Reflections on the Teaching of Little Monkey Down the Mountain, the second volume of Chinese in Grade One.

As a newly arrived teacher, we need to grow rapidly in teaching, and we can effectively improve our teaching ability through teaching reflection. So what problems should we pay attention to when writing teaching reflection? The following is a model essay (6 general articles) of teaching reflection on the second volume of the first grade Chinese "Little Monkey Going Down the Mountain", which I compiled for you. I hope it will help you. Reflections on the teaching of Little Monkey Down the Mountain, the second volume of Chinese for grade one. 1

Little Monkey Down the Mountain is an article in the second volume of self-reading text for grade one. This is a fairy tale, mainly about a monkey going down the mountain, breaking off a corn first, throwing away the corn when he sees a peach, throwing away the peach when he sees a watermelon, throwing away the watermelon when he sees a rabbit, and finally getting nothing. For such a text, facing the children of grade one and last semester, I think the goal should be slightly lower. What worries me most is children's literacy. Can children read such a text in a short time? Can I only achieve the goal of literacy and reading the text in this class? Thinking about it from left to right, coupled with the initial feeling that it is not good for a little monkey to throw away the old when he sees the new, he should be single-minded in everything he does.

There are two ways to recognize new words: decentralized literacy and centralized literacy. Which way is more appropriate? After thinking for a long time, I decided to concentrate on literacy, and after students read the text by themselves, they would recognize it in the form of examination. Among them, "break, carry, throw, pick and hug" are all verbs, which can be used as actions to help students read. From the classroom, students are very interested, and some children have gone to the aisle to perform. However, this involves a question of classroom discipline. When children move, discipline seems a bit chaotic.

After introducing the text in the form of storytelling, I directly showed the picture of the little monkey going home empty-handed, and introduced the study of the text with a question: "Why did the little monkey go home empty-handed?" In the little monkey throwing corn to pick peaches, I asked the children to imagine themselves as little monkeys, and then asked the question, "Little monkey, why did you throw away the corn?" Some children said, "The little monkey likes peaches, but he doesn't like corn." I asked, "Since the little monkey likes peaches, did the little monkey finally take them home?" In fact, the little monkey threw away what he had in his hand, not because he liked to eat, but because he liked it as much as he saw it. It is a pity that I am not experienced enough to lead my children into the text. The little monkey started to go home empty-handed. What would the mother monkey say to him? Judging from the performance of the children in the classroom, there is something wrong with the question I designed. If this question is changed to my statement, "The little monkey came home empty-handed and told his mother what happened. The monkey mother said to the little monkey,' Son, how can you bring something back when you throw it at me? Be single-minded in everything you do, so that you won't go home empty-handed. " The little monkey listened to his mother and said that he would go down the mountain again tomorrow. What will the little monkey do when he goes down the mountain for the second time? "Children oral sequel to the story, maybe it will be better.

improve in reflection, accumulate in reflection, experience is wealth, and experience is harvest. Reflections on the teaching of Little Monkey Down the Mountain, the second volume of Chinese for Grade One. 2

Little Monkey Down the Mountain is a fairy tale. The article mainly tells that a monkey went down the mountain, first broke off a corn, threw away the corn when he saw a peach, threw away the peach when he saw a watermelon, threw away the watermelon when he saw a rabbit, and finally got nothing. For such a text, facing the children in the first grade and the next semester, I think the goal should be slightly lower and more pragmatic points should be expanded. Therefore, I set the goal of this lesson as follows:

1. I can recognize 12 new words such as "monkey, knot, break off and carry" and write two new words such as "non-normal".

2. Be able to understand verbs such as "bye, pick, hug" and feel the accuracy of verb use.

3. Understand the content of the story, and be able to tell the story framework basically completely by looking at the illustrations.

in the process of preparing lessons, nothing bothers me more than literacy. There are two main ways of literacy: text-based literacy and centralized literacy. Which way is more appropriate? After thinking about it for a long time, I decided to use the method of concentrated literacy plus essay literacy, and after students read the text by themselves, they will recognize it in the form of examination. Among them, "bye, shoulder, throw, pick and hug" are all verbs, which can be used to help students recognize and read (including the essay "bye, shoulder"). From the classroom, students are very interested, and some children are very happy to perform. However, this involves a question of classroom discipline. When teaching is tried, the discipline seems a bit chaotic when the children move.

