Reflections on the Teaching of Chinese "Desire"

As a new teacher, we should grow rapidly in classroom teaching. Writing teaching reflection can sum up our teaching experience. How to write teaching reflection to play a better role? The following is my serious thinking on the teaching of Chinese word "wish", which is for reference only and I hope it will help you.

Reflections on the Teaching of Chinese "Desire" 1 Text "Desire" describes my "friendly and cordial conversation with a French girl and her parents in a street park in Paris, which shows the French people's deep affection for the French people and their common desire to consolidate and develop the friendship between the Chinese and French peoples. Teach children to love peace and be peace ambassadors.

In this article, Villeneck's family are all "China fans", and her father brought back Guangdong summer sleeping mat, Fujian paper umbrella and Suzhou embroidery from China ... I skillfully used courseware to show students pictures of these items with strong China characteristics, and accompanied them with the guzheng song "Mountain Stream and Running Water" to stimulate students' love for the splendid culture of the motherland. At this time, I used the article "Some artworks can't even be named" to let the children fully imagine. Could these artworks have been brought back by their father? Children have many answers, including Beijing Sugar Man, China's calligraphy and painting, Peking Opera facial makeup, China Tang suit ... When the imagination blank is added, children realize that the little girl's father is a "China fan", which deepens their understanding of the text and appreciates the great charm of the splendid culture of the motherland.

At the end of the article, considering that this year marks the 40th anniversary of the establishment of diplomatic relations between China and China, I cleverly seized this favorable opportunity and showed the children a video of the 40th anniversary of the establishment of diplomatic relations between China and China, that is, during the Spring Festival of the Year of the Monkey in China on 20xx1October 23rd. After watching the video, the children felt more deeply the performance of the French people on the Champs Elysé es in France. So as to further deepen the profound understanding of the content of the text from the two aspects of sensibility and rationality, and stimulate students' strong desire to be friendly messengers. The whole class not only gained knowledge, skills and methods, but also improved their emotions, attitudes and values!

Reflections on the teaching of Chinese "Wish" 2 The purpose of this course is to guide students to read the text with emotion and experience the thoughts and feelings contained in the text. In teaching, I take the feeling of the moon as a clue, read aloud in different roles between students and teachers, and between students and students, and find out what the moon wishes and why the moon hopes for a good weather tomorrow, so as to realize that Pearl Krabs gave up the outing in order to take care of his sick mother and learn from Pearl Krabs's good qualities of caring for his parents and taking care of his elders. And tell the children in time to love and take care of their families like Pearl Krabs. Finally, the moon's wish came true, and no more questions were asked. Let the children write down their wishes and post them on the wish tree, and the class ended happily.

In this class, I changed the extracurricular reading from fairy tales or picture books to songs. The lyrics of the song "Little Crow Loves Mom" express the same theme as this article. Through comparative reading, students can experience different ways of expressing emotions in fairy tales and poems, and fairy tales are more interesting.

In the process of teaching, students' interest in learning is very high. When the cartoon "Little Crow Loves Mom" was played, some students burst into tears. They were deeply moved by Pearl Krabs in the text and the little crow in the song. Looking at their tearful eyes, I feel that the silent telling is more silent and affectionate than the talking. The emotional goal of this class is successfully achieved through effective contact inside and outside the class. However, when students talk about different expressions of fairy tales and poems, there are incoherent answers. Under my guidance, they seem to understand some differences, but they only stay at the level of words, which shows that this intersection design for first-grade children is not in line with the academic situation. Only when students have accumulated a lot of reading and developed their thinking to a certain stage can they have their own understanding of different styles.

Reflections on the teaching of Chinese "Desire" 3 "The Moon's Desire" is a beautiful fairy tale, which leads to the feelings of caring for parents with the inner changes of the moon as a clue. It is a text full of family warmth. The focus of this paper is to guide students to read the text with emotion and feel the thoughts and feelings contained in the text.

This teaching clip is very simple, and there is nothing special in its design. But I think the biggest advantage is to give children enough time to read and feel the joy of reading. Then, I felt the emotion contained in the article from my classmates' comments. Under the new curriculum, group learning has become an important way of learning. In group cooperation, children help each other and learn from each other. With the spirit of cooperation, students have a high enthusiasm for learning. If you read aloud in different roles, there must be excellent students in a study group who can influence each other. I also think it's good for students to read books since enlightenment. Make students develop good study habits of positive thinking and active exploration.

