Reflections on the teaching of lottery winning day

Reflections on lottery day teaching (total 10)

As a new teacher, classroom teaching is one of our tasks. With the help of teaching reflection, we can expand our teaching methods, so how to write teaching reflection? The following is my reflection on the teaching of Lottery Winning Day (general 10). Welcome to learn from it, I hope it will help you.

Reflections on the teaching of The Day of Winning the Lottery 1 This is an article from an old textbook. In teaching, I try my best to summarize the key contents of the article, which I think in teaching design. First, read the text as a whole to perceive what the father is like in the text, and then understand the characters by understanding the mother's words. It is more appropriate to do blackboard writing induction at this time. When teaching words, I focus on understanding "poverty" and "dream" through context. The first section grasps the mother's words, and the second section the father's dream is to have his own car. To understand, and then read mother's words in various forms. On the basis of understanding these two sentences, I understand that their living conditions are very poor. At this time, the car is my father's dream, so how did he behave when he learned that he had won the lottery? Students can understand their father's mood and ask questions. Read the sentences, and then underline the relevant sentences to analyze why father doesn't look happy. At this time, go back to the problem to be solved and let the students understand the profound meaning. In short, during the exercise, they realized the emotional changes in their father's heart and finally understood the words "poor" and "rich". The students answered well. Some students said: after learning the text, I have a new understanding of poverty and prosperity. These two words refer not only to material things, but also to spirit. Some people are rich, but unhappy, so they are poor in thought, while others are happy and rich in spirit, although they are poor.

After the whole class, I feel that students can understand and speak the text, but their inductive skills are still slightly lacking. After careful reflection, I feel that I talk too much in class, so don't say anything unnecessary. Let the students talk as much as possible. Therefore, in our own improvement measures, we should focus on training ourselves to grasp the central content and then bring out several problems. Try not to understand too many knowledge points in a class, and practice one or two more sentence patterns so as not to make the classroom design too complicated. Therefore, I have made the following changes to this passage: cancel the causal sentence pattern at the beginning of the passage, that is, read the sentence by understanding the words, so as to understand. Put the content of section 10 into the moral problem of section 8 to understand. Understand my father's mood and feelings when using an eraser. The induction on the blackboard is put at the end. It is more natural for students to sum up after they understand "poverty" and "wealth"!

In short, I can always find the shortcomings in each class, and then improve and modify the teaching plan. I think this is the most effective help to improve my professional level!

Teaching reflection on the day of winning the prize 2 This is a short story from abroad, which tells the story of a mechanic in a repair shop who accidentally won the grand prize. This is his dream car. But he bought a lottery ticket for his colleagues. After ideological struggle, he returned the grand prize-Mercedes-Benz to his colleagues. The author praised this honesty and trustworthiness. The children are equally interested in this text. I asked such a question in class for the first time: What is the reaction of ordinary people after winning the lottery? How did my father react? My father looks serious. Let me off. How can my father have such abnormal behavior? These questions stimulate students' desire to explore. They immediately found the answer from the eighth paragraph of the text: because my father helped Cooper win the lottery. I guide the students to imagine: What might be on my father's mind at this time? The children imagined it beautifully, and some said, why am I so unlucky? Why didn't I win the lottery? Someone said: this car is not mine, so I shouldn't have it ... then, I let the students see what the result is. Next, I will contact my family situation and my father's wish introduced in the above article to feel the greatness of my father. Understand the meaning of mom's words and the last sentence. Before I understood the meaning of the last sentence, I made a foreshadowing: guiding students to think about what their father lost at the moment of calling, but what he gained. After students think about this step, their understanding of the last sentence will come naturally.

Recalling the students' performance in class, I was thinking: If the students understand the eighth paragraph and know that Cooper won the lottery, let them contact my family and my father's wishes to realize how much my father wanted the car at that time, and he tried to keep it for himself. In this contradiction, my father still chose to return the car to Cooper, and the quality is so precious. In this contrast, students will feel this strongly. In this way, it is easy to understand the beginning and end of the sentence.

