Reflections on the teaching of "China Little Frog" in the first grade of primary school

Introduction The so-called teaching reflection refers to teachers' re-understanding and rethinking of education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. Teaching reflection has always been an effective means for teachers to improve their personal professional level, and everyone who has made achievements in education has always attached great importance to it. The following is an unorganized reflection on the teaching of little frogs in the first grade of primary school, hoping to help you.

Reflections on the teaching of little frogs in the first grade of primary school.

The teaching content of Little Frog is very close to children's life. "Little Frog" can be said that everyone has seen it and it is deeply loved by children, so at first the children showed great interest and talked about many characteristics of frogs. In the emotional extension of the last link, the students talked endlessly and learned that frogs are good for human beings and should be protected.

This kind of teaching material itself is very childlike and simple to use, but some contents are for teachers to dig and discover the fun it contains. I know this very well, especially in this class.

Reflections on the teaching of little frogs in grade two and grade one in primary schools.

"Little Frog" is a particularly childlike children's song, which is catchy to read. Therefore, before teaching, I presuppose that children should be very interested. The effect of the class is basically satisfactory. It's just that I found that children one year older are different from last year. What was novel and interesting to them last year obviously couldn't stimulate them. Creating situations requires more skills. At the same time, I pay more attention to the cultivation of self-study ability this semester. One of the performances in class is to pay attention to the feedback of preview homework. Preview homework should not only be completed, but also checked. In class, I will also take the time and opportunity to let the children report the results of the preview, correct the mistakes in time, praise the correct ones in time and actively strengthen them. It is expected that with unremitting efforts, children's autonomous learning ability will be significantly improved and their learning initiative will be mobilized. In the teaching of writing, the number of new words has increased by leaps and bounds this semester, and one class has increased to seven. I am worried that it will be difficult for children to accept it. So when I talk about new words, I will take my time. I'll tell you a story. Students have an empty book. When they write in red, I will read the children's handwriting roughly so as to correct mistakes and praise in time. Judging from these assignments, the quality of writing has improved compared with last semester. After the smooth transition period, I think the teaching of new words can only focus on breakthroughs. For simple new words, give children a chance to use their brains and practice.

Reflections on the teaching of Chinese "Little Frog" in the third grade of primary school

Little Frog is a lively and interesting nursery rhyme. Through the actual situation created by nursery rhymes, students can realize that literacy situations and different radical combinations can form new Chinese characters. Let students feel the word-formation characteristics of pictophonetic characters, that is, "pictophonetic characters, phonetic characters" At the same time, this children's song is lively and interesting. It is not only a good material for students to read aloud, but also enables students to know how to protect frogs and infiltrate the education of emotions and values in the process of learning children's songs. On the basis of students reading texts and learning new words freely, check and guide, and exchange literacy methods and writing essentials. Through various forms of reading aloud, let students read children's songs correctly and fluently, and read out the rhythm and charm.

The focus of this lesson is to guide students to know a group of pictophonetic characters composed of "Qing" and different radicals, find out the characteristics of this group of pictophonetic characters by comparison, and initially understand the most important word formation methods of pictophonetic characters.

In class, I lead students to understand the text, stimulate students' interest in literacy by creating vivid and interesting scenes, and guide students to talk about their findings on the basis of observation and comparison.

Judging from the teaching effect in the classroom, children are interested in discovering the similarities in pronunciation of this group of Chinese characters and the similarities and differences in glyphs. More importantly, by comparing the differences in word meanings, the children found the connection between radical and the meaning of Chinese characters. The initial understanding of pictophonetic characters comes naturally, so the important and difficult points of this lesson have been successfully broken through.