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

In study, work and life, we should have first-class classroom teaching ability, reflect on ourselves, and let ourselves go out and see events or scenes in a period of time and ourselves. How to write reflection? The following is my reflection on Chinese teaching in the second volume of Grade 6 (selected 8 articles), which I collected for you. I hope it will help you.

Reflections on Chinese teaching in the second volume of the unified textbook 1 grade 6; while teaching amber, I realized that classroom teaching is still the basic form of primary education today. To achieve the goal of teaching and educating people, we must optimize classroom teaching. To optimize classroom teaching, we must change teaching concepts and update teaching methods.

1. Teach students in accordance with their aptitude and update teaching methods.

In the teaching of amber, I adopted the teaching methods of "starting from the end of the text" and "tracing back to the source from the results", introduced audio-visual teaching methods such as slides and recording into the classroom, created situations, provided lively audio-visual images for students, and created a relaxed classroom atmosphere, which made the small classroom full of vitality and vitality and presented a colorful and figurative world for children. And using the teaching mode of "self-reading-questioning-discovering-solving doubts", starting with the understanding of amber, from its * * * feature "ancient pine and cypress resin fossils" to its personality characteristics and values, guiding students to grasp the key sentences of key paragraphs, analyzing how scientists imagine the formation process of amber, the rationality and the beauty of reasonable imagination, and promoting the solution of scientific knowledge difficulties.

2, clever questions, active classroom.

Teachers' questioning is an important means to impart knowledge and feedback information. Good questioning can inspire students to deeply understand the thoughts and feelings of the article and promote students' thinking development. In amber teaching, I carefully design questions according to the teaching materials and key points, so that questions can play the role of "promoting reading by asking" and "promoting thinking by asking". In view of the thinking law of primary school students in understanding things, we should pay attention to the starting point of choosing problems. Amber lesson is based on what is known to infer the unknown, which is difficult for students to understand. I started with the key words and asked, "What is speculation?" It is not difficult for students to answer, guessing is to imagine what they don't know according to what they already know. On this basis, I ask the question, which places in the text are "known" and which places are "unknown", which can only be understood by speculation? How did the author speculate? Put forward such questions, inspire students to think and discuss, understand that amber is the fossil of turpentine balls, and infer that the formation of turpentine balls was a hot summer long ago. Judging from the fact that these two little things are still lying well, turpentine just drips on the branches and wraps these two bugs inside. Inferred from "black rings appeared on legs", there were two bugs struggling in turpentine at that time. In this way, students' ideas about the text will be clear at a glance.

3. Organize teaching through discussion.

The teaching of Amber is organized by discussion, which is solid and effective. Fully organize students to discuss in the teaching process. At the beginning of teaching, when learning the fourth paragraph, let the students read the text and discuss: What are the characteristics of this amber? Through discussion and mutual supplement, students have a preliminary understanding of amber. "As soon as the spider jumped on it, a big drop of turpentine dripped from the tree and landed on the trunk, wrapping the fly and the spider together." What scientists imagined, using the method of discussion, and exerting the collective imagination. There are two difficulties in this paper: "How did the turpentine balls become fossils?" And "How was this amber found?" It is also designed for students' discussion, aiming to let students exert their collective wisdom and strength to understand the text. The discussion method is used to organize the teaching of reading texts, and good teaching results have been achieved.

There are still some doubts on some issues, which need further discussion. For example, "How scientists develop a reasonable imagination" is the focus of this course, and "The formation of amber" is the reasonable imagination of scientists, which is easy for students to understand. But for the "discovery of amber", even many teachers regard it as a description of the facts. "The discovery of amber" is not a fact, it just shows the exquisiteness of the author's imagination, and it is also the beauty of the author's writing. Although, the students in this course didn't ask this question. However, handling this part well can deepen students' understanding of "reasonable imagination" and play an important role in cultivating students' cognitive ability and imagination ability.

"Lighting" is over, but my heart is not calm, because this lesson makes me think too much. I don't know where to start, but I can write wherever I want!

In the teaching of this class, I pay attention to the application training of "expanding and enriching imagination" for students. The second paragraph of the text takes the scene as the background and recalls a past event in the war years, which is the focus of the full text. I use "lighting" as a clue to guide students to discuss in groups:

1. Why does Deputy Battalion Hao stare at the illustrations in the book by the faint light? What is he contemplating and expecting?

2. Where is the specific thing written in the article? Where is Lenovo? Through the discussion of the above problems, students can deeply understand the noble spiritual world of Deputy Battalion Commander Hao, but the background of this course is far from the actual life of students.

