Reflection on teaching in Chinese Garden 1

Introduction: Teaching reflection is to improve teaching methods. Below are 6 teaching reflections on Chinese Garden 1 that I have compiled for your reference! Reflection on Teaching in Chinese Garden 1 1

After completing the "Oral Communication" and "Display Stand" parts of the second-grade Chinese Garden 1, I was deeply touched. In the "Oral Communication" part, after the students have clarified the content of "Oral Communication", let them talk about where they went for an autumn outing. When the students organized the language, they spoke very completely and fluently. "I suggest that everyone come... because..." "I want everyone to come... because...". Not only is the students' language organization very good, but the reasons are very good. During the homework display, students were assigned the task of making leaf stickers on Sunday, and the students' works were really colorful. Some used leaves to paste into bunny rabbits, some used leaves to paste into the underwater world, and some used leaves to paste into various plants. It looks like... I asked the students whether they did it by themselves or together with their parents. Some said they did it themselves, and some said they did it together with their parents. Chinese Garden 1 Teaching Reflection 2

"Chinese Garden 1" is an article in the first volume of primary school Chinese (Literacy 1). The experimental draft of the "New Curriculum Standards" points out: "Chinese is a highly practical course and should focus on cultivating students' Chinese practical ability. The main way to cultivate this ability should also be Chinese practice. It is not appropriate to deliberately pursue the systematic pursuit of Chinese knowledge. and complete. Chinese is also a mother-tongue education course, and learning resources and practice opportunities are everywhere. "Therefore, in the classroom, our teachers should teach less and practice more, so that students have more time to directly contact the Chinese materials. Master the rules of Chinese language and improve Chinese literacy through a large amount of Chinese language practice.

The teaching in the Chinese Garden is to take life as the main line, and it is to allow students to fully perceive, experience, think about, and understand life, so that students can express life and express themselves with real brushwork. Therefore, we need to teach students to contact and understand society from an early age, observe social life, accumulate life, and select writing materials from social life (including school life and family life). Guide students to experience life, and also guide students to learn to discover the beauty in life, so that the beautiful content, beautiful images, and beautiful forms in life can nourish the hearts of children, leaving beautiful pictures in their minds. When these beauties touch their sensitive and passionate heartstrings and give them the impulse to write, the torrent of language will be released. Teachers should be good at guiding students to pay attention to world affairs, pay attention to people and things, scenery and objects around them, select materials from life, and advocate writing about the reality of life. Only when life is real and feelings are sincere can the article be touching and full of vitality and vitality. Taking life as the main line, we must be good at capturing the resources of students' lives and use the resources in students' lives as the source of promoting students' individuality. In real life, we cultivate students' willingness to explore and have the courage to practice, promote students' sense of responsibility for nature and society, and develop students' innovative abilities, practical abilities and good personality qualities. Chinese Garden 1 Teaching Reflection 3

This unit is the first unit, so after finishing the study, attention should be paid to the consolidation and memory of students' literacy methods. Students should be actively guided when doing exercises, especially on methods.

The design of my discovery this time can guide students to observe associations and conduct exploratory learning through specific things. In interesting activities, by connecting known experience and life experience, they can develop language and develop thinking. The "I can fill in" exercise in "Reading and Memorizing" allows students to discover patterns in self-learned words, use language in the air, fully respect students and cultivate students' autonomy. This oral communication design allows students to fully participate in communication situations, stimulate interest, create conditions for all students to participate, and encourage students to engage in dialogue in multi-directional interactive dynamic activities, express unique feelings, and train oral communication skills. In the "Display Stand" section, students choose their own display content and display method, experience the joy of success in the game, feel the beauty of spring, and the effort of language. Expand knowledge in the broadband network column, learn to collect, process, and process information, and cultivate the ability to actively self-study.

This exercise design that requires students to "write down their discoveries in spring" is mainly to try and develop three aspects that cannot be ignored in writing teaching in the first period of school under the guidance of the new curriculum reform concept. core question.

First, the issue of interest and emotion.

Let students enjoy writing and be happy to write, which will help overcome the fear of difficulty in the process of converting spoken language into written language. Because students are no strangers to spring, they are required to make new discoveries about spring and write about it. This is impossible without the support of interest and emotion. This design focuses on starting from interest, stimulating interest with songs, mobilizing emotions with paintings, and lasting interest with evaluation and motivation. When students have a strong interest, they will naturally write about their new discoveries in spring easily and happily.

Second, think about the problem.

The design allows students to draw and describe the spring scenery they discovered, then imagine what they want to do, and based on this, further write what they want to say about the scenery they discovered. In this way, it is conducive to training students' imagination, thereby implementing the requirement of "writing their own understanding and feelings about the things around them".

Third, the issue of discourse organization.

