Reflections on Chinese teaching in the second volume of the fourth grade

As an excellent teacher, you should grow up quickly in classroom teaching. Writing teaching reflection can sum up our teaching experience. How to write teaching reflection? The following is my reflection on Chinese teaching in the second volume of the fourth grade textbook (selected 1 1), for reference only. Welcome to reading.

The textbook 1, the second volume of the fourth grade, enables students to master the initiative in learning at the beginning of class. An open-ended question is designed: "What else do you want to know in this class?" This question aroused students' interest, opened the floodgates for students to communicate with each other, and urged students to find and ask questions themselves. Effectively put students in the main position of learning.

"So many problems, which one do you think is more appropriate to solve first?" This question helps students to clarify their reading ideas, give guidance to their learning methods, urge them to move from the passive position of "learning to answer" to the active position of "learning", and subtly induce them to move towards subjectivity and independent inquiry.

In this way, students not only fully feel the respect and trust of teachers, but also enhance the sense of ownership of learning, promote the autonomy of students' inquiry learning, naturally become interested in learning, and achieve the ideal learning effect.

Skylight, the second textbook of Chinese teaching in grade four, is written in depth, which makes it difficult for students to understand. In order to help students understand the text, I first let the students complete the fill-in-the-blank questions after listening to the text, and then let the students ask questions. Students naturally put forward why the skylight is the only comfort for children. Why is this little blank space magical? So in class, I mainly focus on these two issues for students to discuss and communicate.

First, let the students understand the sentences by tasting the words and sentences. I ask students to write what the author thinks, find sentences and taste. Inspired by me, the students realized that the author used metaphors to write the shape of lightning, and the clouds were changeable. It is reasonable that the author's imagination is mainly developed from the aspects of color, size and shape.

Second, guide students to read aloud. Because the students understand the sentence, they have feelings when reading aloud. Coupled with the cry of the storm and the chirping of insects, students' reading has ups and downs and cadences. Students have accumulated many beautiful sentences in various forms for many times, providing materials for writing.

Third, give students a chance to speak. Throughout the class, I designed four oral exercises, because I usually pay attention to this exercise in class, especially some beautiful texts, such as I love the Three Gorges, Stars, Guilin Landscape and so on. I asked the students to recite and accumulate, so in today's class, the students used the accumulated sentences very skillfully. Besides being talkative at ordinary times, I especially ask my good classmates to help those who don't talk much at ordinary times, so that everyone can have a chance to talk.

The regret of this lesson lies in:

1, I feel that there is no breakthrough in teaching methods and the teaching methods are not innovative enough.

2. I spent a lot of time practicing oral English, which led to the incomplete teaching content in the later period.

Textbook 3 "Wuta" is a skimming of the text. This text describes a 14-year-old German girl traveling around Europe alone. This is unthinkable for children in China who have never been far away. Therefore, this text makes the students in our class feel novel and happy in content and ideological significance. Therefore, the enthusiasm for reading this text is still quite high. It can be said that it is active reading, dedicated reading and enthusiastic reading, and naturally there are many gains. Whether it is emotional edification, ideological enlightenment or aesthetic pleasure. In a word, the students' personality has been publicized and they have really become a master.

After learning the text, I organized a class, "A 14-year-old girl roams Europe alone. Is it good after all? " Debate. This is the favorite learning form of students in our class. The pros and cons fought a fierce "war of words":

Zheng Fang believes that as long as you are fully prepared, you can travel alone, which is good for Uttar's future growth; Uta is really brave and admirable; This is what they never dreamed of; Uta is so free, out of the control of mom and dad, flying out like a bird. Unlike them, except for school, they are home, and the space for activities is so small. They are just frogs in the well and birds in cages. When can they go out for a walk like Uta and see how wonderful the outside world is ...

This is a self-reading text (this semester's text arrangement has increased the number of self-reading texts, and it is no longer the last one in each unit in the arrangement of articles. I think this has strengthened the cultivation of students' autonomous reading comprehension ability.

In the teaching of this text, as always, I mainly emphasize the students' ability to read and understand. Different from last class, what I said is to put the appreciation of materials and pictures before the topic, so that students can have a concrete impression before learning the text.

In this way, when students are in doubt at the beginning of reading, they can put forward more valuable questions in combination with their impressions of the Grand Canyon.

