Reflections on the Teaching of China Sunshine in Cotton Shoes

As a people's teacher, one of our tasks is teaching. Through teaching reflection, we can quickly accumulate teaching experience. How to pay attention to teaching reflection? The following is my reflection on the teaching of Chinese "sunshine in cotton shoes", hoping to help everyone.

Reflections on the Teaching of China Sunshine in Cotton Shoes;

The People's Education Publishing House's primary school Chinese experimental textbook Volume II, Sunshine in Cotton Shoes.

Teaching material analysis:

"I am old and people are old; Young and frivolous, and young people. " Everyone has a young age and an old age. Sunshine in Cotton Shoes is a story full of family warmth, and it is another story full of family warmth after Chubby Little Hands. By describing the movements, dialogues and psychological activities of the characters in the process of Xiaofeng's mother and son drying shoes for the old man bask in the quilt, the good fashion of respecting the old is praised, so that students know how to care for their elders and learn to be considerate. The article is close to children's life, which is something that children can really feel around. The language of the article is simple and pure, which is deeply loved by students. However, there is a certain gap between the affection and care for the elders and the behavior of the only child now, which is difficult for students to understand at once. In addition, there are many dialogues in the text, and it is difficult for students to understand because of the narration for the first time.

Analysis of learning situation:

Family is no stranger to students. This article is selected from the small things in daily life, and students can easily enter the situation. Therefore, in teaching, it is necessary to contact students' real life, create life situations, and let students feel immersive, so that education will be more meaningful. It is also easier to stimulate students' feelings when reading aloud. The new words in the text are also easier to master.

Teaching objectives:

1. Know the new word 13;

2. Read the text correctly, fluently and emotionally;

3. By studying the text, I have the desire to care about my elders and learned to be considerate of them.

Teaching emphases and difficulties:

Literacy and self-reading, self-enlightenment text.

Teaching record:

first kind

First, create situations and introduce new lessons.

Teacher: Writing on the blackboard "Sunshine" Q: Do students know what sunshine is for?

Health: sunshine makes people warm, and it can help everything grow. ...

The teacher continued to write "wearing cotton shoes" on the blackboard. Please read the topic of "sunshine in cotton shoes" together.

Teacher: Is there any problem after reading the topic?

Health: How can cotton shoes have sunshine? How can sunlight enter cotton shoes? ……

(Design intention: Starting from students' curiosity about the subject, we will start teaching based on students' original knowledge and experience, stimulate students' interest in reading, and guide students into stories and text situations. )

Second, perceive reading and learn new words by yourself.

Teacher: There are so many questions. What should we do to understand these problems?

Student: Read the text carefully.

Teacher: OK! Then let's open our books and read the text. Please read the text, read the sentences, read the calligraphy and painting with correct pronunciation and put it out.

Students read the text and the teacher makes a tour.

Teacher: Everyone studies very hard. Who wants to stand up and read to you? (Name the students to read) Requirements: Other students should listen carefully and pay attention to the pronunciation of words.

Teacher: I read smoothly. What's your opinion?

Health: He reads in a low voice, and some words are not pronounced correctly, so he doesn't pay attention to the pause.

Teacher: Which words are not pronounced correctly?

Health: "Sun" is a trill, leaving out the word "so".

Teacher: Oh, then read that sentence.

Students read: "Hey, why are cotton shoes so warm?"

Teacher: Good. This shows that everyone listened carefully just now. Next, the teacher will also watch. Please mark the serial number of the natural paragraph when you listen, and then think about what other words need to be pronounced.

Teachers read, students listen and students find.

(Design intention: (1) Self-literacy, through reading by yourself, see what can be read and what can't be read, and have a preliminary understanding of new words; (2) arouse students' enthusiasm, give underachievers the opportunity to learn, and highlight the difficulties in learning; (3) Cultivate students' initiative and interest in learning, reflect students' autonomy and advocate the concept of positive education. No matter how many you can read, as long as you can read a few books, it is rewarding and good. )

Three. Collective communication consolidates literacy effect.

