Reflections on the first volume of Chinese teaching in the first grade of primary school

As a people's teacher, we need strong classroom teaching ability, and we can reflect on our teaching mistakes when writing teaching reflection. What formats should I pay attention to when writing teaching reflection? The following are my thoughts on Chinese teaching in the first volume of the first day of the People's Education Press (choose 5 articles). Welcome to read the collection.

The first volume of the first grade of primary school 1 "Go to 23 Li" is an interesting nursery rhyme, which presents us with a beautiful mountain village scenery and cleverly embeds the numbers from one to ten. In teaching, I first guide the children to observe the illustrations in the textbook and talk about what is drawn in the illustrations, and then lead to the topic of "one to two Li San", and then let them read nursery rhymes and circle the new words in this lesson with pencils. Because most children already know the number of ten from one to ten, they don't need to spend too much time teaching, and it is relatively smooth. As far as nursery rhymes are concerned, I found that many children can recite them, but there is a delay in reading. I corrected this problem in time, but the effect was not very good. It seems that this is a work that needs time to take its time. As far as the full text is concerned, I think the difficulty lies in the writing of words. Children's first real writing begins in this class. After getting to know Tian Zige, I instructed my children to observe the position of Chinese characters in Tian Zige, develop good writing habits, and told them not to write "indomitable spirit". I found that most children are still very interested in writing, and they can write every stroke carefully. Some children feel that their handwriting is not good enough, so they keep rubbing it until they are satisfied. I praised such children in time and told them to read carefully one by one and find the right place before writing, so that they would not have to rework all the time, and the literacy class would be finished. Generally speaking, the organization is relatively clear and the structure is relatively complete, but I also found many shortcomings. The biggest deficiency is that the introduction of scenes in the teaching process is still not in place. For example, when introducing a text, you can tell a short story, so that children can turn their attention to the text instead of reading simply for literacy. It is the direction and goal of my efforts to have a good class on the ground.

Reflections on Chinese teaching in the first grade of primary school Part II: AOE is the first pinyin class for the first grade children. After careful design, the whole class is over, the teacher teaches with ease, the children learn easily and happily, and the teaching has received good results. Reflecting on this class benefits from the following points:

First, create a situation to stimulate interest

At the beginning of the class, I smiled and said to the children, "Children, from now on, the teacher will take you to a very magical place, that is, the kingdom of Pinyin." (Draw a castle on the blackboard) There are many pinyin dolls living in the Pinyin Kingdom. Today, we have to meet three loveliest children first. Look, here they come! (showing the cartoon image of aoe) Who will meet them? "The teacher personifies the pinyin letters with the friendly language and cartoon images that students love, which suddenly narrows the distance between children and boring pinyin letters, naturally leads children into the kingdom of pinyin, stimulates the enthusiasm of children to make friends with pinyin dolls, stimulates their interest in active participation, mobilizes their enthusiasm, greets aoe politely one by one, and the classroom is full of vitality.

Second, discover independently and enjoy happiness.

Suhomlinski said: "There is a deep-rooted need in people's hearts to be a discoverer, explorer and researcher, and this need is particularly strong in children's spiritual world." In class, I said, "Three friends especially wanted to play hide-and-seek with children, so they secretly hid in the painting. Come on, children, look carefully. Who did you find? " A stone stirred up a thousand waves, and the students immediately took the initiative to observe the illustrations in the book. After a while, hands were like a forest, and everyone couldn't wait to tell their classmates what they had found! The design of this link meets the needs of children and induces their learning motivation. Children will have a sincere sense of accomplishment through their own discoveries, and enjoy the joy of learning and the joy of success with the encouragement and praise of teachers.

Third, interactive inquiry, stimulate thinking

Learning is not simply "talking". Classroom teaching does not lie in the wonderful degree of teacher's explanation, but in arousing children's thinking in time, arousing children's thirst for knowledge with the power of knowledge itself, giving children the opportunity to display their talents and giving them the greatest free space. In class, "Do you have any good ways to remember them? Think about it? " Unexpectedly, the child soon made up a jingle: "Eyes are round, Woo", "Eggs are round, Woo" and "Auntie, AAA" ... In this way, the child's thinking is extremely active, his personality is infinitely publicized and his creativity is fully exerted. Give children a free sky, I believe they will release their lovely childlike innocence and give you a surprise.

Fourth, game activities, happy classroom

"Playing is a child's nature." It is difficult for children in grade one to keep their attention for a long time. We should do everything we can to make them feel that they are not in class, but playing and enjoying class. In this lesson, I designed some game activities to make children consolidate while playing, and play while consolidating, so that children can learn with great interest and enjoy it. The whole class is full of relaxed and happy atmosphere.

Pay attention to the development of every child.

This is the basic idea of the new curriculum standard. In teaching, I try to take every child as the center, and use various forms such as large-scale named reading, fire reading, group reading, and small teacher teaching reading, so that every child can participate in the classroom and have the opportunity to show himself.

This lesson is my initial practice of the spirit of the new curriculum standard, and I will make persistent efforts in the future!

Reflection on the better methods of Chinese teaching in the first grade of primary school;

In this class, I invite students to read words and texts by driving a train. The enthusiasm of the students is very high, and basically every student has raised his hand. This is a good method, and we should often use this method in future classes to arouse students' enthusiasm. We should also find many antonyms for students to improve their literacy.

