Reflections on the teaching of White Goose, the second volume of Chinese in grade four.

As a new people's teacher, one of our tasks is classroom teaching. With the help of teaching reflection, we can improve our teaching ability quickly. Please refer to how to write teaching reflection! The following is my reflection on the teaching of White Goose, the second volume of the fourth grade. Welcome everyone to learn from it, I hope it will help you.

Reflections on the teaching of White Goose, the second volume of Grade Four: 1 Chinese teaching should focus on improving students' Chinese quality, which plays a fundamental role in the development of students' overall quality. Reflecting on the teaching of White Goose, I focused on the training of language and writing, the cultivation of imagination and the internalization of Chinese literacy.

1. Stimulate students' enthusiasm for language;

Love is the best teacher. Chinese teaching should be good at excavating the charm of textbook language and igniting students' emotional sparks for language. For example, in paragraph 1, the author calls the white goose a "big snow-white bird" to express his love. I have grasped the training point of this language, first guiding students from enlightenment, and then stimulating reading: Imagine that if you are an old man named Feng Zikai, you hold this "big snow-white bird" from a friend and can't bear to let it go, and walk home with it all the way. Hold it and feel its temperature; Next to me, I felt the smoothness of the feathers. What a wonderful love it is! Let's imagine it in our minds and read it again.

2. Promote the improvement of students' imagination;

Imagination is the wing for students to learn Chinese well. I have designed the link of students' divergent thinking and positive imagination many times. When teaching the third paragraph, I asked the students to find a word that can express the characteristics of the white goose's cry. From this word, can you imagine what the white goose is doing and what it seems to be saying? Write your imagination next to the words, or show it with pictures.

Words such as "scream", "scream", "scream" and "bark" vividly show the characteristics of white goose's cry. I instruct students to sketch words, annotate or draw pictures while reading, mobilize image thinking to participate in the interpretation of the text, and understand and feel the vividness and accuracy of the author's words from the form and sound, which not only cultivates learning methods and habits, but also enriches language accumulation. Practice has proved that students have a special liking for imaginary links, which can be seen from their tireless expressions. )

3. Pay attention to the internalization of students' Chinese quality;

Internalization is the psychological mechanism to form Chinese quality, and the external cause should be realized through the internal cause of students. On the basis of fully studying reading in class, I guide students to summarize the writing characteristics of this article, and then ask students, would you like to introduce yourself to others as a proud white goose?

Then show the "Happy Writing Card":

I am a _ _ _ _ _ _ _ white goose.

This exercise is flexible and can adapt to the practice of students at different levels. Not only can you use the words in this lesson flexibly, reorganize the language, but also expand your thinking and express creatively. )

Let students fully experience the language learning process of "feeling-understanding-accumulation-application" in reading teaching. Text is an example of reading and writing. It is an effective way to improve Chinese ability to create this kind of practical activity from internalization to externalization, so that students can learn language and expression methods well.

In short, I broke the traditional form of cross talk, let students read fully from the beginning of enlightenment, pay attention to cultivating students' awareness and habits of autonomous learning, and encourage students to choose their own learning methods, thus enhancing their interest in learning and accumulating their ability to use knowledge. But there are still many problems. For example, some links are handled too carefully, resulting in insufficient time in the later period; Although the classroom atmosphere is good, sometimes the purpose is not strong.

Reflections on the teaching of White Goose, the second volume of Grade Four. 2. White Goose is the first lesson in Unit 4 of Grade Four last semester. This lesson is the representative work of animal description by Feng Zikai, a famous cartoonist and literary writer. In order to show readers the proud image of white goose. The author highlights the characteristics of geese by means of total score, comparison and personification, and also uses irony to express his feelings. Show readers a proud and full-fledged image.

It is no exaggeration to say that White Goose is both a beautiful article and a living picture. Teaching such beautiful words brings great difficulties to teachers, and there is always a fear of not expressing the author's intention well. I watched several videos of "White Goose", and started from these aspects, trying to complete the teaching task well and let students learn something.

The first is to create scenarios to stimulate students' interest in learning.

Our students don't know much about geese, and some students have never even seen them. Therefore, at the beginning of the class, we show the pictures of the white goose in the text through multimedia courseware, so that students can have a preliminary understanding of the white goose, tell them what kind of white goose it is, and let students draw a picture like Grandpa Feng Zikai. Because of the creation of the situation, students are very interested in this lovely little animal. Although the flowers are very different from the pictures in the courseware, the students are extremely enthusiastic. After the painting, the students found that Grandpa Feng Zikai painted the goose vividly, but his own paintings were not. After communication, they found that only by careful observation can they master the main characteristics of geese. "What are the characteristics of White Goose written by Grandpa Feng Zikai?" Immediately, I created such a problem, which once again stimulated students' interest in independent inquiry and learning.

Secondly, teach words in various forms and in a down-to-earth manner.