Teacher: Who will say something?

Health: "Zhao" and "Shou" are also tongue sounds.

Teacher: Yes, and note that "fire" can't be pronounced "warm him". Read with the teacher.

The teacher reads and the students follow.

Teacher: One more thing to pronounce.

The teacher reads and the students follow.

Teacher: Pay attention to the pronunciation of these words, and students will read them better. Please read the text again.

Teacher: Here come the babies. See if you know them.

(display: cotton thread shines on the quilt cover. Put your shoes away at noon, lie down, close your eyes and play on the swing. )

See for yourself first.

Teacher: Who can tell which words should be pronounced carefully? (Find the words with tongue sounds and read them again)

Read by roll call, students read, and read together.

Teacher: It seems that the students have a good preview when they go home. Next, please read the new words in this lesson to other students in the group and tell how you remember them.

Students cooperate and communicate in groups, and teachers patrol and answer questions in each group. )

Teacher: Next, we will play a game to send the word baby to the sun.

The teacher drew a sun on the blackboard. Whoever reads correctly and speaks well will write the corresponding words under the sun. Teachers show word cards, students talk about memory methods, and teachers encourage different literacy methods. Every time the students finish writing a word, they write it on the blackboard in the sun. )

Health: cotton, left and right structure, with wooden characters beside it. Wood on the left and silk on the right. They read cotton together.

Health: Sun, left and right structure, every day equals Sun, bask in the quilt's "Sun".

Health: ...

Teacher: Everyone speaks very well. Let's listen to the teacher guess some crossword puzzles. "A white towel, hanging next to the wood." (Cotton) Sunset in the Western Hills (sunbathing) "Everyone in the family has a bite" (near) "The sheep's tail is in the pot" (cover)

Teacher: Why is the word "Gai"? As soon as the sheep's tail entered the pot, it was covered with the lid. This word is an upper and lower structure. The sheep above has no tail and is covered by the utensils below, so the vegetables below.

The teacher concluded: when we are literate, we can't just recognize one plus one for another, but we can also do crossword puzzles, but we should pay attention to making crossword puzzles reasonable.

Teachers show similar characters and students identify words:

Sunbathing-spreading the quilt-putting on lunch-cows

Take off-say eyes-a very clear cover box

(Design intention: To cultivate students' ability to read independently, this part of teaching is the focus of this class. Under the guidance of teachers, students can use different methods to read independently. Teachers should give timely guidance and solve doubts and doubts, and pay attention to encouraging evaluation, so as to better form classroom generation and let every student develop. )

Fourth, read the text again and feel the truth.

Teacher: Knowing these words, baby, everyone will read better when they read the text again. Try it quickly.

Students can read the text freely, and the teacher makes a patrol at the desk.

Teacher: Read it carefully. Please choose your favorite paragraph to listen to. (Students raise their hands voluntarily to indicate reading. )

The teacher guides the students to look at the illustrations in the text and asks: Can you find the corresponding paragraphs and read them out? (Students look, find and read. )

The teacher reads the text by name, and it is required to read the different tones of the characters.

(design intent: this part of the study lays the foundation for guiding reading in the next class. )

Teacher: Have you ever cared about your family? Say it out and learn together.

When students speak out, teachers praise them in time and put forward higher hopes.

(Design intention: By rereading the text, on the one hand, we can understand the character quality and language of the article, on the other hand, we can understand the good fashion of respecting the old and loving the young. )

5. Teachers ask questions to deepen the connotation

(1) What did Xiaofeng do? Who did he learn it from?

(2) Does Grandma feel happy? Why?

(3) Do you like Xiaofeng? Do you like Xiaofeng's mother? If you were grandma, what would you say to Xiaofeng?