After class, I spent nearly 20 minutes talking about the relationship between parents and children in class. For example, how parents care about our growth, we should be considerate and care for our parents and elders. The classroom was surprisingly quiet, and most children were moved to tears. After class, I chatted with several children. The children are aware of their parents' concern for them and say that they should honor their parents well. I think the effect is coming, and the classroom extends to extracurricular activities. This kind of educational effect is really useful.

Reflections on Chinese "Desire" Teaching —— Four teaching objectives;

1. Knowing the new words 14, I can write six new words: female, qi, go, big, early and bright.

2. Read the text correctly and fluently.

3. Understand the content of the text, and know how to care for others and think for others from an early age.

Teaching emphasis: Know the new word 14 and write six new words: female, qi, go, big, early and bright.

Teaching difficulties: understand the content of the text, and know how to care for others and think for others from an early age.

Preparation before class: two wall charts and a small blackboard.

teaching process

first kind

First, the dialogue is interesting and leads to the topic.

1. Write down "wish" on the blackboard, understand "wish" and tell me what your wish is.

Do you know what the moon wishes?

Show me the picture 1 and tell me what it is.

Show me picture 2. What is this picture? Let the students speak fully and feel the text initially.

3. Teacher's summary: The teacher found that the expression of the moon in the two pictures is different. What will the moon think when she sees the two little girls' homes? Today we will learn 8. Moon's wish (read together).

Second, perceptual reading, learning new words

1. Read the text freely and underline the new words in this lesson with "=".

2. Know new words in your favorite way. Read pinyin, ask your deskmate, look up the vocabulary, guess, etc. )

3. Check the mastery of new words.

(1) Show the new words (with pinyin) on the blackboard and read them freely. Boys and girls read them separately.

(2) Erase pinyin and let students read it as primary school teachers.

(3) What words did you know before? How did you meet? Do you have any good ways to remember which word?

4. Read the text in groups, consolidate the new words in reading, and pay attention to the polyphonic word "de".

Third, realize after reading, think after reading

1. Read your favorite paragraph by name.

2. What do you want to ask after reading the text?

Fourth, reproduce the new words, review and consolidate.

Second lesson

First, check the import.

Ask a student to read it. (or read by name)

Children, Sister Moon went to the home of two little girls. What are they doing? Read the text freely. )

Second, read the text again and understand the content.

1. Sister Moon came to the first girl's house. Read paragraph 1-2.

2.

(1) Speak in a "monologue".

(2) What is the moon's wish at this moment?

Sister Moon came to the second girl's house and read 3-8 paragraphs. (Read the dialogue at the same table)

(1) Whisper.

(2) The moon has seen the second girl's home. What is its wish?

(3) Guide the reading dialogue.

4. So what is the final result? Read the last paragraph together and understand "sunny day"

5. What is the moon's wish?

Third, reproduce new words and guide writing

Fourth, expand the exercise:

What will two little girls think when they walk on the road for an outing?

Teaching reflection:

At the beginning of the text, I wrote down "wishes" on the blackboard and adopted the way of asking questions. I first asked them what "wish" meant, and then asked them to specify what their wish was. This combination with practical problems will arouse students' interest and make them willing to think about problems. I think this teaching guidance method can be used repeatedly in future teaching practice. After that, I run through the concept of the new curriculum standard, return the classroom to students, and cultivate students' oral ability and observation ability. Before observing, I told them that I had discovered a secret, and the students were immediately surprised. They will be busy asking me what I found, so I will let them find the answer by themselves. They seem very active and willing to find the answer. After that, I let them read the text freely, learn about the new words in the text and think about how to remember them in their favorite way. By adding one, subtracting one and changing, students can quickly come up with various ways to remember new words, so that students' impression of words will naturally be much deeper. I let the fastest students be small teachers and teach the whole class. At this time, the enthusiasm of the students suddenly rose. I further consolidated the new words, and then I asked my classmates to read their favorite natural paragraphs and let them speak freely and talk about the questions they wanted to ask. In this way, students have a preliminary understanding of the article.