So in class, I spent a lot of time explaining the environment at that time, which is contrary to the teaching idea of reading texts. I should guide students to collect relevant information before class, so that they can learn to collect information and prepare for the reading and writing example of Unit 3 "Pay attention to collecting relevant information".

Reflections on Chinese teaching in the second volume of the sixth grade of the unified textbook 3 "Finger" This is a self-reading text. In teaching, I first let students teach themselves the advantages and disadvantages of five fingers, and draw their characteristics respectively to get familiar with them. When reporting and communicating in groups, please talk about their own characteristics, and let all students show their fingers one by one by playing games. Then ask a question: which finger do you think the author likes? The students talked about it one after another and reached a unanimous conclusion: "There is no love-hate relationship". I like all five fingers, and they are indispensable.

Hearing the snickering, I immediately extended the main idea of this article: all fingers, like all people, if the five fingers can be combined into a fist, then the root is useful and powerful, and there is no longer a distinction between strength, beauty and ugliness. "Unity is strength" is what this text tells us. Then let the students talk about their understanding of this truth in real life. Such as: ball games, fighting, teamwork, etc. They all told stories that happened to them. In this way, the educational connotation of this class is naturally achieved. This is an example of classroom teaching that I think is very successful.

Reflections on Chinese teaching in the second volume of the sixth grade. After learning this article in a hurry, the students applauded the author for accurately describing his feelings about the passage of time by using rhetorical devices such as metaphor, parallelism and rhetorical questions. Writing features are worth learning. Seize this opportunity, I designed a similar sentence for everyone in the class, and let several students speak in pairs to form a paragraph, which naturally came. Let the students write it down after class, which has the effect of applying what they have learned. When students read: "When washing hands, the days pass from the basin;" When eating, the days pass from the rice bowl; When I was silent, I passed by my eyes ... "I said," Students, time can neither be seen nor touched, but it actually passed by people in a hurry. How does the author capture the trace of time with his rich imagination and image?

Students have been looking for answers in books, knowing that time will pass quietly when they wash their hands, eat, sleep, cover their arms and sigh. I was also inspired by the camera: "students, the author's language charm is infinite, and the students' creative potential is infinite." Would you like to write an example to illustrate how time flies in your study and life? "Let the students show their magical powers, imitate a paragraph, communicate in groups, choose the best sentences to form a paragraph, and communicate with the whole class to see which group is wonderful." All the students are full of the impulse to write, and flowers are born under the pen. You write one sentence, I write two sentences, and some even write three or four sentences. "When I was lying in bed and didn't want to get up, the days drifted gently from the quilt; On the way to school, walking and playing, the days swaggered away from me; When I was in class, I looked around, and the days passed before me. When I was playing computer, time was beating fast from the keyboard. When listening to music, time gradually slips by my ear; When chatting, time slowly slips through the language; When walking, time flies from the footsteps; When playing games, time is spent happily from laughter; Time flies when playing basketball. When swimming, time floats on the water; When having fun, time is spent in laughter; When playing badminton, time passes through the hole of the racket; When climbing a mountain, time flashes from the tired soles of your feet; When playing computer, time passes on the keyboard; When reading a book, time passes in words. Time really flies, I mused: Why does time fly so fast?

This design makes me feel a lot:

1, I seized the opportunity to pay attention to sentence training, so that students can fully swim in the language and characters and deeply understand the author's language charm, so that they can have the motivation to write and imitate and have the effect of "painting flowers".

2. It is better to imitate writing in the form of group cooperation, which is embodied in the following aspects: cultivate students' awareness of cooperative inquiry, brainstorm and select the best paragraphs, and then there will be a trend of good sentences. At the same time, words, sentences and punctuation are also trained, which really kills two birds with one stone.

In the classroom, I added fuel to the fire, ignited the students' emotional fire, gave full play to the language charm, rendered the classroom atmosphere with passionate and vivid language, aroused students' interest in learning language, and made them involuntarily walk into the text, having a spiritual collision and emotional communication with the author, expanding students' spatial thinking and improving students' Chinese literacy.

Reflections on Chinese Teaching in Volume 6 of the Unified Textbook 5 "Jiang Jie" is a long article, but the characters are vivid and vivid, among which Jiang Jie's words and deeds are particularly touching. There are many points in understanding Jiang Jie's quality, such as Jiang Jie's psychological description after her husband's sacrifice, Jiang Jie's unyielding torture to the enemy and so on. I focus on Jiang Jie's indomitable teaching in the face of the enemy's torture. At the same time, considering that this is the first class teaching, the characteristics of the first class teaching are also reflected in the teaching process. Therefore, the whole teaching is divided into three parts, namely, word teaching, sorting out the context; Torture and feel the spirit; Read letters to improve your understanding. Emphasis is placed on teaching torture. In teaching, the description of this paragraph is divided into: the behavior of the enemy, the behavior of comrades-in-arms, the behavior of Jiang Jie, and the description of the environment. The point is to teach the enemy and Jiang Jie's performance. Through the contrast between these two performances, the spirit of Jiang Jie was highlighted.