Allowing students to speak and write about new discoveries in spring in their own words in a standardized and orderly manner can not only expand their writing ideas, form a leap in thinking, generate inspiration, but also realize that words are It must be in line with the customs, and it must be beautiful and beautiful. Only in this way will they have beautiful sentences such as "The grass sticks out its head and wants to play with me" in their mouths and pens, so that they can get language training. The design is to talk about individual scenery in the order of "what kind of scenery I found + what it wants to do"; to talk about a group of scenery in a certain order; to express feelings in the way of "beautiful, I want to tell you", which is exactly what allows students to express their feelings in the composition. On the way to the beginning, speak and write in a relaxed and orderly manner, resist the pseudo-"free writing" of "talking freely", and lay a good foundation for composition. Chinese Garden 1 Teaching Reflection 4

This item is composed of two parts. The learning of each part should guide students to discover by themselves, experience the joy of discovery, and stimulate their interest and desire to learn.

1. Among the six groups of characters in the first part, the first character in each group is a familiar character that has been learned, the next character is a new character to be learned, and the last character is the pronunciation part of the previous character. Students can be asked to read the pinyin first, reading the characters as well as the words, and recognizing the new characters in the words. Then guide students to identify the glyphs and let them find out the similarities and differences between the two characters in each group, so as to understand and discover the rules. Then, we can use the method of grouping words to distinguish the meaning of each group of two words, and guide students to discover the method of using the phonetic characters to read words, which can also be summarized as using the familiar word "minus one minus" method to learn words.

The new words in "I can recognize" should be able to be recognized and read in different language environments. Words composed of these words can be collected and read by students. Students can be provided with reading passages in which these words appear repeatedly. Games can also be used to help students remember these words.

2. First read the words in "I Can Write", and then guide students to discover that each group of words has the same radicals. Finally, use the words of friends in the textbook to guide students to write words with these radicals. Encourage as many as possible Write.

Accumulated over time

This item consists of two parts. In these two parts of content, not only are the words learned in this group reproduced to help students consolidate the words they have learned, but they also promote students' accumulation of language through reading words and memorizing children's songs.

I can read: Let students read by themselves and give full play to students' learning autonomy. It can be read in relays, in groups, or in competitions. On the basis of students' own reading, students are allowed to freely choose words and make sentences. They accumulate language and learn language in the process of reading words and using words. Friends-finding games can be used to help students remember these words, that is, using pictures or slides to vividly represent the meaning of the words, and asking students to say words that match the meanings in the pictures. You can also ask students to pick words from the word cards that match the meaning of the picture.

Read and memorize: This is a children’s song that expresses the harvest scene in autumn. Teachers can model reading first, and then let students practice reading on their own, paying attention to inspiring students to read out the joy of harvest, and encourage students to recite on the basis of familiar reading. Students check each other's recitations to see who can read better and who can memorize. The teacher conducts random checks on the whole class. The words "crop", "sorghum" and "grape" in the children's song are pronounced softly. The "Cheng" in "黄成成" and the "彤" in "红彤彤" are pronounced once in the word.

When reading, teachers should pay attention to reading in a lively and brisk tone to express the joy of harvest and the happy childlike innocence expressed in children's songs. To improve students' reading aloud level, we cannot rely on rigid guidance, but should allow students to develop a sense of language through repeated reading practice, and feel and appreciate the bright rhythm and harmonious phonology of children's songs.

Encourage students to collect children's songs after class, read children's songs, memorize children's songs, and also encourage students to write children's songs.

Oral communication

This oral communication is in the form of discussion and suggestions.

1. Collect information about scenic spots or autumn travel routes before class.

2. Find a partner to talk to and talk about where you want to go for an autumn trip. Encourage students with the same or similar opinions to form groups. The group discusses the group’s autumn outing plans.

3. The squad leader presides over the whole class discussion, and each group states its group's ideas and reasons, and gathers everyone's opinions on the basis of democratic discussion. Pay attention to the tone of discussion rather than the tone of debate.

4． After consensus, we will discuss the plans for the autumn outing in detail. You can discuss in groups first and then share with the whole class.

5. Discuss the division of labor in preparations and autumn outing activities.

6． Make suggestions to the teacher.

Display stand

The display stand provides students with a stage to display their learning results and experience the fun of learning. For this activity, students should be reminded at the beginning of this group's teaching, telling them that they will be conducting display and exchange activities, so that they can pay attention to using their hands and brains to create works about autumn and accumulate their own learning results.

This exhibition stand is to display bookmarks, greeting cards, pictures, poems or other works made by students, all related to autumn. You can set up an exhibition board or use the learning garden to display. After the display and communication, keep the works you are satisfied with properly. Reflection on Teaching Chinese Garden 1 5

This time I took "Chinese Garden 1". During the teaching process, I felt that there were many problems. Later, after discussing with other teachers in the school, I finally found out What I learned is that I hope I can learn from this lesson and not make the same problem again in the future.