The story of this article is rich in imagination. When teaching the ninth paragraph of the text, I asked the students to think about it: How would everyone at home feel when the car left? What will they say? Let the students communicate in groups first, and then write. Finally, please communicate in class. Some said: I don't want to see the car being driven away, but I will learn from my father to be an honest man; Some said: Although the car left, my father showed a gratified smile. Looking at the fading car, I seem to understand something ... giving the story new content in the students' wonderful imagination also shows that they understand that "as long as one lives honestly and has credit, it means having a lot of wealth." The truth.

In my teaching, although I pay attention to students' reading aloud, I still don't feel in place when guiding, and the evaluation language is also scarce. All kinds of shortcomings must be improved in future teaching!

Reflections on the teaching of "Lottery Winning Day" III. "The Day of Winning the Lottery" is a story-telling article, taking the gains and losses of the car and the changing process of my thoughts and feelings as clues. The article should educate children to be honest.

On March 7th, I had the honor to listen to Teacher Zheng's "The Day of Winning the Lottery", which was very educated and inspired. I think Mr. Zheng has three points worth learning in this class.

First, the focus of teaching is put in place, giving full play to students' initiative.

The experience of father's psychology in this class can be said to be a key point, which is the key for students to understand the main content of the text. However, these answers are all thought and expressed by the students themselves, not by Teacher Zheng. So how do students understand it? Thanks to Mr. Zheng for his clever guidance. The teacher didn't say anything, but the students understood. This is beauty and beauty. It's really "moistening things silently"! Can do this, if there is no deep teaching skills, I am afraid it is difficult to do it.

The transition between teaching links is the difficulty and focus of teaching design!

Second, my feelings in reading.

"Reading" is the main activity in reading teaching, and the teacher has been teaching "the day of winning the prize". First, let students find problems in reading and solve them in reading. For example, show the sentence: "Father faces moral problems." Let the students talk about their doubts after reading. Students ask their own questions: Why does Dad face such a problem? What kind of moral problems does dad face? Then let them read verses 7 and 8 repeatedly with these questions to find the answers. We have achieved reading "enlightenment", reading "thinking" and reading "speaking" It not only cultivates reading ability, but also develops students' thinking.

Every time, I only found my lack of guidance in "reading" after reflection!

Third, give full play to students' imagination.

In teaching, guide students to summarize their learning methods in time, that is, reading questions-reading questions-emotional practice reading and other reading methods. Let students learn to study independently, learn to follow the rules in cooperative learning and learn to read. In addition, the story of this article has rich imagination. When teaching the ninth paragraph of the text, Mr. Li asked the students to think and write: the mother in the text spoke, and "I" also spoke. Only this noble father didn't say a word in this text. What a pity! Can we fill in something my father might say somewhere in the text? Let the students understand that "as long as a person lives honestly and has credit, it means having a lot of wealth." The truth.

In fact, the importance of reading in Chinese; In the classroom, we should return the subjectivity to the children; Correct guidance will enable students to better enter the text and understand the key points of the textbook ... many theories are understood, but if they are really perfect, they will never feel the heat. Listening to Mr. Zheng's class made me rethink!

Reflections on the teaching of lottery winning day 4 This lesson is the second lesson on lottery winning day. This class has a lot to think about.

First, the teacher's feelings are not in place.

During the trial, I felt that my feelings were not in place. Although I noticed this in today's lecture and created such a situation for the students at the beginning, in later lectures, I was a little out of this feeling, and my language was a little pale and my feelings were stiff. For the children in the classroom, the children's understanding of feelings is not so devoted, and they feel inadequate in the process of training and reading.

Second, the depth of teaching materials and teachers is not enough.

In the whole process of preparing lessons and attending lectures, I feel that my ability to grasp the teaching materials is not very strong. I know what problems I should solve, but from the perspective of classroom implementation, the more I talk, the more detailed I ask, which leads to the children's understanding of the whole text becoming more and more confused and tears the integrity of the story. It has also formed a rigid teaching method of asking and answering questions, so that children can learn passively.

Third, the lack of teaching tact.