The whole teaching aims at three points:

First, pay attention to children and guide them to find problems and solve them themselves, such as understanding the context of the article.

Second, pay attention to the characteristics of high-level reading teaching.

1, elaborate on words, focusing on special words in form, sound and meaning, thus solving the problem of new word teaching for a large number of words.

2. Basically follow the advanced reading teaching process: adopt the reading teaching process of initial reading, deep reading and repeated reading. In the teaching of torture, the following methods are adopted: jumping out of textbooks and grasping the outline; Go deep into the textbook and catch the eye of the text; Understand the textbook and practice the key points. For example, when understanding the meaning of letters, reading is used to promote students' understanding.

3. Pay attention to what is behind the words. Such as infiltrating writing methods in reading teaching. Such as environment description, profile description. Grasp the key words for in-depth understanding, such as "help, shout, scream, etc."

First, advantages

1. Compared with previous classes, the teacher is more passionate. With the introduction of extra-curricular materials, teachers have read deeply, and the language in the classroom has a tone and a growing awareness.

2, the combination of length and length, straight to the key points, hierarchical, focused and deep.

3. Teaching wit is more flexible, instead of teaching step by step according to the preset teaching plan, ignoring students' understanding and feelings.

4. In teaching, grasping the highlights of students' speeches and guiding them can gain momentum as well as gain momentum.

Second, the shortage.

1. In teaching, we can grasp the highlights of students' speeches for evaluation, but some evaluation languages are slightly pale and not targeted.

Sometimes, the upper and lower links of teaching are not in place. For example, when teaching Jiang Jie not to succumb to the enemy's torture, the students said that they realized that Jiang Jie was not afraid of the enemy's torture. I immediately asked: In connection with the above, what is Jiang Jie not afraid of torture? After (nailing a bamboo stick), it is better to guide students to contact the following and experience Jie Jiang's iron will.

3. The arrangement and grasp of time need to be improved. Due to the time, the teaching task of this class has not been completed, and the due classroom climax has not been felt by everyone. This is a pity for the emotional students and me.

After summing up the advantages of this course, I found that these are inseparable from my previous study of teaching materials and data collection. * * * The lesson plan has been revised four times before and after, which can be said to be more perfect every time. The sentence "If the textbook is thorough, the teaching method will be obvious" has given me great inspiration. In the future, I will study textbooks hard and strive for greater progress.

Reflections on Chinese teaching in the second volume of the sixth grade of the unified textbook 6 "Oleander" is a prose with both literary and aesthetic feeling. This paper describes the touching scene of oleander's long flowering period, precious tenacity and separation of fans in the colorful flower season, and expresses the author's love for oleander.

In the teaching of this class, guided by the concept of new curriculum reform, combined with the content of this class and students' feelings, I have arranged the following learning contents:

1, take a closer look.

Oleander is strange to students, so I put pictures of oleander at the beginning of class, which not only narrowed the distance between students and oleander, but also narrowed the distance between students and texts, laying a good foundation for later study.

2, cooperative learning, everyone participates.

Under the new curriculum concept, we propose that students should make progress in different degrees in each class, so our students adopt the method of group cooperative learning. In this way, everyone is involved in learning, and everyone has something to do, which can not only greatly improve the excellent students and ordinary students, but also promote the learning motivation of poor students.

3. Group presentation, everyone on stage.

After the group study, I asked the students to take the stage as a group to show their group's learning results. This link is not only the exhibition stage for gifted students, but also the exhibition stage for poor students; It can not only improve the level of gifted students, but also enhance the self-confidence of poor students. In this session, the students not only showed their group's learning achievements, but also showed their reading skills for everyone.

4. Ask questions and work together.

In the process of learning, there will inevitably be some problems that cannot be solved in the group. This link is to solve difficult problems, but first of all, we must give full play to the potential of students. Students ask questions, students solve them, and if students really can't solve them, teachers will help them solve them.

5, standard test, test results.

In this section, I designed three exercises from easy to difficult, which not only consolidated the knowledge learned in this class, but also tested the students' learning results in this class.