Reflections on the Teaching of Chinese "Desire" 5 "The Desire of the Moon" is a text in Unit 2 of the first volume of the new curriculum standard textbook of People's Education Press. This unit takes family as the theme, and this lesson focuses on experiential education for students who care about their parents and have feelings for others. The story of this lesson is imaginative and thought-provoking. It is closely related to students' real life. Therefore, after familiarizing students with Chinese characters and words, I decided to create a question situation in the study of this text to arouse doubts: Why did the moon change its wishes? I want to grasp the hot spots and doubts of students' thoughts, so that students can participate in learning happily, talk to the moon, talk to the sun and talk to the thunder. And let students combine their own life experience in the dialogue process, constantly feel and taste, and internalize the language in the book into their own language. In teaching, role reading and role performance are mainly used.

First, flexible use of the text, with real life

I pay attention to mobilizing students' direct life experience. By creating situational dialogues, let students look at pictures and think of infinite pictures from limited pictures. So as to talk about the excitement before the outing. Let students move from text to life, and then from life to text to realize the organic combination of text and life. Create a situation: How does Sister Moon discuss with Grandpa Sun, so that students can understand the tone of "discussion" and apply it to their oral communication on the basis of understanding, and at the same time feel Sister Moon's good wishes. The new Chinese curriculum standard points out that the study of texts should be combined with the experience of life. In teaching, I found that the students are naive, romantic and full of fantasy, and they are looking forward to talking with Hua Er.

Sing with birds, swim with fish and dance with the wind. In view of their * * * nature, grasp the students' thinking hotspots in this period of study, and let students participate in learning happily.

Second, walk into the text and feel the students' real inner world.

According to the students' different answers, I asked them to close their eyes and raise their hands to vote. Please raise your hand if you are the same as the first classmate. Brush! I saw most students raise their hands. Those who don't raise their hands, please stand up. Then let the students open their eyes. At this time, I told my classmates that I joined the students who stood up. Tell the students that I found ten little moons in our class. At this time, I saw the students who raised their hands stare big eyes, and I felt their doubts. In fact, this is their true reflection. From here, I see the real inner world of students. Through students' empathy, role-playing and reading aloud, students' hearts collide and their emotions sublimate.

Third, reading comprehension.

I ask students to read aloud and feel in reading. After reading aloud in different ways and discussing in groups, the students have a preliminary understanding. I expressed my feelings. This makes me feel the importance of reading aloud more. In this part of teaching, students feel the desire of the moon by reading aloud. I forgot one place here, that is, what is "sunny" and I didn't explain it to my children. This is a mistake of mine.

Reflections on the teaching of Chinese "wish" Cultivating students' problem consciousness is the premise of developing students' innovative ability. This link should be said to be the "exciting point" to stimulate students' interest and let them learn knowledge in depth, because learning is expensive and suspicious, and doubt is the beginning of thinking and the end of learning. Teaching is essentially a process of guiding students to find and solve problems. It is also a process of independent inquiry and continuous creation for students to ask questions from doubts. If students can boldly question, think positively and dare to ask different questions, they can open the door of creative thinking and produce the ability of creative inquiry. In practice, the author makes full use of questioning teaching to cultivate students to dare to ask questions, be good at asking questions and be willing to ask questions.

Modern education pays attention to the cultivation of creative thinking and the formation and development of students' creative ability, which is why modern education advocates focusing on inquiry and questioning and cultivating students' ability to acquire knowledge through multiple channels. In teaching, I take students as the main body and teachers as the leading factor, make intimate friends with students, stimulate their enthusiasm, create a relaxed, harmonious and democratic atmosphere for students, and encourage them to question boldly. For example, in the "Moon's Wish" class, the teacher first guides the students to read the text, then the teacher reads the text, asking the students to imagine while listening, and then talk about what questions they have to ask. At first, everyone was afraid to ask questions, and the classroom suddenly became silent. In this case, teachers actively encourage students to think boldly and dare to question. Through the simple persuasion and careful guidance of the teachers, the classroom suddenly boiled, and everyone raised their hands to speak, and some said, "What is the wish of the moon?" Some asked, "What is the little girl's wish?" Some ask "why does the moon want to discuss with the sun to make the weather better tomorrow", while others ask "why does the moon want to make it rain tomorrow". I am sincerely glad to see that innocent and lovely students can ask vivid and interesting questions that these teachers didn't expect. First, I affirmed the students' intelligence and ability, and immediately organized everyone to study independently, cooperate and communicate, discuss in groups, report and communicate, and add appropriate points to the teachers.