The ancient poems compiled in Chinese textbooks for primary schools vividly depict colorful pictures with appropriate movements, create a soft artistic conception and express deep feelings with extremely concise and vivid language, which has been well-known for thousands of years. The beauty of color, picture, artistic conception and artistic conception in poetry are integrated into one, which has special aesthetic functions. I deeply realized in teaching that it is a very important and arduous task to guide students to be influenced by beauty from ancient poems and cultivate their ability to feel and create beauty. Therefore, when designing lesson plans and attending classes, I try to grasp several characteristics of ancient poetry to help students study better.

(1) Grasp the characteristics of "painting in poetry" in ancient poetry and teach "poetry" and "painting" together. The language of ancient poetry is extremely refined. Only by learning ancient poetry through contact with language can children's understanding of the beauty of ancient poetry images be general and vague. So I vividly reproduced the painting meaning in ancient poetry through pictures; Through language, arouse students' rich associations, so as to guide students to deeply understand the beauty of artistic conception of ancient poetry.

(2) Guide students to "put on prose and fall in love", so that students can experience the rich emotions contained in ancient poetry through aesthetic experience and get spiritual edification. No emotion, no poetry. Without the poet's sincere and strong feelings, it is impossible to produce touching poems. In this poem, the poet blends his feelings into the scenery described, creating an artistic realm of blending scenes. When teaching, I try to guide students to "start with the scenery", from the understanding of words and the reproduction of poems; Poetry and songs, expressing feelings through songs, have been interdependent sister arts since ancient times. Beautiful songs can create specific situations and bring students into extraordinary artistic atmosphere, thus creating conditions for students to experience the emotions of ancient poetry. I played a piece of music gently from beginning to end. This song has a beautiful and lyrical tune, a brisk and stretching rhythm and a poetic musical language. As soon as students listen to music, they feel immersive, and the feeling of comfort, pleasure and yearning arises spontaneously. At this time, students can quickly enter the poet's emotional world by learning ancient poems. After learning a complete poem, I will let students listen to music and expand their imagination. At this moment, the students are imagining the wonderful sound of erhu, pipa and violin playing together ... a picture of leisurely farm life suddenly appeared in front of the students.

(3) Help students "draw emotion from reading". The emotion of ancient poetry is often contained in the language full of musical beauty. You need to read and sing repeatedly before you can enter the country to observe the situation. So when I design the lesson plan, I take reading aloud as a main thread throughout. Read aloud in chorus and individually in the primary stage; In-depth study stage, reading aloud while understanding; After learning the whole poem, let the students read it repeatedly, or sing it with three sighs, or shake their heads and read it freely. In short, students will not stop until they read fluently and thoroughly.

Although I tried to do the whole class according to the design idea, the lesson preparation was too idealistic, and I didn't consider the overall level of the class students (including the level of understanding and reading aloud)! Therefore, there are still some minor problems in the arrangement of teaching time. It's a little loose in the front and a little hurried in the back. In addition, it is also suspected that students are required to read aloud. Some are superficial and stylized. If the time arrangement is better, we should give attention to the reading of the whole class and give targeted guidance. Better embody the concept of "reading arouses emotion" in preparing lessons.

Finally, there are some shortcomings in courseware design. I designed a model for recording the soundtrack and arranging the teacher to read it. But after teaching, I found that it is more appropriate for the teacher to keep looking at the model part himself!

The intensive reading text of Luyezhou is the author's memory of childhood life. The context of the article is clear, the levels are distinct, and the content is easy to understand. In particular, the author describes the scene of playing reeds vividly, vividly and touching, which is close to students' life and easy to cause students to sing.

When teaching, I create such a situation, from the topic that students are most interested in, "What do students like to play best? How do you play? " On the basis of students' full discussion, introduce the learning situation of this lesson. Students read the text for the first time, perceive the content as a whole, and then ask them to describe the scene of their friends playing with reed boats. Guide the students to imagine what the children might say to each other and what they might think when they put the boat into the river and play beautiful music. Through this role experience, we can further understand that reed leaves make children more creative and bring endless happiness to children.

When the students talk about the scene of "My cousin and I are playing with a reed boat", guide the students to draw sentences describing his cousin's language and actions, so as to realize his confidence and wisdom. The little reed boat went down the river and took the author's thoughts away. Guide the students to imagine where the ship might drift. Guide the feelings to read the last two sentences, and experience the infinite reverie of the little author in reading.

Finally, summarize the author's description order to help students make clear the level. The author first recalled his hometown, then specifically recalled the scene of friends playing with reed boats, and finally told me that "I" and my cousin went to the Yangtze River to play with reed boats, which brought us reverie and hope. Encourage students to form a good habit of being good at observation and bold imagination, and ask students to write their favorite activities.

