Reflections on Chinese teaching of osmanthus rain

As a new teacher, teaching is one of the important tasks. Teaching reflection can effectively improve your classroom experience, so what kind of teaching reflection is good? The following is my reflection on the Chinese teaching of Guihuayu, which will be sorted out for you. I hope it helps you.

Reflections on Chinese Teaching of Fragrant Flower Rain 1 Fragrant Flower Rain is a beautiful essay, full of the author's faint homesickness and fond memories of his hometown. This is self-abuse. How to teach a class? The new curriculum advocates that teachers should design classroom teaching according to the needs and conditions of students' development, rather than inviting students to participate in learning according to the pre-designed teaching process. Teachers' "teaching" is to better promote students' "learning". This requires teachers to take students as the center, pay more attention to students' possible reactions in class and think about corresponding countermeasures. Therefore, when designing, I try my best to guide students to read more, feel and understand in reading, find problems by themselves, solve problems in reading, thinking, discussing and communicating, and master learning methods. And through the study of the text, guide students to recall their childhood life, talk about people and things that can't be forgotten, and cultivate their oral expression ability in reading and learning.

"Shake osmanthus" is not only the focus of the text, but also the focus of teaching. In this part of teaching, I pay attention to reading comprehension and guide students to deeply understand the happy mood when "shake osmanthus". I ask students to read aloud in different roles first, and then use evaluation to infiltrate the learning method of "paying attention to the characters' language and movements and feeling their complex psychological activities", which is also the training focus of this unit. Then start with what the students understand, make the best use of the situation, and go deeper step by step. For the author's eagerness and happiness of "shaking osmanthus", I guide students to read words, start with understanding dialogues and verbs, read aloud in different roles and let students talk about the reasons for reading, so as to experience and feel the author's eagerness and happiness in reading.

When guiding students to feel the "osmanthus rain", I designed a question from the beginning; What are the happy events in your life? The students spoke enthusiastically and felt very happy. At this time, the students are integrated into the center of the classroom, and combined with their own life experiences in the rain, they can experience their comfortable feelings. Then, let the students behind read and understand, especially the students play the role of the little author and shout directly: "Ah! Just like rain! What a sweet rain! " Experience the mood when shouting, and then enter the text again with this feeling and experience and read out the feelings. Finally, guide students to recall their childhood life, talk about unforgettable people and things, and transfer their emotions and abilities.

The last two paragraphs of the text are naturally the author's true feelings. At this time, students need to meditate and feel, especially the mother's words and the author's nostalgia for childhood. When teaching this part, I designed a debate: Is osmanthus fragrance from the author's hometown or Hangzhou? Students have heated discussions in small groups, and naturally feel the affection of the author and mother in the process of various opinions exchange.

Teaching is not a teacher's monologue. Without "learning", there is no "teaching". That is to say, teaching should start from the concept of "teaching" and pay attention to guiding students "learning". Trust students, let students think, remember and analyze in full self-study, find problems, ask questions and solve problems with the help of teachers and classmates, and acquire knowledge, so that the acquired knowledge is firm and firm. Leave enough space for students' understanding and expression, and students will naturally touch the spark of wisdom.

Reflections on Chinese teaching of osmanthus rain 2. How should I attend classes? In traditional teaching, the teacher says that the teacher leads the students and the students revolve around the teacher. This is based on teaching, so that students can cooperate and adapt to the teacher's teaching. Obviously, this kind of teaching centered on teachers' "speaking" puts students in a passive state, which is not conducive to students' potential development and physical and mental development. The new curriculum advocates that teachers should design classroom teaching according to the needs and conditions of students' development, rather than inviting students to participate in learning according to the pre-designed teaching process. Teachers' "teaching" is to better promote students' "learning". This requires teachers to take students as the center, pay more attention to students' possible reactions in class and think about corresponding countermeasures. Teachers can design "teaching" methods according to the characteristics of students' learning, so that "teaching" can serve "learning".

Ausubel, a famous American educational psychologist, has a classic exposition: "If I sum up all educational psychology into one principle, then I will sum it up as: the only most important factor affecting learning is what students already know, so we should find out this and teach accordingly." It can be said that this sentence expresses a teaching idea that "students' original knowledge and experience are the starting point of teaching activities". If all the new words in the vocabulary are not necessarily new words for students, let the students talk about which words are already known and how? Teachers can adjust teaching objectives and design teaching methods according to students' reality, so that teaching and learning can be transformed, promoted and organically integrated. Other new words can make students say words with clever symbols, write difficult words, focus on reading difficult words, and look for difficult words in the dictionary ... This link allows students to throw out difficulties according to their own previews, so that teachers' guidance can suit the remedy to the case and be targeted.

Stilwell said: "knowledge should not be instilled in students, but should guide students to discover them and master them independently." The ultimate goal of literacy teaching is to enable students to read independently. To realize students' autonomous and active literacy, the most important thing is to guide students to discover and master the methods of learning new words. Guide students to explore and discover laws. "What did you find?" In this way, while completing literacy teaching, students' literacy ability is also cultivated. It really shows that the responsibility of teachers lies not only in "teaching", but also in guiding students to "learn", and students should not only "learn" but also "learn".