As a new teacher, I lack tact in classroom teaching, so I always repeat what my classmates say. The cohesion of each link, especially the interlanguage, is not natural. Love to say wheels, go around. I'm always thinking about the steps of my lesson plan, step by step. I don't know how to use my knowledge flexibly, and I don't know how to adjust my lesson plan according to the students' answers, so that I can tell everything neatly.

Fourth, the enthusiasm of students has not been fully mobilized.

In this class, when I was lecturing, the students' response was not particularly enthusiastic. The reason is that I didn't arouse the students' enthusiasm when I started classes. During the lecture, because I always ask students questions, which fetters their thinking, students can only answer questions according to the teacher's questions. It also makes students look passive when learning this lesson.

Although there are endless problems in this class, I personally think that today's class is much better than when I tried to talk about it. In the whole process of preparing lessons, I have gained a lot. I hope I can have more such opportunities and grow faster in the future.

Teaching reflection on the day of winning the lottery 5 In the teaching of this contemporary text, when discussing whether the father should return the lottery ticket to Cooper, the children are arguing. I had a brainwave and simply divided them into pros and cons and started a "debate". In the short preparation process, I encourage students to find sufficient reasons from the text to convince each other.

Unexpectedly, the debate was extremely fierce. I quietly walked off the platform and watched this wonderful "debate" carefully: I was deeply impressed by the glib speech, and even some children who were usually difficult to raise their hands spoke clearly. At the same time, in the process of "debate", the "moral problems" that my father faced in the text were gradually answered, and the teaching difficulties of the text were skillfully broken.

Reflections on the teaching of "lottery winning day" First, it embodies the height and depth of teaching materials mining and has profound teaching ideas.

Only a thoughtful Chinese teacher can have a thoughtful class, a class that can improve students' Chinese literacy and an impressive class full of Chinese flavor. A wise Chinese teacher should work hard in the promising field of Chinese teaching in primary schools, pursue his own teaching beliefs and practice his own teaching ideals.

In my opinion, according to the characteristics of the text, the success of Chinese teaching has five victories: "winning with emotion, winning with reason, winning with wisdom, winning with interest and winning with language". Teachers don't have to expect to make a "Manchu-Chinese banquet" in just 40 minutes. If a class can achieve "five victories", it is successful.

Practice has proved that Chinese teaching is difficult to make a hodgepodge, just like "eating into a big fat man". What do I think is the greatest victory of this class? The winner is "love"! -Honesty and gratitude. At first, I repeatedly said "thank you" after the students answered the questions, which may give people a feeling of putting on a show, but I want to tell the students to be grateful with my words and deeds.

The theme of the article "The Day of Winning the Lottery" is obviously "honesty and trustworthiness", which is not difficult for the fourth-grade students to understand. The students have already interpreted the text when they first came into contact with it. Of course, it is of great benefit for students to understand honesty and bury the seeds of honesty in their hearts, and it can also reflect the new concept of rational development of curriculum resources. But instead of doing so, I grabbed a humble remark (the next day, Mr. Cooper sent someone to drive the Mercedes away. ), guide students to think and explore, as the beneficiary of the best interests, if you were Cooper, what would you say and do? Slowly planted a grateful heart in the hearts of students. Obviously, the teacher's own mind here was first stung and hurt by this ordinary sentence in the article. He wants to let the only-child generation enjoy all kinds of benefits and have a grateful heart through his own efforts. I questioned the humanistic theme conveyed by the text and put forward the realistic teaching idea of "learning to be grateful", which hit the students' hearts. Because I have a sensitive heart and my own profound personal interpretation of the teaching materials, I have paid attention, explored and done enough. This is the Chinese teacher who has thoughts and students in his heart. At the end of the class, I said to the students, "What the teacher wants to bring to you is more things."

Second, the integration of thought and technology has produced good results in the classroom.