In this lesson, I set up the following links:

1. Read the text and clear the word barriers. Verbs are used accurately in the article. These new words are rarely seen by children at ordinary times. Therefore, I will focus on the words of "carrying, throwing, holding and chasing". Through reading with pinyin, removing pinyin, removing obstacle games and reading while doing actions, children can have a solid grasp of the sound, shape and meaning of this new word in a gradient.

2. Read polyphonic words correctly. I focus on the "knot" and "empty" that children usually mispronounce, and the children's literacy ability has been improved in reading words and phrases. In the classroom, lively and interesting courseware attracts children's attention, and children are willing to participate in various activities.

3. I grasp the words "big, red, big and round" in the text, and train the children to compare, read and say. Let the first-grade children have a preliminary understanding of how to write things concretely and vividly.

In the course of class evaluation, after communicating with my peers and tutors, I found myself lacking in guiding reading. In the teaching of intensive reading, "please read the little monkey's very happy tone" is a blunt requirement, which can't arouse the children's real feelings. In addition to guiding reading aloud, I think my literacy link can be more flexible, and I don't need to concentrate on literacy, so that children can get in touch with the text faster, arouse their enthusiasm and make the classroom more efficient.

We must improve and accumulate in reflection. Experience is wealth and experience is harvest. Reflections on the teaching of Little Monkey Down the Mountain, the second volume of Grade One. 3

Little Monkey Down the Mountain is an article in Unit 7, the second volume of Grade One. This is a fairy tale, mainly about a monkey going down the mountain, breaking off a corn first, throwing away the corn when he sees a peach, throwing away the peach when he sees a watermelon, throwing away the watermelon when he sees a rabbit, and finally getting nothing. This story tells us that we should not be single-minded like a little monkey.

First, from help to release, cultivate self-learning ability

The first four natural paragraphs of the text are similar in structure. In teaching, we focus on guiding the first natural paragraph, and cultivate students' learning ability through guidance to help and release. Focus on teaching the words "You () and ()" in the first natural paragraph, and let students experience the flexible use of words by reading "Big and Lots of Corn" and "Big and Big Corn". Let the students understand the words "break" and "carry" to express the little monkey's movements by doing the actions. Through reading aloud, act out the movements and demeanor of the little monkey and experience the happy mood of the little monkey. In this way, students can learn the first paragraph from the details to the whole, laying a solid foundation for students to learn the second to fourth paragraphs.

Second, transfer and use, strengthen language training

The language structure of this lesson is similar, which provides a good point for language training. It is very important for students to accumulate and use in their studies. Through "the little monkey walked to (), he saw (), and he was very happy, so he ()." The sentence pattern repeatedly allows students to tell a complete story with their own accumulated words, thus paving the way for them to tell a complete story. In learning, students are constantly summarized and reminded of their learning methods, so that they can learn to transfer and use them and cultivate their Chinese ability.

Third, continue to compile stories and cultivate expressive ability

Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge evolution." The first-grade pupils are full of imagination, and they have their own rich and naive ideas. At the end of the teaching, a question is thrown: "What will the little monkey do when he goes down the mountain for the second time?" Guide students to expand their rich imagination and continue to make up stories. The students showed unusual excitement, holding their hands high, and everyone wanted to share their stories with everyone. This not only cultivates students' innovative ability, but also develops their language expression ability.

Of course, I still have many problems in the teaching process: the evaluation language is too dull, lacking in pertinence, and lacking in teaching tact. In the future, I will continue to study and strive to improve my classroom teaching level. Reflections on the teaching of Little Monkey Down the Mountain, the second volume of Chinese for Grade One. 4

Little Monkey Down the Mountain is a self-reading text in the second volume of Chinese for Grade One of People's Education Primary School. The content of the text is easy to understand, and the story is consistent with children's age and psychological characteristics. Through a year of Chinese study, children can read the text by themselves with the help of pinyin; Be able to understand words in context under the guidance of teachers; Inspired by the teacher, I can use the accumulated words to imitate the simple paragraph. In view of the characteristics of children's learning, I take word training, word use and parody as the key goals on the basis of reading.

In the initial reading of the text, I arranged the following links according to the actual situation of the children in this class:

1. Read the text and clear the word barriers. Verbs are used accurately in the article. These new words are rarely seen by children at ordinary times. Therefore, I will focus on the words of "carrying, throwing, holding and chasing". Through reading with pinyin, reading without pinyin, playing hide-and-seek games, grouping words, guessing words and holding cards, children have a solid grasp of the sounds, shapes and meanings of these six new words in a gradient.