The design of the teaching link of "clearing obstacles" can enable each student to gain personal experience and unique feelings, find problems and ask questions in full reading and thinking. Lu Jiuyuan, an ancient man, said: "Learning is expensive and there are doubts, small doubts make small progress, and big doubts make great progress." So asking questions is more valuable than answering. Students should form the habit of being good at asking questions from an early age, think while reading, and ask more questions with the eyes of "finding problems". If you don't know how to break a long sentence with accurate pronunciation, ask "how". Teachers can carefully organize teaching activities through study and guidance according to students' "doubts" or "confusions". This can not only stimulate students' interest in learning, but also focus on teaching objectives, clear the direction, and receive better teaching results.

Mr. Ye Shengtao has long said that teaching is to achieve the purpose of not teaching. If the teacher takes up all the time in class to analyze and explain, and leaves no time for students' self-activities, how can students enjoy success? In the process of "understanding words", teachers "give up" the classroom to students, and guide students to enter the learning process of "asking questions, exploring, discovering and solving problems". Students are actively involved in it from the beginning to the end. The teacher just "guides" the students to the point as the "host". Trust students, let students think, remember and analyze in full self-study, find problems, ask questions and solve problems with the help of teachers and classmates, and acquire knowledge, so that the acquired knowledge is firm and firm.

The link "Talking about the meaning of the natural paragraph and the main content of the text" is designed according to the requirements of "Middle School Syllabus". This is also the most important part of reading teaching.

Teaching is not a teacher's monologue. Without "learning", there is no "teaching". That is to say, teaching should start from the concept of "teaching" and pay attention to guiding students "learning". Teachers should focus on how to promote students' "learning", make students learn-oriented, make teaching really serve learning, and make students change from "learning" to "learning".

Reflection on Chinese teaching of osmanthus rain 3 When designing the teaching plan of osmanthus rain, according to the syllabus, the section of "shaking osmanthus" is not only the focus of the text, but also the focus of teaching. In this part of teaching, I pay attention to reading comprehension and guide students to deeply understand the happy mood when shaking osmanthus.

I ask students to read first, start from their own understanding, make the best use of the situation, and then go deeper step by step. For the author's eagerness and happiness of "shaking osmanthus", I guide students to read words, start with understanding dialogues and verbs, read aloud in different roles and let students talk about the reasons for reading, so as to experience and feel the author's eagerness and happiness in reading. For the feeling of "osmanthus rain", I combine the life experience of students being rained, guide students to feel their comfortable feelings, and then let students shout directly: "Ah! Just like rain! What a sweet rain! " Experience the mood of shouting, and then enter the text again with this feeling and experience and read out the feelings. Finally, guide students to recall their childhood life, talk about unforgettable people and things, and transfer their emotions and abilities.

Reflections on Chinese Teaching of Fragrant Flowers and Rain 4 New Curriculum Standard People's Education Edition Book 9 Lesson 7 Fragrant Flowers and Rain is a literary and aesthetic essay written by Qi Jun, and the author writes down his thoughts about his relatives and hometown in a lyrical style. The writing is sparse and memorable. At the beginning of the article, I liked sweet-scented osmanthus when I was a child, because of its aroma and the joy of shaking flowers in my childhood. In the second half of the article, I wrote that my mother loves sweet-scented osmanthus in her hometown.

In the face of such an article, every paragraph is beautiful and difficult to choose. After reading the text for the first time, we focused our teaching on:

First, enjoy shaking flowers and feel the homesickness of your mother.

With the help of reading aloud, turn words into pictures, and point out from the pictures that this is the rain of homesickness and memories. This treatment mainly captures the fragrance of osmanthus fragrans, the joy of waving flowers and the beauty of rain, which leads to nostalgia for childhood and hometown, which makes the author dream.

However, after applying this interpretation of teaching materials in classroom teaching, we find a problem: after reading the text carefully, teachers are too rigid about the text, thinking that many branches and leaves in the text are worth understanding by students, and they all want to communicate and appreciate with students, and they all want to impress students with their own interpretation of the text. The students are listening to the teacher below and are very enthusiastic about it. Their emotional experience is far less intense than that of teachers, or even less. After careful review, it is found that our teacher's teaching ideas are actually very clear, but the students' learning path is very unclear. They struggled to jump around with the teacher in the text, but faced with the text and absorbed in reading, they didn't feel much.

Second, talk to create reading expectations and feel the charming fragrance of osmanthus rain.

In the teaching of this piece of noodles, we should grasp the word "bubble", buckle the flower fragrance, and feel that osmanthus fragrance has been integrated into every detail of people's lives.

So, such a question is placed in front of us: how to make the teacher's interpretation and students' understanding go together?