If it is the first step to "grasp the valuable information in the text, study the textbook accurately and grasp the main idea, and dig out more effective information based on students outside the textbook", it will be more difficult later, because the ideas of the text and the teachers will often deviate or even collide because of many factors such as students' experience and emotional distance. This requires the support of a certain technical system. Good ideas must have good technology. Thought is the body, the soul and technology the wings. Without good wings, thoughts can't fly and fly far away. The greatest success of this lesson is "winning with emotion", and honesty and gratitude flow in students' hearts at the same time. In this class, the training of language and writing is also brilliant-the language victory of "winning with words" promotes emotional victory, and the language victory also improves students' Chinese expression literacy. What is impressive is that teachers practice speaking and writing more and more with sentence patterns:

Although ... I can't ...

Although ... I can't ...

Although ... I can't ...

That's because ... ...

This arrangement of language practice makes instrumentality and humanism well integrated, and technology supports the realization of ideas. Imagine writing: What would you do if you were Cooper? Please write next.

At this moment, this brand-new Mercedes-Benz car is parked in the compound, and I have seen _ _ _ _ _ _ _ _.

Here, in order to accurately convey the ideas and text values interpreted by teachers to students, I designed writing exercises. Through this teaching method, students can understand the truth of being a man and feel kindness. In the face of such a brand-new bright and extremely luxurious Mercedes-Benz car worth millions, how many people can not be moved by it? What's more, he is an ordinary mechanic and dreams of owning his own car. After showing the pictures, ask the students to find out the reasons why they can leave the car in the text. Faced with such an attractive car and so many "legitimate" reasons, how hard my father gave it to Cooper! All this allows students to look around and find it.

Third, shortcomings

In teaching, not all students are taken care of, and some students have poor language skills and are at a loss for oral practice.

Some students' answers were not evaluated in time.

I didn't carefully understand the sentence of Wen's father's emotional change, and ignored it.

Because the psychological quality is not good enough, there is a clerical error when writing on the blackboard, which is also a small flaw.

We should also strengthen students' language training and strive to improve their own quality.

Reflection on the Teaching of Lottery Winning Day 7 groups of beautiful pictures let students know the relevant knowledge of lottery winning. "Winning the lottery and getting windfall" is a good thing that everyone yearns for, and it is also a real life that students are familiar with. But how can we make students treat windfall correctly and understand that only through hard work can they be happier? Properly handle the relationship between people. So as to get along with classmates and friends in good faith. This is my concern about the teaching of this class. I try to finish the task of this lesson through causal interaction and teacher-student interaction.

Although the children's ideas in class are simple and immature, they fully demonstrate the fruits of their innovative thinking. They caught a detail of dad's action, "Wipe off the mark and leave a faint mark." Let the students understand in the discussion that dad did it after a fierce ideological struggle. Understand that being an honest person is the most important thing for parents to teach by example. Finally, conquer your own thoughts, abandon selfishness and treat windfall correctly. The whole class is lively and students learn easily.

At the end of the teaching, I asked the students to practice writing: imagine the performance of our family after Mr. Cooper sent someone to drive the car away. In ten minutes, the students actually wrote such a fragment:

Our whole family stood at the door, watching the driver get on the bus happily. Then we heard a powerful motor start. With a tail gas, the wheels galloped away from our eyes. Dad just watched until even the dust raised by the wheels cleared away, then sighed deeply and left the position with a smile. We followed my father. When we approached the door, my father had a long stretch, and I felt his relaxation at that time.

In the clip, my father's inner thoughts are reproduced through his actions and demeanor, which I think has also become a highlight of this class.

Reflections on the Teaching of "The Day of Winning the Lottery" 8 "The Day of Winning the Lottery" tells the story of a poor auto mechanic's home before World War II. The story focuses on the gains and losses of the car and the changing process of my thoughts and feelings. How happy I was when the loudspeaker in the shop loudly announced that my father had won the lottery and the prize was a brand-new Mercedes-Benz car. However, when my father drove the award-winning Mercedes slowly through the crowded streets, he found that his father was "serious" and "could not see the joy brought to him by winning the prize". "I" will naturally feel "depressed" when I go home, and my kind mother has solved the mystery-"My father is facing moral problems". "I" was puzzled, and my mother told the story in detail. Finally, without anyone knowing, my father resolutely dialed the phone and informed the real winner Cooper. The story reflects the lofty spiritual world of an ordinary worker, and makes us understand that honesty is a person's spiritual wealth, which is more valuable than material wealth.

