Reflections after teaching "Grassland"?

Reflection after teaching "Grassland" 1

The article "Grassland" is a narrative prose by Mr. Lao She. Only by reading this type of article more can you understand the meaning of the article. Feel the emotion in the text and feel the subtlety of its language. While students are reading, I combine appreciation of songs and computer pictures to stimulate students' interest in reading and speaking, and improve their language skills. Below I will make some summary of the specific situation of this lesson:

1. Based on the personal experience of students who have been to the grassland, the appreciation of singing grassland songs is introduced into the new lesson, which arouses students' interest and brings them closer to each other. The distance of the grassland plays a role in introducing passion.

2. By reading quietly and thinking while reading, students are given sufficient time to study the text independently, concentrate on studying the text, imagine pictures, and experience feelings, so that students can enter the text and appreciate the beauty of the scenery; and through Students read aloud, allowing students to experience and taste the language, allowing students to experience the reading practice process from language to pictures to language, and guide students to learn to read.

3. Guide students to understand the key words in the text, such as vast, outline, rendering, green and lustful words, etc., to stimulate students to comprehend with their hearts, to experience with their feelings, to supplement with their imagination, and to read out the meaning behind the language and words. The artistic conception of "the grass and the sky are the same" is beautiful.

4. On the basis of students’ understanding and appreciation of the beauty of language and scenery, when their emotions are intoxicated, let them express them in time. At this time, students will speak quickly and write with spirit. An organic combination of reading and writing has been achieved.

In this lesson, I made a good idea, but it did not fully achieve the expected results. The later design of looking at pictures to express language and personality was not carried out. In addition, the students’ reading was still lacking and the organization was not enough. Language and imagination abilities also need to be gradually cultivated in teaching. In short, in the future, in Chinese teaching, I will work hard to find good methods and ideas, and strive to make Chinese classes as real, simple, and solid as the directors said. "Grassland" post-teaching reflection 2

This article "Grassland" describes the scene when the famous writer Lao She visited the grasslands of Inner Mongolia for the first time. In the article, the author uses vivid language to describe the poetic scenery on the grassland. The beautiful scenery painted and the Mongolian people's singing, dancing and hospitality give people an immersive feeling. The focus of learning is to guide students to feel the poetic grassland scenery and national customs through reading aloud, and to experience the author's love for the grassland and his praise of national unity. Here, the teacher mainly talks about his reflections and feelings on teaching grassland beauty.

Because not many people have actually seen the grassland with their own eyes, people often have a longing for the grassland. As soon as the class started, I used multimedia to present the beautiful pictures of the grasslands I collected in front of the students one by one, and paired them with the grassland folk song "Beautiful Grassland, My Home" sung by Dedema. It stimulates the students' senses visually and auditorily, which immediately arouses the interest of the students. The students are quickly immersed in the beautiful scenery of the grassland and stimulate the students' interest in learning. Actively raise their hands to speak and use words or phrases to describe the impression that the grassland left on them. I took the opportunity to ask them to fully describe what they imagined the grassland to be like based on the pictures they just admired. At this time, the students naturally quoted or imitated the text. Sentences unknowingly accumulate beautiful language and lay the foundation for the next step of guiding emotional reading.

The new curriculum standards promote independent, cooperative and inquiry-based learning, and focus on and cherish students’ unique feelings when reading. During teaching, I also used carefully prepared model readings to allow students to initially experience the language beauty of the text and the beauty of the scenery of the Inner Mongolia grasslands. Then, links such as self-reading and comprehension, imagination, word analysis, communication and sentiment reading, etc. are arranged to cultivate students' oral expression and imagination abilities. For example, when reading the sentence "The sky there is more lovely than elsewhere", I was impressed by the students' understanding. When I asked: "Why did the author say that the sky here is more lovely than elsewhere?", my original intention was to guide the students to grasp it according to the instructions in the teaching reference. So, just come and experience it. Some students answered this way: The author came to the grassland for the first time. He suddenly changed the environment. Not only did he see the clear sky and breathed the fresh air, he also saw sheep, hills, and horses. Everything was so fresh. , so beautiful, so he was in a particularly happy mood, and everything he looked at seemed cute.