The new curriculum standard emphasizes students' dominant position. We should not impose our feelings on students, but guide them to discover from the students' point of view, so we have made the following adjustments to the teaching order:

1. Start with the topic and create reading expectations: What is osmanthus rain? Then freeze the fifth paragraph of the article, share the beauty of osmanthus rain and experience the happiness of shaking flowers.

2. Read the word "immersion" and feel the charming fragrance of osmanthus rain:

In my mother's words, the osmanthus in Hangzhou is not better than that in my hometown:

Here, it is really beautiful and fragrant to show the osmanthus flowers in Manjue Long, Hangzhou, but why does mother still think the osmanthus flowers in her hometown are more fragrant and beautiful? Reread palindromes and taste the swaying flowers and sweet-scented osmanthus again. So this kind of happiness is even happier, and this fragrance of flowers naturally raises the emotional level to homesickness.

This kind of treatment, not only the teacher's teaching path is very clear, but more importantly, allows students to participate in learning activities according to their own knowledge level, and the teacher also participates in learning as a learning partner.

In fact, this generation process is really a painful process. When we read the text carefully and want to bring this kind of reading experience to students, it is difficult for students to achieve this kind of experience at once, which hinders the filing of teaching effect, so we revise and practice it repeatedly. However, it is not so much pain as teaching encouragement.

Reflection on Chinese Teaching of "Rain of Osmanthus fragrans" When designing the teaching plan of "Rain of Osmanthus fragrans", according to the syllabus, the section of "Shake Osmanthus fragrans" is not only the focus of the text, but also the focus of teaching. In this part of teaching, I pay attention to reading comprehension and guide students to deeply understand the happy mood when shaking osmanthus.

I ask students to read first, start from their own understanding, make the best use of the situation, and then go deeper step by step. For the author's eagerness and happiness of "shaking osmanthus", I guide students to read words, start with understanding dialogues and verbs, read aloud in different roles and let students talk about the reasons for reading, so as to experience and feel the author's eagerness and happiness in reading. For the feeling of "osmanthus rain", I combine the life experience of students being rained, guide students to feel their comfortable feelings, and then let students shout directly: "Ah! Just like rain! What a sweet rain! " Experience the mood of shouting, and then enter the text again with this feeling and experience and read out the feelings. Finally, guide students to recall their childhood life, talk about unforgettable people and things, and transfer their emotions and abilities.

Reflections on Chinese teaching of osmanthus rain 6 Before teaching this lesson, I arranged a small exercise for students: let them recall an unforgettable thing in their childhood, and if their hometown is not local, recall the most unforgettable thing in their hometown life and write it down. After the composition was collected, I found that many children wrote brilliantly. There are many children of migrant workers in my class. Most of them live in the countryside and follow their parents to study in the city. Their childhood in their hometown is far more colorful than that of children in the city: some write about catching small fish and crabs in the river, some write about exploring in the mountains, some write about stealing pears and grapefruit from other people's homes, and some write about playing hide-and-seek with their partners ... Students have something to write about, which is interesting and vivid, and has real feelings. When I read these children's compositions, I also shared their happy childhood with them.

In class, I understood what my mother said, "The osmanthus here is not better than the osmanthus in my hometown yard." In this sentence, I first caught the phrase "osmanthus fragrance in the writer's hometown" four times for students to read, and then put the foothold on "the fragrance here is not as good as that in my hometown yard." In this sentence, first of all, I grabbed the word "but" before the sentence and asked the students which sentence was most closely related to the last article. The students found it right away. I asked the students to add the word "although" to the front to connect the two sentences, that is, "Although there are hills in Hangzhou, it is full of osmanthus trees, and that is when flowers bloom. But the osmanthus here is not as fragrant as the osmanthus in my hometown yard. " I asked the students to ask questions after reading it repeatedly: "Is the planning of Hangzhou really not as good as the osmanthus in my hometown yard?" How do you understand? " Some students say it's because mom is homesick, others say it's because her hometown occupies an important position in her mind, and another child says it's because her hometown has become an important part of her life, and her homesickness has been cut off constantly. Hearing this, I took the lead and the whole class clapped. Then, combined with the small composition exercises arranged before class, I asked my classmates: "Yesterday, many of your classmates picked pears and grapefruit and caught small fish and crabs in their hometown. Now we can buy more beautiful pears, grapefruit, small fish and crabs in the city, but do you think those things from home taste better when you eat them? " The children nodded repeatedly. "Then you are reading what your mother said,' The osmanthus here is not better than that in your hometown yard.' When I was a child, did I understand my mother better? "I went on to say, as the saying goes," sweet or not, hometown water, kiss or not, hometown people. And that's what Du Fu said in How Bright the Moonlight Is at Home! Think of my brothers on a moonlit night. "I wrote these words on the blackboard, let the students read, let them deep in thought. ...

In this class, I practice with a pen before class to awaken students' fond memories of their childhood in their hometown. At the same time, I use their existing life experience to understand the key sentences in the article, so as to guide students to really enter the text and have in-depth dialogue with the text and the author.