The teaching of this paper focuses on students' independent reading and group cooperation and communication. Students have a better understanding of the text, their father's mood and the truth that honesty is golden.

Students actively ask questions and ask difficult questions. Einstein once pointed out: "It is often more important to ask a question than to solve it." To cultivate students' ability to question and ask difficult questions, we must provide them with opportunities to ask questions. Taking this opportunity, the students raised many valuable questions, such as:

My family lives in poverty, and I lost my car that won the lottery. Why was that the richest day in my family?

(2) Why is my father unhappy when he won the prize?

(3) What are the moral problems faced by fathers?

(4) Why is the K word on the lottery erased, leaving only a faint trace? ……

With these two questions, students actively participate in group cooperative inquiry, and everyone has the opportunity to speak, express their opinions and fully discuss. The teacher pointed out the center of the article according to the students' speeches: honesty is golden. Students consciously use the famous sentences they have learned to sum up two sentences: "keep your word, keep your word" and "make friends, keep your word", which makes the finishing point and sublimates the theme.

Teaching Reflection on the Day of Winning the Lottery 9. The Day of Winning the Lottery is a story-telling article, with the change of my thoughts and feelings and the change of my father's expression as the main line. This article teaches students to be honest and trustworthy. In teaching, I focused on paragraphs 3-9, and realized the noble quality my father showed when he called Cooper to deliver the car. In teaching, I mainly pay attention to let students understand the text in reading aloud and expand the text in imagination and contact with life. I made the following arrangements for this class:

First, pay attention to reading comprehension.

When teaching "The Day of Winning the Lottery", I let the students read it by themselves first to understand what the story is mainly about. Then let the students find problems in reading and solve them in reading. After the students read the text for the first time, I ask the following questions to let the students go deeper into the text again. For example: 1 "I got on the bus several times excitedly to share this happy moment with my father, but he kicked me off." Why is this? 2. "Father faces a moral problem." What's the problem? 3. What are my dad's and my dad's faces after learning that our family won the lottery? In this way, after reading with questions, students at the same table can communicate with each other and share their views on these questions. Soon, students can find answers to some simple questions from the text. Then, I guide the students to solve the "moral problems faced by fathers" together. Guide the students to further discover: Why does Dad face such a problem? What kind of moral question is this? Then let them read paragraphs 7-8 repeatedly with these questions to find the answers. By adopting various forms of reading, students can "feel", "think" and "speak" in reading. This not only cultivates students' reading thinking ability, but also improves their oral expression ability.

Second, pay attention to inquiry learning.

When guiding students to learn paragraphs 3-8, I pay attention to creating certain situations so that students can "explore problems independently-solve problems through reading and discussion-discuss and communicate cooperatively". In reading teaching, the right to solve problems is reserved for students, who can answer them themselves. Students are more active in this link and the discussion is more intense. They asked the following exploratory questions: Why was it the richest moment in my family when my father called on the day of winning the lottery? Why does my mother say that "as long as a person lives honestly and has credit, it is equivalent to having a lot of wealth"? I combine the students' own explanations and guide them to talk about their own experience and understanding in combination with the actual life. In the discussion and exchange, the students' ability has been improved to a certain extent.

Third, develop students' imagination and cultivate their ability to answer questions in connection with real life.

In teaching, I designed a link to guide students to imagine the development ending of the story. I asked the students to think about it: how will everyone feel when the car leaves? What will they say? Let the students communicate in the group first, and then write after the exchange. Finally, students are required to communicate in class and give new content to the story in their wonderful imagination. Finally, I asked the students to contact their real life, talk about whether there is anyone like dad in life, and also asked the students to judge my opinion of Cooper driving away. From the students' answers, I can see that their young hearts seem to understand the profound meaning of this sentence: "As long as a person lives honestly and has credit, it means that he has a lot of wealth."