(Design intention: deepen learning and sublimate ideas. Develop students' thinking, language and problem-solving ability. )

Teaching reflection:

1. In teaching, I found that although the first-grade children have heard some words, it is difficult to read them accurately and coherently when reading the written language. So when guiding reading aloud, I pay attention to the guidance of words, sentences, paragraphs, articles and punctuation marks.

2. The lesson "Sunshine in Cotton Shoes" praised the good fashion of respecting the elderly by describing Xiaofeng's mother and son as the old man bask in the quilt and cotton shoes, so that students learned to care for their elders and learn to be considerate. After learning the text, I asked the children to tell me if you ever cared about your family. Say it out and learn together. Although this question is simple and easy to answer, some children can list one or two, but they are all the same. When I was ready to show my life to students in time in combination with teaching, I suddenly found that it was just so.

Come to think of it carefully, in the past two years, I rarely lived with my parents after I got married. At ordinary times, my life becomes two points and one line. When busy at school and at home, where can I miss my parents and take care of them? Can't think of "what have I done for the elderly"? Ah! Is this the life of an engineer who shapes the human soul? My mind was greatly shocked. As a teacher, we should set an example, not only to edify and educate students with the contents of books in class, but also to influence students with words and deeds in life.

With this idea, I know what to do in the next class and what to do in life. ...

Reflections on the teaching of Chinese "Sunshine in Cotton Shoes" 2. Reading aloud is an important part of Chinese teaching in primary schools. The ancients said, "Read it a hundred times and you will know its meaning." It can be seen that reading aloud plays a very important role in Chinese teaching. Because when you read aloud, your eyes can see and your ears can hear, and you will remember it better. "Sunshine in Cotton Shoes" mainly uses dialogue to string up the text, so I focus on guiding students to read questions and exclamations: mom and grandma are elders, their tone should be amiable, and they should be full of care when speaking. Xiaofeng is a child, and his tone of voice is naive, lively and polite. At the same time, role reading is adopted, so that children can quickly integrate into the text and let them deeply feel the deep meaning contained in the text.

However, in teaching, I found that although the first-grade children have heard some words, it is difficult to read them accurately and coherently when reading the written language. So when guiding reading aloud, I pay attention to the guidance of words, sentences, paragraphs, articles and punctuation marks. First, I asked the students to try to read the text. When reading the text, I ask the students to draw their favorite words with pencils, and then read the text well. Then I use cards to show important words and difficult words, and read them by name, so that students can focus on difficult words and deepen their impressions. Secondly, some long sentences are difficult for students to read well. I instruct students to find long sentences and try to read them out loud first. Then, project long sentences to make students realize that long sentences are not difficult to read after reading again and again. As long as they grasp the main words and the main parts of sentences, they can read well. At the same time, pay attention to the reading of punctuation marks, so that students can know that "question marks" should be read in ascending tone and "exclamation marks" should be read in accented tone ... In this way, after many instructions, students will gradually master the reading methods.

Reflection on the Teaching of "Sunshine in China in Cotton Shoes" Before class 3, I asked the students to take out the prepared "family photos" and let them talk about interesting things at home, which made the students interested. This way is closer to the reality of life, so the students are very enthusiastic and rush to tell the whole class that the content naturally revolves around who loves themselves the most and how to love themselves.

Then show the illustrations in the text and ask them to talk about the characters they saw in the text and think about what happened between them. Because the students all said their photos, it will get twice the result with half the effort. What is lacking in the teaching of this article is that I asked the students what you wanted to say after reading their words, so that the students' answers were somewhat different from what I imagined when I designed this link.

Teaching reflection:

Before the text begins, review the new words learned in the last class, but in this link, I made some minor changes, that is, girls read the words and boys compose music. This form has never appeared before, so students are particularly interested, which makes me realize that we should explore more fresh ways in future teaching, so that our students don't just run one way, which will greatly weaken their enthusiasm, otherwise, they will be able to. When guiding students to read the text with emotion, I first ask students to try to figure out the tone of their parents and grandparents at home, and then guide them to read the words in the text, so that students can better understand the words in the text while connecting with life. In the stage of teaching new words, I ask students to observe and talk about the position of words in Tian Zige before writing.