2. Read polyphonic words correctly and read long sentences. I focus on the "knot" and "empty" that children usually mispronounce. In the training of reading words, words and long sentences, children's ability to read words and sentences has been improved. In the classroom, lively and interesting courseware attracts children's attention, and various parades make children happy to participate. Mobilize children's multiple senses. Children learn new words by reading, looking, looking and doing. In the intensive reading, I fully grasp the characteristics of the text and train the children in words and phrases.

1. On the basis of the second reading of the text, I train my children's ability of expression and summary by filling in the blanks in the sentences. Through the interaction at the same table, each child has carried out language training to improve his oral communication ability.

2. Grasp the correct verbs in the article and practice the collocation of verbs and nouns. Through examples, learn the use of verbs and feel the accuracy of words. And transfer the use of verbs to common things in daily life to cultivate children's ability to use words. This link is an effective extension of learning new words just now.

3. I grasp the words "big, red, big, round and bouncing" in the text, and train the children in words, so that they can feel the cuteness of writing things with different words in the text when comparing and reading. Let the first-grade children have a preliminary understanding of how to write things concretely and vividly. In the classroom, under the guidance of the teacher, children can find out the lovely words to write things, and practice reading aloud with emotion through repeated reading.

4. I started with the three "throws" of the little monkey, and guided the children to sum up the characteristics of the little monkey's half-heartedness, and in the process of persuading the little monkey, I understood that you can't do things half-heartedly, give up halfway, and only persist can you succeed. In the process of persuasion, children improve their oral expression ability.

parody has pushed the word and sentence training in this class to a new height. After analyzing the sentence patterns, I ask the children to use the quantifiers, cute words and verbs accumulated in this lesson to do paragraph imitation exercises. In order to reduce the difficulty, I present it in the form of filling in the blanks, and give children pictures to provide them with an imitation writing environment. Because I attach importance to the training of children's reading and writing every day, children can imitate writing according to sentence patterns and use accumulated words. Children combined their previous knowledge and experience with the gains in class, and wrote that the little monkey came to strawberry fields, the apple tree, the river, the pine forest, the cherry tree and other different places, and most students could use the accumulated words.

In a word, teachers in this class can be student-oriented, carry out all kinds of training of words and expressions according to students' characteristics, and pay attention to children's language development during training, which meets the needs of children's cognitive level and development. It can also stimulate children's interest through courseware and vivid and interesting auxiliary teaching. In the process of children's reading, the diversity of forms should also be highlighted, so that more children can participate in reading, so that every training should end with reading, and reading can promote speaking, so that children can consolidate the effect of word training through repeated graded reading, so that Chinese classes can really learn, accumulate and use from the text, and interpret the text. Reflections on the teaching of Little Monkey Down the Mountain, the second volume of the first grade. 5

The little monkey down the mountain is a very interesting text. * * * There is no picture, which tells the story of a little monkey going down the mountain, first breaking off a corn, and then seeing a peach, watermelon and rabbit, and when he sees one, he throws it down to catch another, but he gets nothing. Tell him.

The new words in this lesson are very characteristic, most of which are actions. In teaching, I combine the text with new words. Focus on the words such as holding, carrying, throwing, holding and chasing.

can you tell me what the little monkey is doing down the mountain? What should we do? Read the text.

Understanding ideas:

Breaking corn, carrying corn, throwing corn to pick peaches, holding peaches, throwing peaches to pick watermelons, holding watermelons and throwing watermelons to chase rabbits

Understanding the characteristics of verbs:

(1) Questioning the words that can't be read.

(2) who can use the action, read it

(3) refers to acting out the action of "breaking off".

(4) Teacher-student cooperation while reading.

(5) practice: watch the teacher do the action, and you say the action to see who is good.

can these actions be said in other words? Why? Tell me why.

By learning and reading aloud in the ways of sound, form and meaning, children can basically understand the meaning of new words. Finally, they ask whether the movements can be reversed, so that they can sort out these new words clearly and recognize them clearly. In class, lively and interesting courseware attracts children's attention. Do and read in the game to learn new words.

in the process of reading the text carefully, I grasp the characteristics of the text and train the children with words. If combined with illustrations, understand the word "big and many". "Big and Plenty" From the picture, not only the corn is big, but also such big corn is everywhere. In teaching, I asked my child: If you were a little monkey, what would you feel like seeing a lot of corn in the field? (happy) "very happy" means (health: very happy) can you