Fourth, after-school expansion.

After learning this lesson, I assigned the students a task to tell this story to their parents, so that they can talk about their own views on what their father did, so that students can go deep into life and have a deeper understanding of moral issues. So as to achieve the purpose of ideological and moral education for students.

Looking back on the teaching process, I find that under my leadership, students are more active in reading and thinking. When they let themselves discuss, they seem to feel speechless. Moreover, some students' understanding of the problem seems to be just nodding their heads after others have said it, and they have not expressed their opinions. Therefore, in the future, when guiding students to answer questions, we should also pay attention to the guidance of learning methods, so that more students have the opportunity to show themselves in class. In addition, I found that my design also has many problems. In fact, some questions need not be shown to the students themselves, but can be known by reading books. Too many design problems will only waste too much time. You only need to grasp one main problem in class and then spread it out layer by layer, which will be more efficient.

In short, there is no end to learning and teaching. In the future teaching, I will study more, consult more, study more, constantly improve my teaching deficiencies and strive for greater progress.

Teaching reflection on the day of winning the lottery 10 told a thought-provoking story on the day of winning the lottery. Although the hero in the story lost his expensive Mercedes-Benz car, he gained the noble quality of honesty and trustworthiness. Reflecting on my own teaching process, I feel that I have basically achieved the predetermined teaching goal, which embodies several characteristics.

First, the collar is lifted and the hair is smooth.

This lesson is long and complicated, but each article has a series of "lines". In the teaching process of this class, what kind of emotional changes have taken place between' me' and' father' after I guided the students to win the prize? Why is there such a change? "This question is used for inquiry reading. This saves a lot of unnecessary questions and integrates the three lines of teaching, writing and learning. At the same time, with this bull's-eye, students' inquiry reading has a clear goal orientation. I first grasp the clue of my emotional change, and then guide students to understand the emotional change of my father, so that the two lines can blend, take care of each other and complement each other, making it appear "clear trunk", "lush foliage" and "full of flesh and blood"

Second, multiple dialogues, feelings flying

Teaching is a kind of dialogue, a kind of communication, a kind of cooperation and a win-win situation. In this course, I designed a multi-level dialogue. The first is "reading the text for the first time and having more dialogues". When reading the text for the first time, students talk with the text attentively, grasp the main content of the article, and grasp the place that moves them most. Then "study the text and have a heart-to-heart talk". When exploring the psychological changes of "I", I guide students to explore the source, focus on understanding the reasons for "excitement", and let students melt into the text. In the dialogue with the text, I realized that my emotions had gone through the process of "excitement-anger-incomprehension-excitement". Finally, it is "guiding imagination and supplementing dialogue". When exploring "moral problems", I guide students to explore what they have gained and lost when leaving and returning cars, and practice writing. In this way, we will constantly build a platform for students to share reading gains, exchange questions and think, guide students to think deeply, and go straight to the depths of their hearts, so as to get carried away and get carried away.

Third, concentrate on chanting and edify the spirit.

Reading must be repeated and recited with great concentration. In this course, I guide students to dig deep into keywords, understand the meaning of the article and understand the author's humanistic thought. For the two key words "poverty" and "dream", I use the methods of imagination filling and role changing to guide students to taste and ponder. The finishing touch of "serious expression" is to guide students to question, explore, talk and practice, so that they can shuttle back and forth between language and characters and roam in the emotional world. In the whole teaching, students should not only sink down to enjoy themselves, but also float up to feel the taste of life. For the value orientation and pursuit of the text, students should judge for themselves, and don't impose the teacher's will on students. Through effective language training, students can put themselves in their own shoes and be influenced and infected by reading appreciation and subtle influence.

Chinese is life, and life is Chinese. To learn Chinese, we should not only complete the specific tasks of Chinese subject, but also cultivate humanistic spirit. Developing language in spiritual construction and constructing spirit in language training are my teaching pursuit.

In the teaching process, there are also some unsatisfactory places, such as the lack of teaching tact, the lack of encouragement and inspiration for students' comments, which need continuous improvement.

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