6. Reflection and improvement to encourage progress.

This link is the students' own evaluation of their own learning process and learning results, and it is a process of self-evaluation. Only in this way can students have an all-round understanding of themselves, so as to consciously motivate and spur themselves to make continuous progress.

For this lesson, I think my teaching not only follows the guidance of the new curriculum concept, but also integrates my own understanding and analysis of learning and life, and the concept is relatively reasonable. But there are also some unsatisfactory places, such as only paying attention to the students' display and not evaluating it in time; Only a display platform was built for students, but no consideration was given to improving students' display ability.

Reflections on Chinese teaching in the second volume of the seventh grade of the unified textbook "Confucius has Spring" is a text in Unit 7 of Volume 12 of the Soviet Education Press, which is both literary and artistic. The article mainly describes that Confucius led his disciples to play by the Surabaya River, and Confucius used the river to educate his disciples to be human beings, which expressed the sincere feelings between Confucius' teachers and students and also showed that Confucius was a famous teacher who was good at educating his disciples.

This is an article full of wisdom and spirituality, and it is also a profound article for students. Taking Youchun as a clue, the article has written three aspects: enjoying the scenery, discussing the water and expressing one's ambition, which is relatively long. According to this characteristic of the textbook, I adopted the methods of straight to the point, long text teaching and short time teaching, and focused on the second part of the text for reading comprehension. And strive to restore the true face of Chinese, so that the whole classroom is full of reading, understanding, taste, thinking, feeling, passion, sublimation and internalization. On Water is not only the focus of the whole paper, but also the difficulty. Through this period of study, students' outlook on life and values will be more or less affected. Therefore, I try to enlarge the humanistic education function of this natural period in teaching. Grasp "Why is water a true gentleman?" This center affects the whole body.

On the basis of intensive reading, students are encouraged to combine texts with existing knowledge, such as famous sayings, aphorisms, ancient poems, idioms and learned texts, with life accumulation, and with emotional reading to broaden students' horizons. In addition, the gentlemanly demeanor of water is not limited to the four points in the article. How to make students realize this? I seize the ellipsis in time and skillfully set up fill-in-the-blank training, so that students can praise the water in Confucius' mind once. For example, "Some people say that water pollutes themselves while cleaning others, which shows how self-sacrificing he is!" Some people say that a drop of water can wear a stone, which shows that water has perseverance! Some students say that water is particularly modest, while others say that it has a broad mind ... "The children's answers are only a supplement to Confucius' unfinished words. While praising water, the character of water flows into students' hearts like a gurgling spring. At the same time, in teaching, through singing and sighing, the image of "true gentleman" is fixed in the hearts of students. With the foreshadowing in front, the words behind will naturally follow, and I deeply understand that the disciples have understood the teacher's intention and grasped the teacher's teachings, and everyone is trying to be a gentleman.

Therefore, I will briefly deal with this part of the statement. Secondly, in the teaching of this course, I incorporated some comments from Confucius and others to get to know Confucius and his thoughts from a deeper level. Then I want to inspire students to love China's profound culture, learn Chinese studies and love China. In this class, I try my best to lead students to read and appreciate the text, truly understand the text, enter the emotional world of the text, feel the beauty of the language, and plant the seeds of truth, goodness and beauty in their hearts. Establish the belief of trying to be a real gentleman. But looking at the whole class, there is a trend of loosening before tightening. The adjustment of classroom rhythm is not reasonable enough, the teaching presupposition is not sufficient enough, and there are many shortcomings. Please criticize and correct me.

Reflections on Chinese teaching in the second volume of the sixth grade textbook 8 "Finger" is a skimming text. Skimming teaching takes "grasping reading materials as the main purpose". The teaching goal is to understand the main content of the text and learn the author's habit of paying attention to life, being good at observation, being diligent in thinking and getting inspiration from common things. Read the text with emotion, understand the characteristics of the five fingers and realize that everything has its own strengths and weaknesses.

So in teaching, I ask students to read the text carefully first, and understand the new words by reading pinyin and contacting the context. And summed up the characteristics of five fingers, from which we can learn some sentences. After the students' self-study, the whole class communicates. At this point, I focus on guiding children to analyze the natural paragraphs written by their thumbs. On the basis of summarizing the characteristics of thumb, I asked them to read this natural text carefully. Then I asked them to learn the previous methods, learn other paragraphs, find out the characteristics of other fingers, and finally learn the two natural paragraphs at the beginning and end of the text, talk about what inspiration they got, and come to the conclusion that "unity is strength". However, some students don't read carefully and can't find out the characteristics of other fingers, which need to be supplemented and implemented in their homework. When reading, they can't read that kind of humorous mood.