Reflections on the teaching of Chinese "sunshine in cotton shoes" 4. The lesson "Sunshine in Cotton Shoes" praised the good fashion of respecting the elderly by describing Xiaofeng's mother and son as the old man bask in the quilt and cotton shoes, which made students know how to care for their elders and learn to be considerate. After learning the text, let the children say "What did you do for your family"? Although this question is simple and easy to answer, there are indeed children who can list one or two, but they are interested in the teacher's life.

I try my best to show students' subjectivity in class, so that students can read and say whatever they want, but I seldom show my feelings, stories and life to students in time, so that I get into deep thinking when facing students' questions.

When you think about it, your usual life has become two points and one line. I am very busy at school, and I have to do housework when I go home. I can't figure out what I did for the old man.

Ah! Is this the life of an engineer who shapes the human soul? Terrible! My mind was greatly shocked.

Teachers should set an example. They should not only edify and educate students with the contents of books in class, but also influence students with their own words and deeds in life.

With this idea, I know what to do next class, and I also know what to do in life …

Reflections on the teaching of Chinese "sunshine in cotton shoes" 5. This semester's collective lesson preparation is based on the efficient classroom model. The mode of efficient classroom is divided into four steps: stimulating interest calibration (3 minutes), self-study interaction (20 points), timely guidance (8 points) and evaluation training (10 points). Mainly to cultivate students' self-study ability. I came second and felt a great responsibility. I didn't have the opportunity to take classes in the county, and I still don't know the mode of efficient class. On that occasion, the central school held a class with an efficient classroom model. I didn't go until after class, so I couldn't hear who started. I have repeatedly studied the mode of efficient classroom (the third of the nine major projects), and I have the opportunity to go to the central school for another class with efficient classroom mode, evaluate the class after class, and also have the consciousness of using efficient classroom class.

I took part in the efficient classroom mode at 2 1 the third class on March 20xx. It is the second unit of the second volume of the first grade of People's Education Press, "Sunshine in Cotton Shoes". The teacher in class is the teacher of the whole school. The teaching AIDS I prepared are new word cards, word cards composed of new words, and a small blackboard.

At the beginning of the class, I checked whether the students' paper and pens were ready, and found that the students performed well. After talking about stimulating interest and marking, let the students divide into groups, read the text in pinyin, find out the new words and read it several times. Students who can teach can teach students who can't. Then, I sent a new word card and syllables of these new words. The new words and syllables are separated. Let the students find friends and find out the new words and syllables. Only two groups were sent. I asked the students who had mastered the new words and their syllables to read aloud to the class on the platform. A student found the new word and its syllables, but he couldn't understand it. I said, if you can't read, how can you find the new word and its syllables? Reflection after class is not the right way to deal with it. I should have praised this classmate at that time, saying that he did it carefully according to the teacher's arrangement before finding these new words and their syllables. If you can't read, you can ask the whole class to teach him, or find a little teacher to teach him. This can stimulate the enthusiasm of students with learning difficulties. This happened in another group, and I handled it like this at that time: I asked my classmates with better learning to replace those with learning difficulties. Students who study well refuse to go to the podium, so students who have difficulties in learning have to go to the podium. I asked the whole class to teach him to read, so I asked the classmate to return to his seat. At this time, we should also praise the student, and then let the students at the meeting teach him to read.

The most profound reflection of this class is on these two students, because I didn't expect such a thing to happen before class.

The focus of this course is reading and writing, and I basically did well. When I finished teaching new words, I asked the students to read aloud in groups, but by the end of class, the students finished reading among themselves, and then they came to draw a word sketch. Is this too much calibration, or do you just sketch the text without looking at it? After class, I think students should do their homework and write these new words well. In order to avoid too much, students are afraid to study.