"New Curriculum Standard" points out: "Students in grade three and grade four should have primary independent literacy ability; Be able to relate to the context, understand the meaning of words and phrases, and understand the role of key words and phrases in expression and expression; Can understand the meaning of new words with the help of dictionaries, dictionaries and life accumulation. " Therefore, when students read the text by themselves (even when they are self-taught), I ask them to follow the text with pinyin and other methods, and read the new words, difficult words and sentences several times with "A Course for Talents". Then, when communicating and recognizing new words, let the little teacher remind everyone of the mistakes and read the new words. While reading with the article, pay attention to the writing guidance of "spleen", "squat" and "rice" Pay attention to guiding students to use some methods of understanding words learned in lower grades and strengthen the transfer of learning. For example, when eating white goose, talk about "three eyes and one board", ask students what "three eyes and one board" means, and let them find out the relevant sentences according to this passage. After reading this passage, the students understand the words in the context, and know that the text means that the time for white geese to eat is fixed, the food they eat is fixed (rice, water, mud and grass), and the order of eating is fixed (eat a cold meal first, then drink a mouthful of water, and then go to other places to eat mud and grass), that is "three eyes and one board". In fact, the teacher has repeatedly emphasized understanding words in context. If such guidance is given for a long time, students' learning ability will be continuously improved.

Third, pay attention to reading aloud to stimulate students' inner feelings.

In the article "White Goose", Mr. Feng Zikai's description is vivid, rich in words, humorous in language and catchy to read. Guiding reading is also the key to complete the teaching task of this lesson. In class, I ask students to read according to their own experience, make appropriate comments and guidance, respect students' individual differences, and show that students are the masters of learning. For example, when students are reading a sentence describing the cry of a goose, they should grasp "scream and scream" and start teaching. And use the image effect of the courseware to guide what the white goose will say when it screams. Some students said, "Master, why don't you watch me eat?" Some said, "Who dares to steal my rice?" "Master, a stranger is coming." ..... Practice has proved that students have a special liking for imaginary links, which can also be seen from their tireless expressions. Guided by this, the students read with relish and deepened their understanding of the text Pride.

Of course, the most important thing is to firmly grasp the main line of "what a proud animal" throughout the whole teaching. Understand the author's writing method while reading the text.

Reflections on the teaching of the second volume of the fourth grade Chinese "White Goose". White Goose is an essay by Mr. Feng Zikai, which was changed when it was selected as a teaching material. The structure of this article is extremely simple. The whole article revolves around the sentence "What a proud animal", showing the pride and cuteness of the white goose from three aspects: voice, pace and eating. Different from previous texts, the full text mainly shows a new language expression and method in the form of irony and vivid, fluent, humorous and accurate language.

Therefore, in teaching, students should not only realize the accuracy of the author's words and meticulous observation of things, but also realize the "ulterior motives" of the author's language, that is, the unique charm of irony.

In view of this teaching goal, I started with "arrogance" and designed several big questions in my own classroom, so that students can experience the fierceness of the author's words on the surface through various forms of reading and communication, which is essentially an appreciation of the white goose's conscientious and courageous responsibility; Understanding the leisurely pace of the white goose is only a manifestation of the author's sincere love and concern for the white goose.

It should be said that the understanding of this article is somewhat difficult. Not only in the way of language expression, it is the first time for students to contact, but also in the way of writing, which is more divorced from spoken language and more obvious in writing, which is what we often call "writing". All these have caused great trouble to students' understanding. So when I was teaching, I adopted a variety of teaching methods and methods. For example, in class, I ask students to make bold association or imagination according to the key sentences of the article to appreciate the author's sincere love for the white goose hidden between the lines. Let the students imitate the performance to deepen their understanding of the arrogance of the white goose and the accuracy of the author's words; Let the students try to use the wonderful words in the book to help the white goose introduce itself. ...

In the design of this course, the most uncertain thing is the students' understanding and comprehension of the language (indeed, the teaching in this link is a bit chaotic). In order to let the students really understand the author's language, and then realize the arrogance of the white goose, I think I took a lot of detours in class, but the students' understanding is still just the loudness and severity of the "white goose", and we can't further appreciate the author's appreciation of the white goose from the surface of the text. I am a little anxious, so I have to contact their impressions of dogs, guide them to feel the bravery and loyalty of the white goose, let students touch the author's writing intention and understand the author's love for the white goose. Of course, the students are very good, and you can understand at all. But I think, to make students really realize the characteristics of irony, we should further guide and communicate the problem of eating geese in the next class.

Reflections on the teaching of the second volume of the fourth grade Chinese "White Goose". This lesson designs the teaching process of "White Goose" according to students' grades and regional characteristics. First, the students read the words in this lesson. Words are the basis of constructing Chinese. Literacy teaching is also very important in middle school reading teaching, which helps to read the text well and understand the content. In the teaching of this link, the expected effect has been achieved and the students' interest in learning the text has been stimulated. Secondly, encourage students to read the text in a favorite way to perceive the image of the white goose as a whole and understand its characteristics. Students can tell their own reading feelings and experience the author's love for white geese. Finally, by grasping the key words, let the students know the characteristics of white goose's cry and gait. Students act and imagine the actions and words of the white goose. Stimulate students to talk with the text and exchange unique experiences.