The lesson "Watching Tides" in the second volume of the fourth grade textbook is the focus of the text. It is difficult to grasp the key words and taste. When studying this part, I give full play to students' dominant position, let students fully read and experience, and mobilize students to evaluate and complement each other, so that each student can be improved on his own basis.

In teaching, I ask students to communicate with the whole class around the question "Which sentences move you most, talk about your experience and read what you have learned".

That is, teachers give students enough time to discuss and communicate, so that students can fully develop their own opinions, allow different opinions and encourage innovation, and everyone has their own opinions. For example, when reading that "the tide is getting closer and closer, like thousands of white horses going hand in hand, coming at a galloping pace, the sound is like a landslide, and the ground shakes", some students say that the scene is like a tsunami, some students say that it is like an earthquake, and they feel the ground shakes, and some students feel the speed of the surging tide.

The design of this link gives full play to the students' dominant position, arouses their enthusiasm and allows them to play and perform on the learning stage built by teachers.

Part 8 "Problem solving" is to let students solve practical problems in daily life scenes and consider the data, matters and relationships needed to solve practical problems in a certain life in real life. In the teaching of applied problems, these basic information have been given in written form. Moreover, solving problems is not a simple substitution formula, which requires specific analysis of specific problems. Solving problems in problem situations is the value of learning mathematics. With the development of social informatization, the application of mathematics is also deepening and expanding. We should pay more attention to learning mathematics and solving problems in real situations. Therefore, in mathematics teaching, I pay attention to the following aspects in problem-solving teaching, combining my own teaching practice and related educational theories.

1. Create a scene and collect information.

When teachers start classes, they can create vivid and interesting teaching situations with the help of theme maps or teaching courseware, and connect abstract mathematics knowledge with real life. The information in the theme map or teaching courseware provides clues for students' thinking in a certain sense. After the students report, the teacher instructs the students to sort out the collected information and find out the problems that need to be solved. Observation and report can also provide a cognitive basis for solving problems, stimulate students' desire for knowledge, glow students' subjective consciousness, and create an atmosphere for students to explore and solve problems independently. Details are as follows:

① Teachers let students observe the theme map first.

The teacher asked, "What is drawn on the picture, what is written, and what do you find?"

② Let the students watch carefully and independently, discuss and communicate in groups, and report the information obtained from the exchange.

For example, page 7 of the second volume of the second year of high school, "Solving Problems". The theme map in the textbook can be displayed to students in a dynamic form by using multimedia courseware, so that students can observe it carefully and talk about their findings. With the previous experience of solving one-step calculation problems, students have gained certain information collection ability. They discuss and communicate in groups, and will soon tell their findings: 265,438+0 people row boats, and each boat is 3 yuan per hour. 2 1 How many boats do you have to rent to go boating? When students are looking at pictures, teachers should pay attention to cultivating students' orderly observation, which is conducive to clearing their minds and laying the foundation for finding intermediate problems in the future.

2, group collaboration to explore the problem

When the students are clear about the problems to be solved, leave them enough space and time, so that each student can use the existing knowledge and experience to independently find ways, methods and strategies to solve the problems, or discuss and communicate with each other in the group to form a preliminary plan. In this process, teachers should participate in the group to obtain information in time, and conduct appropriate guidance and norms. Details are as follows:

(1) Individuals or groups explore problems independently. We can consciously correct our mistakes through discussions and experiments. And draw a conclusion step by step.

(2) The teacher inspires. Guide students to review the exploration process and guide problem-solving strategies.

For example, page 14 of the second volume of "solving problems" in senior two. First of all, guide students to analyze the collected information in an illustrated way. When students find that they don't know the price of each carnation, they can discuss and communicate in groups. Students find that they must first ask, "How much is each carnation?" Through students' independent inquiry or teacher's guidance, students can calculate how much a carnation is cheaper than 1 rose according to the information of "5 yuan for each rose and 24 yuan for each carnation". Then according to the second message "Chrysanthemum 4 * * 8 yuan, Lily 4 4 yuan", you can ask how much it costs to buy 1 Chrysanthemum and 1 Lily. For solving problems by two-step calculation method, teachers must help students master the steps of solving problems when guiding students to analyze problems.

3, exchange evaluation to solve problems

Communication evaluation is a key link in the organic combination of teacher-led and student-centered. The main duty of teachers is to organize students to communicate effectively in mathematics, activate students' thinking and broaden their thinking.