Some students also said that Lao She lived in a big city, just like the city we live in. The sky in the city is naturally incomparable with the grassland. The author said this to highlight the beauty of the grassland sky. The students' potential was truly mobilized. In fact, as long as the teacher motivates well, the students' performance will definitely exceed your imagination and they will truly become the masters of learning.

In an atmosphere where students are immersed and engaged, teachers pay more attention to guiding students to carry out various forms of reading training. Through individual reading, group reading, silent reading, collective reading and other forms, enter the text, understand the text, and highlight the beautiful words of the text with understanding, that is, read it out. During the reading, I try my best to let the students express their own opinions. The mutual discussion and communication between the students make the students' understanding of the text and grasp of the reading aloud more comprehensive. At the same time, it also mobilizes the enthusiasm of all students to participate and improves the students' reading ability. and level of appreciation.

Looking back on this lesson, I made good assumptions, but some did not achieve the expected results, especially the students’ personalized language expressions were not rich enough. In addition, when teaching "rendering" and "outlining", the teacher's quality also needs to be strengthened. In addition, more work needs to be done on the language and methods of student evaluation. In short, in the future teaching, I will work hard to study the teaching materials, learn new teaching concepts and methods, and ask other teachers for advice to make up for the shortcomings and continuously improve my own quality. "Grassland" post-teaching reflection 3

The text of "Grassland" is beautiful and the article structure is clear. It focuses on the beautiful scenery that Mr. Lao She saw during his first visit to the grasslands of Inner Mongolia and the warm welcome he received from the Mongolian compatriots. When teaching, I used the song "Beautiful Grassland, My Home" to create situations and introduce new lessons. Before class, I asked students to listen to this song carefully. After listening, I asked students to talk about their feelings. Surprisingly, very few students responded. Some students quickly lowered their heads after hearing my question. , what's going on? Reflection: The teacher's questions are not detailed enough. The beginning of the class is very important. It is the basis of a class and the beginning of effective interaction between teachers and students. If you ask this question: What scenes are sung in this song? Maybe the students will be able to speak more meaningfully.

After having a preliminary impression of the grassland, I began to check the students' first reading situation. First, let the students read aloud freely. I went around and found that the preview situation was generally good, and there were more or less Chinese language books. "Trace", I started to read by name, and the students lowered their heads again. I was shocked. On the first day of the new semester, the students' reactions were somewhat unexpected. Reflection: After relaxing for a holiday, students suddenly seem uncomfortable sitting in class, so they should not be rushed.

In the study of the first natural paragraph, the "deductive method" was adopted, asking questions, and through reading aloud, you felt that this is the grassland of (), expressed your feelings and found the corresponding sentences. illustrate. The students gradually entered the state and said: This is the endless grassland, this is the green grassland, this is the beautiful grassland, this is the silent grassland. Reflection: For such questions, students can respond to the questions raised by the teacher and accurately find the corresponding sentences from the text to answer. The disadvantage is that their understanding of the words and sentences is not deep enough, and they can only speak the text. The students did not emotionally enter the text, and the reading seemed dull.

Immediately after the second lesson, in order to further mobilize the children's enthusiasm for learning, I used more open questions to let the children find answers from the text to explain where in the text you feel the grassland. The hospitality of the Mongolian people. After the children found the answers in the text, I followed the trend and used the imaginary speaking strategy to lead them into the text and feel the "deep love between Mongolia and Han". So I set up several levels of progressive speaking training. When we hold our hands tightly, what will we say to each other? When the host entertains us with food rich in grassland characteristics, how will the guests thank us? When the cadres and old men toast the guests, what will we say? When we see the Ewenki girl How would we praise the wonderful performance of the Mongolian boys? The children's speeches were obviously more active than in the first class. They became more emotionally involved when reading the text, and it also seemed more flavorful to read. At the moment when they still haven't finished their thoughts, When we realized that the love between Mongolia and China is so deep, how can we bear to say goodbye, and the green grass at the end of the world talks about the setting sun!? When these words were said, the get out of class bell rang unexpectedly,,,,,,,

Looking back on the morning There were gains and losses in the class, and my mood also went through ups and downs.

Through the feedback in class and homework, I have more thoughts: In the future, I should cultivate students' thinking more in class, pay attention to effective dialogue between teachers and students, think more about strategies after class to improve students' learning enthusiasm, provide more incentives, and stimulate children's learning. lasting power.

Share: