Reflections on the teaching of Bi Tan, the first volume of Chinese in senior one.

As an excellent people's teacher, classroom teaching is one of the important tasks. With the help of teaching reflection, we can expand teaching methods. How to pay attention to teaching reflection? The following is a model essay on teaching reflection in the first volume of Chinese in grade one (selected 1 1) for your reference, hoping to help friends in need.

Reflections on the teaching of the first volume of Chinese in grade one 1. My open class this semester is the first-year Chinese text class 10, which is compared with the end. In the eyes of children, small animals are their closest friends. This lesson introduces the tail characteristics of six animals in the form of three questions and three answers, with six vivid illustrations. The language of the text is easy to understand, catchy and full of children's interest, which can arouse students' desire to learn and read aloud, and also arouse students' interest in observing the tails of other animals.

In the process of teaching, I pay attention to the connection of each link and string them together with appropriate language. For example, at the beginning, I used an exciting introduction: Students, do you like animals? The zoo is really lively today! The little animals are going to have a competition, and every child is invited to be a judge. What kind of competition is it? All of a sudden, the students' attraction was concentrated, and all their eyes were fixed on me, eager to know the answer. When reading the text, I first ask the students a question: What animals can be compared with their tails? Let the students read the text with questions and solve the problems after reading the text. In the end, I interjected with the following sentence: The students worked hard and the teacher decided to reward you! As soon as the students' eyes lit up, I immediately said, I'll send you a beautiful song. The teaching emphasis and difficulty of this text is to guide students to read the questions well. In teaching, in addition to the old teacher reading aloud and recording demonstration reading aloud, I also instruct students to pronounce the last word of the sentence according to the characteristics of the question type, and also give students a hint with an upward gesture, so that students can practice by themselves, learn from each other and solve difficulties. The requirement of the new curriculum standard is subject integration, and I also pay attention to the combination of art and music in teaching. When learning the names of various animals, I will show the corresponding animal patterns in time, so that students can combine the words with the appearance of animals and have an overall understanding. The courseware is also equipped with songs. Students clap their hands and sing while watching beautiful animations, and their enthusiasm for learning is higher.

I can do this lesson well with a serious attitude, successfully complete the teaching objectives, reflect and solve the difficulties, but I still feel a little inadequate. The requirement of the new curriculum standard is to reflect the subjectivity of students' autonomous learning. I still don't let go of sticking animal name cards under animal patterns. Students should be allowed to stick them themselves, and students should be able to do so. Students are naive and direct, and will not hesitate to speak out when they find problems, but I didn't give them a chance. I was afraid of wasting time and regretted it very much afterwards. I suppressed the students' thirst for knowledge, and as a result, I had to make up for it in the next class and let them ask questions and apologize. I am not sure about learning new words, and the guidance is not in place. After the students say the word "know", I should immediately ask them where they learned it. How did you learn it? Attention should be paid to guiding students to learn Chinese characters in life.

There is no end to teaching and learning. In the future, I will consult my colleagues in the same group, learn from experienced teachers and strive to improve my teaching level.

Reflections on the teaching of the first volume of Chinese in grade one. 2. Biwei is a children's song in the form of dialogue in the first volume of the newly compiled textbook. Through dialogue description, the text introduces the characteristics of six kinds of animal tails: monkey, rabbit, squirrel, rooster, duck and peacock. Chinese curriculum standards stipulate that students should be guided to like Chinese characters, take the initiative to read, and learn to read texts in Mandarin. When teaching, I organize the Chinese class "alive" according to the cognitive characteristics and natural love characteristics of children who are new to school, based on emotion and taking "reading" training as the main line, which runs through all teaching links. The children's song "Comparing Tails" captures the characteristics of the tails of various small animals, and takes the form of "comparison" as the main line to fully mobilize children's enthusiasm for learning and exploration. The characteristics of six kinds of animal tails are introduced in the form of three questions and three answers. The language is catchy, concise and easy to understand, which is very interesting for children. In teaching, reading training can be used as a starting point to expand learning resources and let students know the characteristics of various animal tails. The design is as follows:

First, stick a card to stimulate interest, first read the perception

Instruct students to read the text while listening to the tape and learn the new word "tail". Read the text in pinyin first and think: which animals took part in the competition? (After the students divide the words, say the names together, and say), the teacher posts pictures of animals accordingly. Ask the students to label the animals with tails according to the pictures, and tell the different characteristics of these animals' tails: "long", "short", "like an umbrella", "curved", "flat" and "most beautiful".

Second, read the text carefully and learn to use new words.

It is very important to ask students to read the text freely and quietly with pinyin. In intensive reading, teachers should be good at guiding and dare to let go.

Third, practice reading the text and feel the tone.

Read the text and fill in the blanks. How many sections does this text have? Which chapters read in the same key? (After listening, answer by name, you know? ") Focus on guiding the reading of interrogative sentences. Teachers can practice reading through various forms, understand the language and words in reading, feel the feelings in reading, and understand the use of language and words in reading. To play different roles in reading, we need to read the text, fully perceive the text and show it with actions. After reading it, I will give an encouraging evaluation. Practicing reading in this way enlivens the classroom, activates thinking and cultivates students' reading ability.

Fourth, read games and consolidate new lessons.

Put pictures of six animals on the blackboard. Ask the students to find the word cards with corresponding tail characteristics. Let the students put them on the stage. Achieve the goal of consolidating new knowledge and accumulating language.

Fifth, extend after reading and broaden your horizons.

There are many small animals in nature. Students can look for information from extracurricular books, or surf the Internet or visit the zoo to collect the secrets of animal tails and tell their parents, teachers and classmates what you have seen and heard. Let the students appreciate the characteristics of animal tails and discuss the different characteristics of animal tails, and find that animal tails have different shapes and characteristics.

The new curriculum brings us new ideas, new horizons and new feelings, so that we can interpret, taste, experience and interpret them step by step in the teaching practice of new textbooks. In the teaching of Biwei, I fully interpret the feelings and interests in children's songs in the process of learning games with students shaking their heads, asking three questions and answering three questions with great interest. Taste the gains and losses of each link; Experience the joys and sorrows of students; Interpreting the language and text of the new curriculum.

In short, the teaching design of junior high school reading course requires teachers to take the new curriculum standard as the criterion, find out the intention of compiling new textbooks, guide students to learn by themselves, read by themselves and since the enlightenment, cultivate students' self-learning ability and good study habits, let students use their brains, speak more and do more, and mobilize various senses to participate in the learning process, so as to realize real independent practice and improve the effectiveness of Chinese classroom.

Reflections on the teaching of the first volume of Chinese in the first grade of the Ministry. 3. Biwei is a catchy children's song, and the lesson plan is designed into four sections: free reading, understanding the main idea; Literacy methods and article introduction; Learn from the pictures and read aloud with emotion; Writing instruction, development and improvement.

But this nursery rhyme is very simple, and the children will recite it soon. Although the students find this text very interesting, it has no freshness by memorizing it. So, I extended the text to extracurricular activities and asked, "Do you know the characteristics of tails of other animals? As soon as the voice fell, the children talked endlessly, not only about the appearance of the tail, but also about the role of the tail. For example, the tail of a small gecko can grow a new tail.

Squirrel tail can also be used for supplementary purposes: it can be used as an umbrella when it rains, used in winter, and used as a parachute when jumping from a height. Seeing the children in high spirits, we asked them to create children's songs with courseware. The students gave a wonderful performance. Some editors: whose ears are sharp and whose ears are round? Whose ears are like fans? Rabbit's ears are sharp, panda's ears are round, and elephant's ears are like fans. Whose tail is thin? Some editors: Whose tail is curly? Whose tail is like a pair of scissors? Buffalo has a thin tail. The puppy's tail is curled. The swallow's tail is like a pair of scissors.

Reading teaching should not only think of reading the text, but also provide students with a broad imagination space. When the children finished learning this poem with the feeling of comparing tails, the teacher also got more information and satisfaction.

Reflections on the teaching of Bibi Tail, the first volume of Chinese in grade one. 4. The ending of the text is finished in preparing lessons. At first, I took the first and second sections of the text as the content of the first class with reference to the preparation manual, and designed many situations and game links with interest as the main content. However, there are also some problems in actual operation-unreasonable class schedule and inefficient use of time due to games. So I listened to Mr. Kong's advice and made some adjustments: in the first class, I designed the full-text teaching, focusing on literacy and reading aloud; Delete the redundant situation directly, and only keep the situation of "Lin Biwei contest"; Delete games such as medal cups and increase various forms of reading. From the effect point of view, this way of adding, deleting and changing should be desirable, but there are still many problems, mainly in the method of "reading with the text"

I didn't know how to read this article at first. I usually use words to teach a sentence and then take out the word card and lead everyone to read it. At most, boys and girls watch, watch in groups, watch by train and so on. That is to say, I still mainly read essays, trying to remember words through the way students look, read and watch, but often students are not interested, often.

For example, in the teaching of the words "the most beautiful" and "the most beautiful" in Biwei, I want to explain the meaning of this word to my children at first, and I want to change the way students learn the word itself from the meaning of the word, so that they can remember it. But I didn't think of a suitable content. Baidu has only such an explanation as "extreme". Is it necessary to say "the first time" to children? It doesn't seem appropriate either, so I still read aloud in this class, and the effect is really not ideal. In the subsequent evaluation, Mr. Kong pointed out my "most" teaching problem-no analysis and no interpretation. "In fact, this question is very simple. If I am teaching this' most', I will throw questions to my children,' I want to see which child reads this word most accurately' and' which child reads it loudest'. In fact, children themselves know this tacit word. What we have to do is to arouse their experience in the classroom and let the children really understand the meaning of this word. " After this "drunken" teaching, I think I have a deeper understanding of literacy. Some Chinese characters can be traced back to the source, guiding students to analyze and remember Chinese characters from the shape and meaning. But for some Chinese characters with strong "life flavor", there is really no need to worry too much about how to let children know its exact meaning. On the contrary, the more confusing the explanation, the more conducive it is to create situations through teachers' teaching language and arouse children's life experiences.

Reflections on the teaching of Bibi Tail, the first volume of Chinese in grade one. Bibi Tail is a children's song full of childlike interest. It grasps the characteristics of the tails of various small animals and introduces the characteristics of monkeys, rabbits, squirrels, cocks, ducks and peacocks to children in the form of dialogue.

In the eyes of children, small animals are their closest friends. They are naturally fond of small animals, and they are even more novel and fresh about strange animal tails. This has laid a solid emotional foundation for the teaching of this course.

Before class, I played a warm-up game with the children. Let's see who is faster. "Touch your little nose"; "Touch your little ears"; "Touch your black hair"; "Touch your round face"; Touch your long tail. "Ha ha ha ..." The children are making noise. "Do you have a tail?" No, but many small animals around us have tails. Today, they will have a tail race. " While the excitement of children's games is still there, I strike while the iron is hot and quickly introduce text situations.

At the beginning of class, I created a situation of animal kingdom than tail contest, invited children to be judges, put them in activities, let them enter the text, and let activities close to real life enter their cognitive world and emotional world. This situation can really stimulate children's interest in learning.

In all aspects of teaching, I always start from students' interests. "If you want to be a qualified referee, you must be able to name these animals correctly." "A good referee will never be stumped by these new words." "Who can tell Bevi's story with your reading aloud and compare who is the best referee?" In this way, children play in schools and middle schools, their enthusiasm for learning is fully mobilized, and literacy and reading pass smoothly.

The content of children's songs is actually very simple, and students with good foundation will recite them before class. Therefore, in the process of reading aloud, I give them music with a strong sense of rhythm, integrate musical elements into Chinese teaching, and use boys and girls to read aloud, clap their hands and stamp their feet and other forms to mobilize their various senses to participate in learning activities, which makes the classroom full of vitality.

On the basis of completing the basic tasks of reading and literacy, I guide students to understand the characteristics of other animals' tails (mouths and ears) by reading extracurricular books and searching information on the Internet, thus broadening the space for Chinese learning and cultivating the ability to collect information. Then exchange and process the collected information, imitate poetry, and let students practice their language. Children's poems make me feel that this kind of teaching is very effective.

Reflections on the teaching of the first volume of Chinese in grade one. In this class, I think that "teachers should try to operate a relaxed, democratic and cooperative space for students in the classroom to awaken and activate their enthusiasm". The idea of teaching is to stimulate students' interest in this course by creating situations, and then start teaching according to students' original knowledge and experience, encourage students to read independently, use collective wisdom, and encourage students to remember new words in various ways, so that students can communicate with each other and speak freely. In the whole class, I interspersed various forms of reading activities, so that students can use their brains and hands more, and mobilize all kinds of senses to participate in the learning process, thus realizing real independent practice and improving the effectiveness of Chinese classroom.

The design of the whole class fully respects students' unique feelings, experiences and understanding. Let students' independent thinking replace unified answers, and let students' own perceptual experience replace the overall unified understanding and guidance. The whole process fully respects the status of the subject.

In addition, this lesson 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 the first class, I focused on reading questions and answers. I read and let the students find that the ending of the question is up and the answer is down. 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.

Reflections on the teaching of the first volume of Chinese in grade one, 7. In the eyes of children, small animals are their closest friends. The lesson Biwei introduces the characteristics of six kinds of animal tails in the form of three questions and three answers, with six vivid illustrations. The catchy, concise and interesting language of the text can arouse students' desire to read aloud and interest in observing the tail characteristics of other animals.

In the first class after teaching, my goal is to read the text correctly and fluently on the basis of knowing the new words, so as to guide students to understand the characteristics of some animal tails and stimulate their feelings of loving animals.

Children like small animals very much and are more interested in strange animal tails. In preschool education, most children have been exposed to stories or nursery rhymes about animal tails and accumulated some common sense in their lives. These favorable factors have laid a solid emotional foundation for the teaching of this course.

Literacy teaching in every class in the lower grades is the focus, so the study of new words should run through. For example, at the beginning of this class, let students talk about the names of animals first so that they can review some new words they have learned. Then, by creating situations, I stimulate students' interest in learning new words in this lesson, start teaching according to students' original knowledge and experience, encourage students to read independently, use collective wisdom, and encourage students to remember new words in various ways. (such as "add one", "subtract one", "change one" and "make up one") Let students communicate with each other and speak freely. The learning of new words runs through the whole classroom, and the goal of learning new words that can be read and recognized is implemented in a lot of repetition and speeches. Whether it is literacy, memorizing words or text learning, most of them are acquired by children in their own way, or cooperative learning, or discussion between two people, or independent thinking. Students' autonomous learning ability has been well exercised. In the whole class, I also added a writing link to learn to write a word, instead of putting it in another class, which can distract the difficulty of writing. Every class, I write one or two words, so that children can remember and write words more easily.

Students' learning feedback in class also reflects some problems. Among them, reading aloud made me think deeply. How to read deeply, how to effectively guide students to read, so that students' reading level can be improved every time. I have made the following reflections on this: when guiding students to read a sentence well, first of all, don't rush to let them read their feelings. Such as the instruction "whose tail is like an umbrella?" On the premise of not adding words, missing words and missing words, let the students experience the pause in the sentence and form a certain sense of language before trying to read the tone of the question. If some students still don't study well, don't worry, or just end the next link. Instead, we should continue to give patient guidance according to the actual situation of students, and at the same time pay attention to protecting the enthusiasm of students to read aloud. At this time, students can still be guided to recall the tone of question-and-answer dialogue in daily life, and practice reading sentences repeatedly through model essay reading and competition reading.

The design of the whole class fully respects students' unique feelings, experience and understanding, fully respects students' subjective position, effectively uses the principle of perception, respects and appreciates students, takes emotion as the basis, takes "reading" training as the main line, pays attention to guiding students' personalized reading and reciting, and cultivates students' innovative consciousness and ability. Mobilize students' initiative in learning and let them fully express their opinions. Guide students to actively participate in the whole process, and realize since the enlightenment's self-satisfaction in participation. Highlight key points and break through difficulties. Throughout the class, interspersed with various forms of reading activities (such as teachers and students, students reading and reading; In addition, action performance reading: group evaluation reading, recommended reading, and "tail-to-tail" exhibition competition) allows students to use their brains and hands more, and mobilize all kinds of senses to participate in the learning process, thus realizing real independent practice and improving the effectiveness of Chinese classroom.

Reflections on the teaching of the first volume of Chinese in grade one, 8. The first-grade Chinese children's song Biwei is lively and full of childlike interest. The characteristics of six kinds of animal tails are introduced in the form of questions and answers. Children are naturally fond of small animals and are even more curious about their strange tails, which lays a certain emotional foundation for them to learn the text well.

At the beginning of the class, I drew six small animals in the form of riddles, and let the children judge the tails of animals as judges, and at the same time let the activities close to real life enter their cognitive world and emotional world. Children will soon be eager to try, and guessing can stimulate their interest in learning.

In all aspects of teaching, I also start from students' interests and start teaching on the basis of their original knowledge and experience, so that students can talk about how you can learn these new words well, communicate at the same table and encourage them to remember them in various ways. In this way, from reading to cognition, from simple to difficult to learn. For example, grasp the law of literacy and put several similar new words "Ba, Ba, Gong and Song" together, so that students can discover the law of literacy and infiltrate the method of literacy.

The content of children's songs is actually very simple, and students with good foundation will recite them before class. For this reason, in reading guidance, I pay attention to guiding students to do reading problems well, and at the same time pay attention to interspersed with various reading activities, such as "train reading", co-reading between men and women, cooperative reading between teachers and students, and performing while reading. Let students use their brains and hands to mobilize a variety of senses to participate in the learning process, thus improving the effectiveness of Chinese classroom.

I think there are two main problems in this class: first, the reading guidance is a little confusing, the level is not strong enough, and the implementation is not in place. The second part is after-school development. Judging from the classroom effect, it takes a long time and has little meaning. After reflection, I think it will be more effective to arrange recitation.

I need inspiration to reflect on the teaching of the first volume of Chinese in grade one. Many things are captured instantly. Many of the lessons are inspired. I have heard others talk about "comparing tails", and it is precisely because I have heard it that I hesitated for a long time before I planned to talk about this lesson. I made up my mind to talk about this lesson because the media material I found was both beautiful and practical. It will not only make my class more vivid, but also raise my understanding of the text to a certain height, and bring unprecedented feelings to children, because in normal teaching, children have too few opportunities to contact with modern teaching methods.

Before I decided to give a lecture, I left my brain blank for a long time, because I was afraid that I would be influenced and bound by others and would follow the old path of this lesson I had heard. Although I listened to the municipal open class Biwei, I didn't want to be influenced by it. I want to interpret this lesson according to my own understanding. So what I deduced in my mind was the content of multimedia courseware, how to properly combine the content of courseware with the content of my class, how to make children learn happily unconsciously, and how to face the teachers of the whole school for the first time without fear and tension ... I found that I cared a lot, and the most important thing was what I could give the children, which was also my concern in every class. After working for nine years, I deeply realized my responsibility as a teacher. I have never been so concerned about the feelings of children. I envy their growth time. Today is their yesterday, and I cherish it even more. (It seems a bit far-fetched. )

I have set the following teaching objectives for designing the lesson "Tail-to-Tail":

1. Learn 12 words that can be recognized in this lesson. Know two radicals "Ba" and "Bird".

2. Read the text, know how many small animals are written in the text, and understand the characteristics of their tails.

3. Be able to read the text correctly and fluently, read the tone of questioning, and try to recite the text.

4. Cultivate the feelings of caring for small animals and establish the consciousness of consciously protecting small animals. The key and difficult point of teaching is to read aloud the problems in the text.

It is precisely because of this teaching goal that the overall thinking of the whole class has been formed: introduction of new lessons, memorization of new words, reading aloud, expansion and extension, and full-text summary. Everything is naturally formed in your own mind, and the remaining problem is how to connect all the links naturally, that is, the problem of interlanguage, which is why the six of them have to compete with each other in front of their children! Title on the blackboard: comparing the tail, phonetic notation. Do you know what the tails of these small animals look like? Please read the text with pinyin. Now let the children say the related words in one sentence according to the words and pictures on the blackboard. How well the children speak! What is said in the text is different from what you said. How do you understand this problem? The children try to read the first part by themselves ... I attach great importance to the design of excessive language, because I don't want the content in class to suddenly appear in front of the children, because what the classroom needs is a sense of art, naturalness and unconsciousness.

Another problem is the blackboard writing. I hardly thought about it. Just a flash in my mind solved the problem of writing on the blackboard. I am very satisfied with the blackboard design of this class. The combination of pictures and literacy cards not only allows children to remember new words with pictures, but also plays an important role in my transition. I appreciate my inspiration.

I pursue perfection, but Biwei's teaching is not perfect, and there are problems with time arrangement or too much teaching content. (The open class is just different from the usual class. If we can attend the usual classes like an open class, the children will gain more. It is precisely because of the improper time arrangement that I forgot to try to recite the text. Every summary will make me progress. Inspiration needs accumulation, but also thinking.

Reflections on the teaching of the first volume of Chinese in the first grade of the Ministry of Education 10 This text Bibi introduces the characteristics of six kinds of animal tails in the form of three questions and three answers. The text is catchy and full of children's interest. I grasped the interesting features of this text and designed it around the "tail-to-tail" competition. All the links are naturally connected and interlocking. I introduce the game of touching the tail into the classroom, review the new words in the form of tickets, learn the text by comparing the tail, and expand the training by saying and drawing the tail. The setting of each link pays attention to the creation of situations and adopts the most childlike language, which conforms to the cognitive characteristics of lower grades.

In the design of this course, I noticed the creation of situations, which are not independent, but complementary. The created situation can stimulate students' emotions. Students can walk through the created situation and have the most intimate dialogue with the text. Students' interest is stimulated, their emotions are sublimated, and their feelings of loving small animals can be seen everywhere in the classroom. Cheer for the participating animals, evaluate the tails of the animals you like, and draw a beautiful tail for the animals that have lost their tails. Because of the emotional input, students have a strong enthusiasm to participate in these activities, and the participation is also very wide, and the classroom atmosphere is relaxed and happy!

However, in the actual operation process, the teacher's language and posture failed to achieve the preset effect, resulting in the situation created failed to really stimulate children's interest. The bright spots produced by students failed to grasp and extend in time. All these need to be explored and learned in the future practice.

Reflections on the teaching of the first volume of Chinese in the first grade of the Ministry of Education 1 1 This text is expressed in vivid language in the form of questions and answers, which makes people read fluently. In the arrangement of two groups of questions and answers, we should not only learn more than ten new words and master the characteristics of animal tails, but also read the sentence patterns of questions and answers with emotion. This is a simple and clear goal I set after I selected the text.

Children in Grade One are innocent and lovely, with obvious personality. All good habits in class are gradually formed. It takes some time to maintain classroom discipline, cultivate listening habits and consolidate speaking habits. And it should be repeatedly emphasized in various ways in class that these curious babies should have a quiet class for 40 minutes and learn what they should learn in these 40 minutes. At the same time, the content of class is mainly literacy and writing, which is a relatively boring teaching content. How to attract children's attention and read and write in a relaxed and active atmosphere is the focus of Chinese teaching in grade one.

In class, we introduce several small animals in the article by guessing animal riddles. When entering the country, please ask the children to be the judges of the rear-end collision contest, announce the events, and remind the children that the judges should speak loudly and fluently, which not only stimulates the children's curiosity and interest in learning, but also clarifies the requirements for reading and speaking, killing two birds with one stone. In this process, guide children to use rich literacy methods to read with the text. Of course, in order to enliven the atmosphere, children are also invited to post on the stage, and various forms such as being a small teacher, comparing boys and girls, and group competitions are integrated into teaching activities.

The success of this class makes me understand how important it is to cultivate the study habits of first-grade children and stimulate their interest in learning. Without the usual accumulation, they can't plan, and without enthusiasm and interest, they can't move forward.