First of all, you need to adjust your voice in class, and slowly learn to have priorities and rhythms. The teacher's language and emotions can infect children to a great extent, and sometimes they can even have some unexpected effects, such as causing children to think about and pay attention to problems, etc. In this regard, I must not only pay attention and remind myself in future classes, but also learn more from other teachers, experience and feel, and see how other teachers make the classroom more elegant and beautiful. Elegant and beautiful, it reveals a lively and relaxed side.

Secondly, the biggest failure of this lesson is that it requires children to write four-letter words about spring, which really makes it more difficult for children. In fact, for first-grade children, the main accumulation is reading, and there are many ways to read. They can read freely, be taught by a small teacher, etc. You can also feel reading through pictures. I think this way should be It is a more suitable accumulation method for first grade children. Through the failed arrangements in this link, I remind myself that when designing teaching in the future, I must grasp the characteristics of the age group and do things that do twice the result with half the effort for the children.

Thirdly, for first-grade children, literacy and writing are the key points, and they need to be implemented in a variety of ways. But in this class, the writing seemed particularly inconsistent, mainly because my guidance was not meticulous. In the process of children learning to write before, they have always focused on writing, writing very few words, but this time they are writing sentences, which has higher requirements for children, so when giving guidance, the following should be done A few items: Read through and read accurately; think of the corresponding words while reading; write well (the words should be straightened, pay attention to key strokes; the size of the words should be even), the teacher and students in class will remind them together, and remember how the words should be in the reminder. Write; remind that you must put a period. Children should be allowed to have such a thinking process when they read Pinyin and write words for the first time completely, so I want to do it again when they read Pinyin and write words in the future. Reflection on the Teaching of Chinese Garden One 6

Today’s parent open day, I gave a Chinese lesson to students and parents, the content of which was "Chinese Garden One" (the first lesson).

Next, I will reflect on this lesson as follows:

First of all, from the perspective of the implementation of the teaching objectives, I have basically achieved the requirements of the teaching objectives, that is, 1. Through the recognition and reading of Chinese Pinyin, It is the students who have consolidated the Chinese Pinyin, distinguished the initial consonants and finals, and can read the correct sounds and recognize the shapes; 2. Through examples, students have a preliminary understanding of antonyms. Through games, students have basically mastered the knowledge of antonyms and strengthened their language accumulation. ; 3. Through the recognition and reading of daily necessities, the recognition of characters, word learning and understanding of things are connected, stimulating students' interest in learning Chinese in daily life.

Secondly, from the perspective of teaching the key points and difficulties in teaching, I basically solved the key points and difficulties in this class, so that students can master the classification of Chinese Pinyin, and at the same time, through the connection with life, they can integrate word recognition and learning. The connection between words and understanding of things stimulates students' interest in learning Chinese in daily life. In addition, through examples, students can master antonyms.

Thirdly, from the perspective of the implementation of the teaching process, there are both "smiles" and "tears". In terms of import, I use the passion import method. Arouse students' interest in learning through the conversation of "Let's go to the Chinese Paradise to play some interesting games." This can be reflected from the students' answer - I like playing games the most.

Then import the learning content. The first content is "I can write". By reading and arranging the Pinyin cards at the same time, the cards are arranged in an S shape, and then two houses are shown on the blackboard for students to send their tired Pinyin babies home. After the implementation of this link, students can basically distinguish initial consonants and finals, and can also accurately classify initial consonants and finals. The second content is the learning of antonyms. I introduced this link by saying, "After sending the pinyin baby home, let's go visit the new word baby." Then, while showing the antonym cards already in the textbook, let the students read the new words. Then, through the comparison of examples of "out" and "in", students can understand what antonyms are; and then consolidate it with oral exercises; finally, through the "matching word" game and an exercise paper, students can basically master antonyms. However, because I did not think carefully enough, the exercise paper contained difficult words that did not meet the students' actual level, resulting in some students not being able to do it. In addition, because the classroom control was not stable enough, students communicated too much with their parents. The third content is "I can connect". In this link, I started by asking "What places in life can we recognize Chinese characters from?" to stimulate students' interest in recognizing Chinese characters from life, and then introduced the third link of teaching. Then show the entries that have appeared in the textbook and let the students read them; then show the pictures and ask the students to name the entries they just read; finally, through the game of "I click you to read", let the students combine recognizing words and learning words. Connect it with understanding things and recognize words in life. However, there are also shortcomings in this link. For example, after students read the entries, they should have shown pictures and asked students to name them with words. However, due to a short-circuit of thinking, this step and the following extracurricular extension appeared. The cross* phenomenon makes the subsequent "I click on you to read" game somewhat repetitive.

Overall, this open class is another important exercise for me and a rare opportunity. From this class, I gained experience and realized my own problems. , so that one's own teaching has been improved and oneself has grown. Therefore, with a grateful heart, I am grateful for everything!