After clearing the train of thought, let the students choose their own algorithm. When students have their own ideas, let them further summarize and sort out the algorithm through group communication. Finally, through collective communication, the algorithm is clear. Details are as follows:

The team sent representatives to report the research results to the class.

② Members of each group listened carefully to each other's evaluation, expressed their opinions for and against each other, and cooperated competitively.

③ Organize and guide each group to put forward different ideas, discover new ideas and methods, spread them in time, and give timely evaluation and guidance.

For example, the "problem solving" in the second volume of the second grade game activities. On the theme map, children are playing in the seesaw park. Students know through observation that the problem to be solved is "How many people are there in the seesaw park?" . The teacher asked the students to discuss in groups. "How do I calculate?" . When the team publishes its own solution, there will be several different solutions. Some first calculate the number of people sitting on the seesaw by multiplication, plus the number of people not sitting on the seesaw, some first calculate the number of people sitting on the seesaw by addition, plus the number of people not sitting on the seesaw, and some directly calculate the number of people sitting on the seesaw, plus the number of people not sitting on the seesaw. Let the students evaluate and communicate with each other and find the fastest way. Teachers should reasonably guide students to choose fast and effective methods to solve problems.

4. Consolidate methods and expand thinking.

Students have mastered the method, but also in the application of continuous practice and deepen understanding. In this link, arrange some basic questions for students to answer with their own knowledge, so as to achieve the purpose of applying what they have learned. Some expanding exercises are also arranged to enable students to use their existing knowledge flexibly and solve problems from different angles, thus expanding their thinking and cultivating their application consciousness. Details are as follows:

① Teachers design exercises according to teaching objectives, important and difficult points. Combine the differences of students' knowledge and ability, and organize students to practice in layers.

(2) All students complete the exercises of basic questions. The junior students try their best to complete the comprehensive questions on the basis of completing the basic questions, the middle-grade students try their best to complete the improvement questions on the basis of completing the comprehensive questions, and the top students complete all three exercises.

For example, the second volume of the second grade, "Solving Problems". Through the study of examples, students have made it clear how to answer the question "How many other numbers does a number have?". The teacher can design a simple picture title "There are 12 rabbits on the left and 3 puppies on the right. How many times has the puppy? " Through consolidation exercises, we can also design and solve the problem of "who is several times who" in multi-information Teachers pay attention to students using existing knowledge to solve problems.

The richness, vividness, flexibility and fuzziness of Chinese characters call for the perceptual return of Chinese teaching. Perceptual teaching is intuitive teaching. Perception means that life style is intuitive, vivid and vivid. It is a colorful world, a kind of teaching that can be seen, heard, smelled, touched, tasted and touched. "West Lake Green" is colorful, full and heavy. The design pays attention to the combination of reading and understanding, revealing in reading, revealing in understanding and appreciating in speaking, so as to transform the written language into an image to the maximum extent and make it vivid and rich!

Perceptual teaching is the teaching of emotional experience. Perception is the psychological ability with emotion as the core. Therefore, perceptual teaching is the teaching of developing emotional experience ability. Is "Green of West Lake" just an article about scenery? If a teacher only sees the scenery in his heart and ignores the people behind him, then his design and teaching will only scratch the surface and cannot be deeply rooted in the hearts of the people. Zong Pu, a writer, visited the West Lake three times, but she didn't have a good impression of it. This is her fourth visit to the West Lake. She has a very different feeling and likes the green of the West Lake. In this paper, the author uses nearly 20 "green" words to reveal the youth and vitality of the West Lake landscape. Through the green of the West Lake, readers feel the deep affection for the West Lake flowing in the author's heart; Appreciate the vitality and prosperity of the West Lake. Therefore, the design attaches great importance to students' unique understanding of the text, feeling in reading, feeling in reading, feeling in reading, improving in reading, and integrating self-emotion into the green landscape to the maximum extent until it reaches the author's mind.

Perceptual teaching is a teaching with flying personality. Perception means the uniqueness of existence. Perception teaching is a kind of personalized teaching, which requires respecting individual life, publicizing individuality and fully mobilizing and developing individual initiative. The design of West Lake Greenland pays attention to students' individual differences and different learning needs. Give students the opportunity and space to choose independently and express themselves, let the language regenerate in the multi-generation classroom, and let the spirit surge in the multi-generation classroom. Teachers take good care of their life development.