Through the teaching of a reading guidance text, I deeply feel that reading is a dialogue. Reading teaching under the guidance of the new curriculum concept emphasizes students' reading autonomy, independence and questioning in dialogue, which is also based on this concept. With the help of language and writing, guide students to explore independently, learn to learn, and find what they want to know in the dialogue with the text. Only in this way can they help students understand the content of the text and think, so as to really gain something.

Reflections on Chinese "Wish" 7 Teaching According to the inner changes of the moon, with the help of the little girl Pearl Krabs, she gave up the outing to take care of her sick mother, praising her good quality of caring for her parents and being considerate of their preparations. This article is not only full of childlike interest, but also full of human feelings, which is instructive in vivid and touching stories. The Chinese curriculum standard puts forward that "let students read the text with emotion and feel the interest in reading." It is the requirement of junior reading. Therefore, when teaching, I try to create a situation for students, so that students can read since the enlightenment by themselves and feel the thoughts and feelings contained in the text. Let students read and feel the language by themselves in the situation, which is helpful to enhance the sense of language, develop the language and produce real emotional experience. Reading the text well is of great help to understand the thoughts and feelings contained in the text. However, I don't think the students in this course have read enough and read well. But in order to complete the teaching task, I gave up instruction. Next, I will guide the reading of this lesson.

Let students observe and write in a hierarchical and purposeful way, which is helpful to improve students' ability to write articles well. Competition is a favorite way for students, and group competition is more conducive to cultivating students' sense of unity and cooperation and competition. Starting from this week, I am strict with their writing and homework.

Reflections on Chinese "Wishing" Teaching 8. Students are the main body of learning and evaluation. It is our goal to let students learn self-evaluation and self-reflection in their studies.

Therefore, in teaching, I try to let students participate in evaluation, and ask students to form the habit of evaluating themselves and others, and learn to evaluate themselves and others correctly.

When teaching the text "Moon's Wish", I read the text with several classmates, and then let them evaluate it after reading it. One student said: He mispronounced a word, and other children followed. At that time, I noticed that my classmates were blushing, so I said to them, "When you evaluate, you should first see the advantages and disadvantages of your classmates, and then put forward the shortcomings." Under my guidance, everyone first discovered his advantages, such as "I like to listen to his writing, which is very nice." "I want to learn from him." "Although you mispronounced a few words, your voice is very loud. You can try to read it again. " Hearing these comments, the students who just finished reading the book all smiled. Self-confidence increases. In this way, students gradually learn to discover the advantages of others, learn to look at others with appreciation, and give timely and appropriate praise and encouragement. This not only creates a classroom atmosphere of mutual learning, but also cultivates a principle and ability to live in harmony based on society in the future.

Reflections on Chinese "Desire" Teaching 9 "Moon's Desire" is an interesting text in the second volume of the new curriculum Chinese. The text tells that the moon saw a little girl going for an outing the next day, so she wanted to make tomorrow better. Later, I saw another little girl. She would rather not go for an outing because she had to take care of her sick mother. She decided to let it rain tomorrow. On the third day, all the children took to the road of outing. In my opinion, there are many suspense in the text that attracted my attention and students' interest. However, when teaching this course, our first-grade teachers adopted different methods. The link I designed is this: in the process of text teaching, let students experience two different wishes of the moon: one is that tomorrow will be sunny, and the other is that tomorrow will be rainy, resulting in such a contradictory phenomenon, so that students can learn the whole text with novelty and doubt. The article did not say whether the next day was sunny or rainy, only that "one sunny day two days later, the children were all on their way to an outing". After learning the last section, I asked the students, which wish of the moon has come true? Although there are many disputes among students, the students who read the text carefully found the correct answer. My next design is in great trouble. I asked: students, in fact, the moon has only one wish. Can you read the last section and think about the moon's wish? The question didn't come out of the students' mouths until class was over, that is, the moon wanted every child to go for an outing.

Another teacher in the same grade went like this: instead of extracting the two wishes of the moon like me, she asked the students to talk about what the wishes of the moon were under the overall perception. In this way, before analyzing the text, students can already know that the moon's wish is "to let children learn Chinese in grade one and reflect on the moon's wish to teach."

