Reflections on the teaching of wind dolls

Lead: How to write the reflection on wind doll teaching? The wind doll is the fourth unit of the first volume of the second-grade experimental textbook published by People's Education Press 16. This is a beautiful fairy tale that is easy to understand, vivid in language and full of children's interest. The Wind Doll is the fourth text in Unit 4, Book 3 of the new Chinese curriculum. What is the textbook of this unit around you? How to look at problems and think about them. ? This theme arranges some enlightening idioms and stories to help students understand the philosophy of life in reading.

Reflection on the Teaching of Wind Doll "Wind Doll" is lesson 16, Unit 4, Volume I, Grade Two, Primary School Chinese, People's Education Press. The characters appear in the form of stories that primary school students love to hear, and the wind dolls are both cute and cute. Stupid? Are there any lovely and vivid images to introduce to the students? The advantages and disadvantages of the wind to people, let students know that it is not enough to have good wishes, but also to see whether it is useful to others. The truth. The whole classroom teaching process is natural and smooth, the teacher-student relationship is harmonious, and the classroom atmosphere is active and orderly. Now summarize the feelings of teaching this lesson as follows:

First, grasp the context of teaching materials and promote teaching step by step.

The teaching content of this class is the second class. In the first class, on the basis of knowing the words, writing new words, reading the text fluently and understanding the main idea of the article, we will start the class directly and check the words quickly, then we will enter the learning stage of this class. First, focus on guiding the study of the second paragraph, then help and complete the third paragraph, then teach yourself the fifth, sixth, seventh and eighth paragraphs, and finally summarize the meaning. This design of teaching step by step according to the strict narrative order of the text has achieved the purpose of emotional reading and understanding the meaning of the text. It not only helps students to understand the author's writing intention and writing method, but also helps them to understand the ideological changes of the wind doll and show the students' thinking process. In this course, combined with the guidance of learning methods and the cultivation of self-study ability, students can gain something in the whole class.

Second, create an effective situation to guide emotional reading.

In the teaching practice of implementing the new curriculum standards, situational teaching shows more and more advantages. It takes optimizing the situation as the space, creating the situation as the main line and creating the situational learning atmosphere as the means to make students' learning activities lively and interesting. In this lesson, I use? Wind? The sounds, pictures, animations and words of "Mother Wind" and "Doll Wind" simulate an interesting fairy tale world, and a complete' imagination space' from the beginning to the end of the class. Let students go deep into the character's heart and experience his emotions in such a complete fairy tale world, so as to achieve emotional reading. In guiding reading, I designed a variety of reading methods close to the content of the text. For example, in the second natural period of key learning, first the teacher demonstrates reading, then the students read by looking at pictures, and then help the students understand the key words by demonstrating experiments? Off and on? Read the sentences, then learn the doll's movements, read the sentences, and finally compare? Are you happy? And then what? Extremely happy What's the difference? Let the students understand the mood of the wind doll accurately and read it again. Before each reading, whether reading by name or reading in chorus, students are given a clear reading goal, reading with requirements, reading with questions and reading with feelings, so as to achieve the reading effect. Facts have proved that students can better achieve the goal of emotional reading in this class through reading training in various ways in a rich situational atmosphere, and they have all achieved full reading, effective reading and emotional reading.

Third, experience the characters in the text and use your imagination.

Imagination is a child's nature, and only imagination can create it. The understanding of different roles can only be realized by going deep into their inner world, and role-playing is the best way. In the teaching of this class, there are many places that are conducive to students' role-playing and imagination. For example, after drinking enough water, let the students wear it when they learn how the seedlings show this place. Seedling? Imagine yourself as a small sapling, experience the satisfaction and happiness of the sapling, and then naturally enter the role of reading. When talking about the performance of the tracker after the wind doll blows the sail, the students imagine what the tracker will say to the wind doll while learning the way the tracker takes up the rope. Some say that you are really a good boy, some say that you want to make friends with the wind doll and invite it to dinner, and some simply say that you want to hug the wind doll to express your gratitude. The students' thinking is full of imagination and the classroom atmosphere is warm. Imagination is very helpful to break through the difficult problems in this lesson. In this link, I designed three in-depth questions step by step: Can you tell the wind doll why people accuse it? What good will wind dolls do when they know the truth? Do you often help others like a wind doll in your life? Have you ever been there? Do bad things with good intentions? On the basis of in-depth study of literature and self-study literature, the students successfully solved the problem for the wind doll. They all say: the wind dolls will send cool air to people in summer, help drivers push carts stuck in mud pits, make clothes dry quickly, and let the children of vegetative mothers travel. Then jump out of the text and guide the students to talk about their experiences in their own lives. Then follow the trend and encourage students to help others more in their future study and life, and think more before helping to avoid appearing? Do bad things with good intentions? Situation. Make students' thinking no longer stick to a lesson or a text, make students' learning extend from in-class to out-of-class, from knowledge to life, and thus make Chinese learning have new vitality. Is this in line with the new curriculum standards? Strive to create an open and dynamic Chinese course? This idea.