Mandarin is a "flowing life". Emotional Chinese classroom should release romantic poetry, enrich wise feelings, inspire heroes' minds, promote children's extraordinary spiritual realm, and encourage children to add profound accumulation in both wisdom and emotion. Water tastes tasteless and swings into ripples; There is no fire in the stone, but it strikes and shines. Isn't the teacher just throwing water at stones? Let's try our best to awaken the sleeping poets in children's hearts, play the strings of poems in their hearts, let China people have poetic wings, fly to the imaginary blue sky with young hearts, and feel the vastness and clarity!

Textbook 10 I didn't realize the importance of creating situations until I learned the lesson of bird language in the second volume of Chinese teaching for grade four. Let the students be in a specific situation, and let them read and understand the main points. In the classroom teaching, I let students enter the bird kingdom and feel the unrestrained dialogue of birds. Students become a member of birds in communication, which leads them to sing with birds and love nature. At this point, students' thinking is activated, emotions sprout in their hearts, and the language is completely "emotional".

Listening to birds singing, students generally don't pay attention or think about it. If I ask students to blindly imagine birds singing at this time, students may enter the trough of thinking because they can't imagine it. At this time, a life scene is designed with the help of multimedia to awaken students' existing knowledge and experience, and find new knowledge growth points from birdsong to birdsong. Imagine bird language in the context of the text in the scene. I think this time the students listened very consciously and listened most carefully. It brings students closer to nature and helps them have a deeper understanding of the text.

The teaching of Bird Tale also pays attention to the humanistic material of the text implication. It is strongly embodied in imaginary oral training, an extension of reading dialogue, a more free dialogue at a higher level and in a broader field of vision, and embodies the comprehensive and coordinated development of feeling, understanding, accumulation and application under the care of humanistic spirit. Combine humanistic education organically in imaginative oral training, tap humanistic factors in teaching materials and infiltrate education, so that students can receive education in the perceived image; Secondly, the teaching of this course is student-centered, based on students' real life, with reading instead of saying that students can understand the text in reading, organically integrate language taste with humanities education, grasp the key words in the text content, and let students understand and feel the humanistic connotation. We can feel the author's mood from the words "hard work", "good news forecast", "voice urging" and "feeling more cordial". Through the rich connotations between the lines, the author touches the simple and positive attitude towards life, makes friends with birds, loves birds and protects them, and subtly permeates them, so that students can understand, influence, absorb and internalize them in a subtle way.

Textbook 1 1 Today, as a new teacher, I learned about the teaching guidance of teachers in the teaching and research section. This time, I chose a skimming article-"Take care of your heart", which is a very short article. This paper uses two small examples to illustrate that people in life should take care of each other and exchange their sincerity for their own, so that our world will become more harmonious. The language of the article is concise and there are no tortuous stories, but it has brought great shock to readers.

Because this is a skimming text, in the teaching process, I try my best to let go boldly, give full play to the students' ability of independent cooperation, learn by the methods I am most interested in and good at, and learn from each other through group cooperation and classroom communication to achieve overall integrity. For example, when students read the text for the first time, I ask them to choose their favorite reading methods, and then think about what the text mainly writes. See which group summed it up accurately and concisely? Students have a strong interest in reading and a good communication atmosphere. Throughout the whole class, my kind and natural teaching language, generous and decent teaching attitude, proper and effective evaluation and effective learning effect have all been affirmed by Mr. Chen. However, in the whole process of grinding, listening and evaluating classes, it also caused me a lot of reflection.

How to skim the text? I just think it's appropriate to skim the text. Although skimming teaching pays attention to "simplicity" and "conciseness", it also needs a "refined" part, otherwise skimming will become "extensive reading" with low efficiency. Due to the limitation of teaching time, the points that need "intensive reading" in skimming the text should be more prominent and concentrated. Therefore, you need to think repeatedly and find the right focus, so that your strength can really be spent on the cutting edge. Just like there are two short stories in Take Care of Your Heart, how to grasp them? Do you want to expand both or choose one? After repeated thinking, I chose the latter, and I concretized the second story in the article. Facts have proved that this not only saves time, does not repeat, but also has good teaching effect.

Secondly, in teaching methods, teachers should pay more attention to students' self-learning ability, rather than paying too much attention to repeated guidance in reading, and should boldly create opportunities for students to learn by themselves, so that students can learn freely in class. Finally, in the sense of education, I think that by studying this article, students must be educated, know how to think of others from the perspective of others in life, and give others more tolerance and respect. As a teacher, I learned a lot from the study of this article. While educating children, they are also educated, and they also learn to care for themselves in education and teaching. This is a more valuable windfall for me.