and appropriate evaluation, and protect their self-confidence and curiosity.

" A short reflection on the teaching of "Sun and Moon" 5

The words "Sun, Moon, Water and Fire" are not unfamiliar to some students. They have these eight words in kindergarten. With a preliminary understanding of new words, how to guide all students to actively participate in the class and always maintain interest in literacy is the breakthrough point of this lesson, and it is also the difficulty.

Combined with the age of first-year students. characteristics and cognitive rules, I decided to use dynamically changing things to attract students' attention. Through the comparison of pictures and texts, guessing, connecting, spelling, and repeated reading in various forms, I set up online games and experience creation. The process of writing, understanding the evolution of pictographic characters, guessing words by looking at pictures, finding fruits, climbing stairs, and having a keen eye are all interesting and participatory links. The students use mutual teaching, mutual reading, discovery and exploration together to improve the level of learning. The subjectivity and cooperation of students' learning guide students to understand the character creation characteristics of pictographic characters and the evolution rules of Chinese characters, understand the meaning of new characters in situations, and learn in happy literacy.

Especially for "sun and moon". " processing, because these two words are commonly used high-frequency words in life, it is not difficult for the 95 students in the class. In the new teaching method of common words, I adopted the method of drawing, allowing students to outline through simple lines Discover the characteristics of things, feel the hieroglyphics in personal experience, which is the crystallization of the wisdom of the Chinese nation, and feel the colorful and excellent culture of the Chinese nation.

Shortcomings: Suhomlinsky once said: "In order to To learn to write quickly, clearly and correctly enough, students should have written 1400-1500 pages in exercise books during primary school. Where does the time come from for the exercises on pages "1400-1500"? It must not be left outside class. The time in class is for children to fully practice. Classroom exercises should be of high quality. Generally, there should be no more than three writing exercises, but children are required to write better with each one. In daily Chinese classes, allocate at least 10 minutes for students to write. This is a new requirement put forward by the curriculum standard: practice in class and practice every day. As more and more words are required to be composed of words that can be written, it is recommended to write more words and less words. Develop correct writing posture and good writing habits. But in this class, I failed to do it. It took too long for students to read and no time for writing. This is something I need to pay attention to and work hard to get rid of in the future.

Short reflection on the teaching of "Sun and Moon" 6

In the teaching of "Sun, Moon, Water and Fire", I think I have achieved the following points:

First of all, I used painting The method of using the ancient Chinese character "日" and asking students to guess it will naturally guide children's attention to the two key points of pictures and characters. Then I designed three links - "guess" to learn "water" and "fire"; "continue" to learn "mountain", "stone", "crop" and "field"; and "find" to learn Looking for good friends in Chinese characters is group words. The three links are gradually advanced and the difficulty is gradually upgraded. On the one hand, it makes the children interested, and on the other hand, it also allows the initial realization of the teaching idea from easy to difficult, from support to ease.

From leading children to experience the evolution of Chinese characters from pictures to text to words, and to appreciate the pictographic charm of Chinese characters, and then to gradually guiding children to discover the connection between pictures and texts to feel the form and meaning of Chinese characters, in the gradual discovery, they achieve The effect of memory and the physical beauty of Chinese characters. For example, when teaching "Sun" and "Moon", I guided the children to pay attention to the shape and evolution of Chinese characters by asking "Look at the similarities between pictures and characters?"; and then when teaching "Water" and "Fire", I use the "please guess" method to let the children make associations by observing pictures and ancient characters.

For first-grade children, practicing writing is essential, and the correction of writing posture is particularly important. Therefore, after every writing demonstration and before the child picks up the pen to write, I will ask the child to repeat the mantra after me, such as "head straight, body straight, arms open, feet secure", etc., and each sentence must be followed one step at a time. While the children were practicing writing, I corrected their sitting postures and pen-holding postures one by one, and read the formula while correcting them. In this way, the children gradually understood what I should do after each formula, which naturally deepened their impression. , and also lay the foundation for developing good reading and writing postures in the future.

(1) Time allocation - not scientific enough. This lesson took 20 minutes for literacy and reading, and 20 minutes for writing. The children learned to write three new words. This kind of time allocation is not scientific for first grade students. Ten to thirteen minutes should be reserved for children to learn to write. In fact, this reflects that the important and difficult points of teaching are not fully grasped, and more time should be spent on guiding children to recognize and understand the connections between pictures and words, and between words and shapes. (2) The teacher’s language is not refined enough, manifested in cumbersome series of sentences and expressions and movements that are not exaggerated and full enough. What this reflects is that I don’t know enough about the psychological characteristics of first-grade children, and I haven’t fully entered the child’s world. I have to think about the method and content of my questions from the perspective of children’s learning. For example, when teaching "water", in order to let the children pronounce the third tone correctly, I said: "It's like we are riding a roller coaster, go down and come up again." And I used gestures to express it. I thought that the children would understand it. , but the children in the back actually didn’t see what I was doing at all, because my movements were not exaggerated enough to attract their attention and understanding. They should have a wider range of movements to express “going down” and “coming up”.

In short, my biggest experience after teaching this class is that the content is "there but not refined": it is modular but not refined enough, there is series improvement but not streamlined enough, there is a sense of correction but not refined enough. I hope that in the future, I can improve my teaching ability in a targeted manner based on a better grasp of the psychological characteristics and academic conditions of first-grade children, listening more, watching more and thinking more. Short reflection on the teaching of "Sun and Moon" Part 7

"Sun, Moon, Water and Fire" is the fourth lesson of the first unit. The pictures correspond to the hieroglyphs, and the meaning of the eight characters is displayed by combining pictures and text. Through this literacy method of classifying pictographic characters, students can initially understand a method of creating Chinese characters.