What this course needs to discuss is that the design of the course is rigorous and inflexible. You can try this design scheme: from the topic? Doll? Ask questions, let students ask questions that they are interested in and confused, and walk into the text with questions, so that students will learn more actively. After summarizing the full text, I will learn two sections: learning sports dolls to do good deeds and doing bad deeds with good intentions, so as to inspire thinking and understand the rhyme and meaning of the text. This teaching design of questioning-summarizing full text-learning in blocks-summarizing may be more open and flexible, which is more conducive to giving full play to students' initiative in learning.

Reflections on the teaching of wind doll 1 Children are young and love to guess riddles. It is easy and natural to introduce topics with riddles. Guide correct reading of the topic. The second one? Baby? The soft pronunciation of "Li" embodies the characteristics of focusing on literacy teaching in lower grades.

2. Learning new words is diversified. In this class, I instruct students to read in various forms. I read the text for the first time, based on the overall perception, combined with the language environment of the text, concentrated on literacy, word recognition, new words, analysis of glyphs, so that students can practice reading. Students have a high interest in literacy. Pay attention to let the students read aloud in the class and let the students accumulate words in reading.

3. Explore learning autonomy. Students are the main body of learning and development, and the effective guidance of teachers is more important. Read the second paragraph of the text and think about how the wind doll is made. What was the result? (Students), this session teaches students methods, and then students learn the third paragraph in the same way, and their initiative in learning is brought into play. They are active in thinking and speaking positively.

4. Look at the pictures, speak and read aloud, complement each other, and add interesting courseware pictures to create situations and give students an intuitive feeling. Under the guidance of the teacher, the children carefully observe, use their imagination, cooperate with the action and perceive the meaning of the text. On this basis, they realize their feelings and read the text with emotion.

5. Try to be reasonable. In teaching, I ask students to do actions to understand sentences? He took a deep breath and blew hard at the windmill. ? Imagine: what will Miao Miao say to the wind doll after drinking enough water? In the process of training, I pay attention to building a bridge between life and teaching materials, guiding and mobilizing students' emotional experience and paying attention to students' inner feelings. Students dare to imagine, the language is rich and the effect is good.

Reflection on the Teaching of Wind Doll "Wind Doll" is the fourth text in Unit 4 of Book 3 of the new Chinese curriculum. The textbook of this unit arranges some enlightening idioms and stories around the theme of "How to treat and think about problems", so that students can feel the philosophy of life in reading.

The new curriculum advocates allowing students to study independently, study texts and learn knowledge by themselves, and give full play to each student's subjective initiative. It is necessary to highlight the role of teachers, provide students with necessary information and become students' helpers in learning "learning the law". When teaching the text, I let the students read the text by themselves and find out what the wind doll did. By reading the text, students can quickly find out what the wind doll has done: blowing cars, sailing boats, flying kites, blowing clothes, blowing small trees and so on. Let students understand the text as a whole. Then he asked: What are the good things and what are the bad things? This question is not difficult for students. Let the students read the text by themselves and find out what the wind doll has done, which shows that the students' learning initiative has been brought into play and their happy mood is self-evident, and at the same time, their self-confidence and comprehensive analysis ability have been enhanced.

Then let the students read the text and ask what they don't understand when reading. The students asked many questions, such as what "intermission, tracking and sailing" means. I will ask other students to answer some questions that other students know, and I will explain some difficult problems that are far away from real life. Students can ask questions by themselves, which shows that they have used their brains to find answers in the original knowledge structure, but they still don't understand, just like letting children pick peaches and jump up without picking them. At this time, the teacher helped the students, and the students took the initiative to listen, which was very memorable.

Learning can not be divorced from real life, but also linked to life. Do you know what else Wind Doll did? Let the students talk about it in real life. The students spoke enthusiastically. Wind dolls will wipe sweat for tired and sweaty people and bring coolness; Wind dolls close windows and sometimes break glass; Strong winds sometimes blow down houses, etc. Students have rich imagination and delicate feelings. They talked about many advantages and disadvantages of the wind. In fact, the wind doll is bent on doing good, why do bad things? Are our children like this? Can you give me an example? Through examples, let students understand that you sometimes do bad things like a wind doll, and inspire them not to do things on their own, but also from others' perspectives, think carefully, do less stupid things and grow up quickly.