In the article "White Goose", the author focuses on the characteristics of white geese-arrogance. A large number of means such as comparison are used to show the pride of geese from the aspects of cry, gait and eating equality.

In my teaching, I ask students to read and perform while experiencing sentences, so as to help students understand the meaning of beautiful words in the text more vividly and understand the thoughts and feelings expressed by the author more accurately. At the same time, it also makes the originally quiet classroom atmosphere begin to show vitality. When we understand that "the duck's pace is urgent and embarrassing" and "the goose's pace is calm and grand, which is quite like a clean corner in Beijing opera", a classmate plays the duck and a classmate plays the goose, so the students can perform seriously and imitate it well. Look at the students. They can also grasp the outstanding features of goose gait in laughter. It is worth mentioning that when students perform the plot of eating geese, they can show the "full shelf" and "leisurely" of eating geese to the fullest. The image of "Grandpa Goose" appeared in front of everyone.

Students can use their own body language while understanding sentences, which can make good use of students' active personality characteristics, fully display students' personality and better complete teaching tasks.

After a class, I also found my own shortcomings. In the study of gait characteristic words in the fourth natural paragraph, the understanding of words is not deep and thorough enough, so that students can not well show the calmness and grandeur of white goose, nor can they show the arrogance of white goose. Secondly, there are some shortcomings in the reading of the text, which are too dull and not vivid enough. It is good to read it interestingly. Finally, I think what should be corrected is to let more students participate in teaching activities as much as possible, so that students' potential can be fully exerted and my classroom can be full of vitality at all times.

Reflections on the teaching of the second volume of White Goose in grade four. Feng Zikai's White Goose is humorous and vivid, and the whole text gives people a kind of love.

In the teaching of this lesson, I guide students to understand that the author described a proud white goose to us by reading the text for the first time and then writing it separately. Then let the students grasp the "pride" of the goose, focusing on the second natural paragraph, "The pride of the goose is more manifested in its cry, gait and eating." In this transitional period, we will learn the text, so that students know fairly well where to start learning. In the whole learning process, I let my students learn by themselves from enlightenment. And let the students grasp the key sentences in the text to act, help students understand the content of the article, make students have a strong interest in learning, and the learning effect is good.

1, grasp the key words and understand the humor of the language.

For example, for the understanding of the three words "Shouting, Screaming and Screaming" mentioned in the article, I ask students to compare the differences between these three words first, so as to inspire them to contact with some crying they hear in their lives. Think back and compare the sound volume and distance to see what has changed. "Smart children come out as soon as they think about it: shouting is the closest and the voice is relatively light; Shouting looks fiercer and louder; Because of the distance, the shouting is louder. So students can shout "harsh", "harsh" and "loud". The understanding is clear. Then I asked the students, "Do you think the author likes white geese or hates them when he uses these words here? "After reading and understanding by themselves, the students said that the author likes the white goose, which shows that the students have understood the loveliness of the white goose written by the author. Then I guide the students to imagine what the white goose will think at this time. Some said, "thief, you can't come in, I'm here!" " 。" Some said, "Master, come out and have a look, someone is coming!" ""get out, who let you in? My master is not here, so don't go near ... "This is also a vivid performance. Yes, because of this, the owner of the goose told me that raising a goose is equivalent to raising a dog, which is true.

After further study, I will guide my classmates to learn watches and add my own actions to experience the white goose described by the author. For example, when I understand "the duck's pace is fast and embarrassing" and "the goose's pace is calm and grand, quite like a clean corner in Beijing opera", I asked one classmate to play the duck, another classmate to play the goose, and the other students read this passage aloud. Both of them performed on stage at the same time, and they imitated it very well. Look at the students. They can also grasp the outstanding features of goose gait in laughter. In addition, students can vividly show "three eyes and one board", "meticulous", "full of airs" and "leisurely" when performing the plot of eating geese. The image of "Grandpa Goose" appeared in front of everyone. Students can use their own body language while understanding sentences, which can make good use of students' active personality characteristics, fully display students' personality and better complete teaching tasks. Once the spark of students' thinking is ignited, it will collide with wisdom and dazzling light. Therefore, teachers should be good at plucking students' heartstrings in class, fully tap students' potential, and make use of teaching resources outside the teaching materials to re-develop, re-create and reuse, which will achieve better teaching results.

After students understand the text through reading and acting, they will understand that the goose's ability to do things must be well-planned, unhurried and meticulous, which will not change because of the surrounding things and environment.

2. Imitate writing to improve students' writing level.

After the students are familiar with the text, I guide them to experience the writing method of this lesson from the most wonderful sentences described by the author. Lay the foundation for the next lesson and students' homework.

I told the students that the author grasped the arrogance of the white goose and wrote the characteristics of the white goose from three aspects: cry, gait and eating. Then, can you write down the small animals you have seen in the order of the author's writing? You also use the way of writing all the time and writing separately, and also grasp the animal's cry, gait and eating, so that students can know where to start. Judging from the exercises they handed in, some students also described the animals they saw vividly and interestingly. It's funny.

In Chinese teaching, as long as teachers are good at stimulating students' interest in learning and changing different teaching methods, students can learn easily and effectively.