They all went on an outing, and the students' answers didn't meet the difficulties I encountered in teaching. However, this design lacks some suspense in teaching and it is difficult to arouse students' interest. There are other teachers who didn't dig the textbooks so deep, but they taught smoothly and achieved their goals well. So after teaching this text, I have a few questions:

1. Should the moon's wish be located in two contradictory "sunny days and rainy days" or "let the children go for an outing"? 2. If the moon's wish is to "let children go for an outing", what kind of teaching methods should be adopted to keep students' strong curiosity when studying?

3. Is it ok to position the moon's wish as "sunny and rainy"? And whether the teacher can properly point out the achievement of the goal of "letting the children go for an outing". Should the first-grade text be analyzed in a simple way, or should children be led to deeply understand the meaning of the text?

Different people have different opinions. I hope that people of insight can give me useful suggestions on the above issues. This is also my "wish".

Reflection on Chinese "Wish" Teaching 10 Every time after class, I will ask myself: Is there any progress? I'm not demanding of myself, I just hope I can make a little progress every time. Looking back on the lesson "Lark's Wish" taught by this teaching and research activity, I am delighted to find that this time it has really improved a little. This "one point" is mainly reflected in the current teaching consciousness. This so-called "teaching consciousness" is simply understood as "I want to do this".

I think there are big problems in class. I remember when I was in an open class last year, the teacher of the high language group gave me a valuable opinion, "Design should be centralized". Yes, if the design is not concentrated, my classes will be scattered, and the knowledge that students have to master will be chaotic, which will inevitably cause students' learning pressure. I remember every class after that teaching and research activity, I tried to lead the classroom teaching with a big problem. With the guidance of big problems, classroom teaching will be centered and avoid "scattering". Unconsciously, it seems that there is no need for deliberate design, and teaching has become accustomed to the development around the center. Just like the lark's wish taught this time, the students are deeply impressed by the center of "the forest is so important"

I want students to talk in class. I like "lively" classes. My understanding of "lively" is to let students speak. At the beginning of the class, I show related phrases (including words) through ppt, or ask students to connect the phrases and say a sentence, or ask students to say a figurative sentence in a text with one or two sentences, changing different forms, but with only one purpose, that is, to let our students open their mouths and start learning new texts while speaking. In classroom design, it is also my intention to guide students to talk about the origin of "forest reservoir" with schematic diagrams, so that students can talk and help them understand the concept of "forest reservoir" in oral English, which is also a teaching difficulty of the text. "It's actually not difficult to say", which is my expected goal.

I want to improve students' understanding of words. I remember that when I first started teaching, I always asked the students to look up the dictionary on the spot when I encountered words that were difficult to understand in the text, although I encouraged them to look up the dictionary themselves, expecting them to form the habit of looking up the dictionary frequently. But over time, I found that there are always a few people who move fast, and the aggressive psychology of children often makes them report the answer immediately when they find the meaning. These students remember the meaning of words, but for most students, this understanding is not profound and will soon be forgotten. This kind of effective surface is too narrow for me to use all the time in teaching. In this regard, I changed my method to help children understand the meaning of words in a flexible way. In this lesson, when I understood the word "flying all over the sky", I deepened the students' impression of the word through the display of pictures. The scene of yellow sand flying in the desert also reflected the environment of "no water, no crops and almost no plants", which led to the word "barren". I believe it is natural for students to understand the word "barren".

I want to promote the transfer of textbook knowledge. The scientificity of textbook arrangement is not only reflected in each text of each unit at the moment, but also in the connection of the whole textbook at the moment. The 19th lesson of this textbook "The lark's wish" and the opening text "Let's plant trees" are very interesting, both of which tell us the importance of planting trees. "Let's Plant Trees" is a poem, and the children have recited it fluently. When you speak with "can" ... and you can ... "After completing the preset teaching objectives, I combine the materials of previous poems and ask students to talk about the role of forests through sentence patterns. "It can dye the beautiful territory of the motherland green" and "it can bring fresh air" ... The children moved all the materials recited in the first lesson, effectively completing the transfer and application of knowledge.

In classroom teaching, I practice my "I want to do this". These "I want to do this" are accumulated in classroom teaching. I hope they will be more and more abundant and better guide my teaching. These are all shallow consciousness, which will be inadvertently involved in every teaching design; In other words, these consciousnesses are strong, because they guide me and lead children into one text after another.