According to the thinking characteristics of children in lower grades, in order to fully mobilize children's interest in literacy, let students be willing to read and take the initiative to read. When introducing the four characters of sun, moon, water and fire, we use the combination of pictures and texts to let students read the characters with appreciation and integrate them into lively and interesting situations, especially the animation process of pictures evolving into Chinese characters, so that students can use their own minds to understand the characters. The resources in the book are connected with the pictures in front of you, thus stimulating the desire to read and have a strong interest in learning to read.

The literacy method is very visual and intuitive. For example, the story "Cangjie Creates Characters" is used to mobilize students' enthusiasm. The sun is drawn from the sun picture, the moon is drawn from the shape of the moon, and the fire picture allows students to understand the word fire.

Writing teaching is the focus of teaching in lower grades. Teachers in lower grades should focus on cultivating students' good study habits, especially the habit of serious writing. During the writing process, fully let the children draw their little hands, move their little mouths, and look carefully with their eyes. The teacher truly plays the role of a guide in the classroom. For example: in teaching the word "fire", the picture that happens to be "hot" is what the word "fire" looks like. Let the students observe it first. When writing, the students will naturally understand how to write correctly.

There are also shortcomings:

(1) Time allocation - not scientific enough. In the literacy and reading aspects of this lesson, the writing allocation is not reasonable enough. When learning to write new words, children should first draw red lines in the textbook. In fact, it reflects that the important and difficult points of teaching are not fully grasped, and more time should be spent on guiding children to read and understand the connections between pictures and words, and between words and shapes.

(2) The teacher’s language is not refined enough, which is reflected in the cumbersome series of sentences and the insufficient exaggeration and fullness of expressions and movements. What this reflects is that I don’t know enough about the psychological characteristics of first-grade children, and I haven’t fully entered the child’s world. I have to think about the method and content of my questions from the perspective of children’s learning. After teaching this class, my biggest experience is that the content is "there but not refined": it is modular but not refined enough, there is series improvement but not streamlined enough, and there is a sense of correction but not refined enough. I hope that in the future, I can improve my teaching ability in a targeted manner based on a better grasp of the psychological characteristics and academic conditions of first-grade children, listening more, watching more and thinking more.

The most important thing for first-year students is the development of discipline. Although the students' enthusiasm is mobilized in this class, some students start talking or making small movements after finishing writing. These are not good. Study habits need to be emphasized more in future teaching. Brief Reflection on the Teaching of "The Sun and the Moon" Chapter 8

The lesson "The Sun and the Moon" has a lively rhythm and harmonious phonology. This short rhyme reveals the character-formation characteristics of knowing characters and gives people a vague sense of the wisdom of Chinese man-made characters.

1. Teaching effect:

During the introduction, I first showed the pictures of "sun" and "moon", accompanied by the luminous effect, so that the students' attention was suddenly attracted. Attract them, let them intuitively feel that these two objects will shine and bring light to the earth, and then let the students talk about their characteristics. With the previous picture perception, students can say it at once. Then, I showed the word "Ming", and the students were able to express their findings immediately. Some of them said that "Ming" is composed of "sun" and "moon"; some said that "sun" is very bright, and "sun" is very bright. "Moon" is also very bright, and "Ming" is even brighter. From the children's answers, I knew that they had already perceived the meaning of "明" and initially understood the ideographic characteristics of such Chinese characters. Then I told the children that such characters are called ideographic characters. Because of the previous perception of the word "ming", children have a different starting point for understanding the word "knowledge", and their understanding should not be so abstract. In this way, it is more natural to tell the children "Today we are going to learn Chinese characters" than to tell the children as soon as the class begins. When teaching students words, I will also directly show the new words and then talk about the meaning. In fact, it is to guide students to perceive the meaning of the words from the composition of the words. If there is no previous game session to pave the way, students may not take the initiative to observe the composition of the words. In this way, the setting of the game link also plays a role, becoming a transitional bridge between "support" and "release", and students' independent initiative in literacy can also be more obvious.

2. Success:

It is necessary to make full use of the verses in the text that reveal the characteristics of the ideographic characters, read the text repeatedly to learn the characters, and complete the key points of this lesson in just 40 minutes. Teaching goal: recognize 13 new words.

How can we help students remember these new words quickly? I want to use the characteristics of knowing words to let students talk to each other about the methods of memorizing words, and talk about their understanding of the words, which may complete the teaching task well. Therefore, after guiding the students to memorize "jian and chen", Let the students work together to talk about how to remember other words, and then report and communicate. Students can recognize and remember some characters very well, but for other characters, students are influenced by their original literacy methods and cannot always explain how to form the characters they understand. For example: when it comes to "Zhong", influenced by "Zhong", students say the above One person is the leader, and the two people below are following him, so the crowd means two people following one person.

3. Shortcomings:

I placed too much emphasis on knowing words and made students read too little, which means I neglected to read in specific language environments. If we had used rhymes as the basis when designing teaching to understand new characters and understand the character-formation characteristics of ideographic characters, it might have been more in line with students' learning and cognitive conditions.

IV. Improvement measures:

1. In literacy teaching, it is necessary to mobilize students’ literacy accumulation, develop their thinking and imagination abilities, conduct autonomous and creative learning, and encourage Students should find ways to memorize Chinese characters on their own, and students should help each other to cultivate students' awareness of cooperative learning.

2. It is necessary to slowly cultivate students’ preview habits and teach students how to preview. Teachers should check frequently so that preview can play a certain role in helping students’ literacy.