What is missing:

But in this class, I designed too much teaching content, wasted too much time to get familiar with the text and read aloud with emotion, so that I didn't finish two classes and finally took the third class. There are some signs of rote learning in literacy teaching.

Improvement measures:

In the future teaching process, I should pay attention to the summary of literacy methods. It is better to teach people to learn than to teach them to learn. The first grade should consciously cultivate children's autonomous learning ability and create a good Chinese learning situation for children. We must pay more attention to the division of time. What should be done in two classes should be done in two classes.

Today, I neglected to emphasize the standard questions in class, and my academic performance is not bad, but I still need to constantly emphasize and correct them in order to let my children develop good study and living habits.

Reflections on Chinese teaching in the first grade of primary school Part 4 Understanding Pinyin helps students to master more new words, words and Pinyin, which is an indispensable part of Chinese teaching in the first grade. Students have already learned pinyin in kindergarten. I thought the teaching of pinyin should be a very easy thing, but in practice, I found that this is not the case. Pinyin teaching can not be ignored. Students' learning difficulties are mainly manifested in the following aspects:

1. Pinyin with similar shapes is easy to be confused: students often confuse Pinyin such as B, D, P, Q, ie, ei, ai, ang and ong. And make mistakes in spelling.

2. The initials and finals of a syllable cannot be reasonably distinguished, and I often don't know how to spell this syllable.

3. Four tones are tone sandhi. Some students read the second tone as the fourth tone, and the third tone as the fourth tone, especially the second uphill tone students often don't understand it.

4. Three Pinyin spelt into two Pinyin. Students usually spell the pronunciation as south and the bird as brain, and the middle sound in the three pinyin is often missed when making a phone call.

In view of the above situation, we should pay attention to the problems that are easy to appear in teaching, train repeatedly, and draw inferences from others to help students pass the pinyin exam smoothly.

Animals are their favorite in children's eyes. Biwei introduces the characteristics of six kinds of animal tails in the form of three questions and three answers. The catchy text and children's interesting language can arouse students' desire to read aloud and interest in observing the tail characteristics of other animals. In this lesson, I focused on reading questions and answers. I read them out and let the students find that the ending of the question is upward and the answer is downward. Then let the students fully feel the difference between reading questions and answering questions by reading them together and calling the roll. Next is a reading competition between men and women and individuals. Whoever reads well is asked to demonstrate a sentence for everyone to learn. Finally, let the students read in the form of questions and answers, and act out the reading content. Everyone's interest is very high, and the bell rings unconsciously ... but everyone is still trying to learn the movements of small animals to perform the text.

I think that in the lower grades, as long as teachers firmly grasp the word "fun", no matter what class, as long as they can arouse their enthusiasm and guide them well, the reading effect will be better.

First, student-oriented, establish a new relationship between teachers and students, and build a vibrant Chinese classroom.

In this case, teachers always stand on the equal status of students and have an equal dialogue with them. For example, "Reading for pleasure", the teacher asked "How do you want to read for pleasure?" After hearing the students' unique ideas, the teacher immediately supported them and asked, "Do you want to study?" Here, the teacher is also a teacher and a friend, just guiding the way in the classroom and returning the right of "how to get there" to the students. What's more worth mentioning is that in the "sequel", teachers are integrated into students. "Don't forget, if there is any problem, the teacher is also a member of your group." The equal dialogue between teachers and students, thinking with classmates, experiencing the happiness of success and harmonious interaction between teachers and students fully embodies classroom democracy and humanistic care, which is the humanistic basis for building a dynamic classroom.

Second, create an interesting classroom atmosphere, meet students' individual psychological needs, and build a vibrant Chinese curriculum.

As Suhomlinski said, "A teacher can't ignore the emotional life of students, because it is the source of initiative and creativity in learning". Only by satisfying children's emotional needs can children truly become masters and devote themselves to learning. In this class, at the beginning of the class, I carefully created a situation that "small animals are better than tails" and encouraged students to be judges. Faced with vivid pictures, students scrambled to speak; Then I guide students to "interesting reading" and encourage them to choose their favorite reading methods one by one. "I am very happy to read what I love"; Finally, I further stimulated the students' interest. "Let's be a screenwriter, continue to write the text, learn the appearance of the text, and write our own children's songs." The students were full of interest and soon discussed it in the group. In a relaxed atmosphere, students communicate, cooperate, help each other and succeed. In the dynamic classroom, students experience the pleasure of reading, communicating, exploring and succeeding. Chinese has really entered the hearts of students, and students' rich personality has been fully displayed in the classroom.

Third, teachers should have a loving heart and childlike innocence, so that all students can always participate in energetic Chinese courses.

The new curriculum reform embodies people-oriented humanistic thought everywhere, and our classroom should be like spring, so that all children are as brilliant as a hundred flowers. In this class, every teaching activity I lead is based on all the students. The teacher is not a director, but he is better than the director. Every teaching link is full of childlike interest and humanistic care. Students are not actors, they are better than actors, and everyone participates in every teaching link.

If every teacher arouses children's individual psychological needs with love and childlike innocence, I believe that an open and energetic Chinese course can be built, so that students can grow up happily in the Chinese classroom.