Reflections on the teaching of fox and tiger.

Smith is a famous idiom story. The cunning fox used the tiger's prestige to scare away all the animals, which is a metaphor for bullying others. The following is my collection of teaching reflection model essays. Welcome to read the reference!

Reflections on the teaching of Smith 1 Smith is an idiom story, which refers to scaring others with the help of their abilities without any skills. This is a text in the first volume of the second grade, so in the setting of teaching objectives, I combine the psychological development characteristics of the second grade students and the objectives of this period in the curriculum standard to design.

First, the design ideas

(A) have written literacy

Because it is the first volume of the second grade text, we should first make clear the teaching objectives, and literacy teaching should be realized through this text. So in this 20-minute course, I combined the word "swagger" to deal with the words "God" and "alive". When dealing with the word "Shen", we should first observe the structure of the word, and then distinguish between the radicals "beside the word" and "beside the word". Explain the meaning of "God" by explaining the characteristics of "beside clothes". Then in the process of word formation, I understood more meanings of this word.

(B) Reading rather than speaking

There are many four-word words in this text, including "dubious", "look around", "swagger", "shake one's head" and "swagger". In the process of teaching, I ask students to understand the meaning of these words by reading aloud. Then, we can understand the content of the text in various ways, such as reading with teachers and students, reading together and reading by ourselves.

(C) combination of reading and writing

At the end of this class, I let the children use their imagination. This time, the fox succeeded in fooling the tiger through his cleverness. But what will happen if the tiger and the fox meet again in a few days? After learning the text, children already have a certain emotional foundation, and then imagine in the situation, first express freely, activate children's thinking, and then fall on the pen to realize the combination of reading and writing.

Second, the existing problems

1, the text processing is not delicate enough. In this lesson, I focused on the word "ostentatious", but when explaining this word, I showed the concept of this word, ostentatious: I feel proud and arrogant because of some superior conditions. In fact, students can't understand this word well in this way, because students also have obstacles in dealing with the words pride and arrogance. Therefore, President Wang put forward the idea of reading the text constantly by tasting the psychological characteristics of the fox at this time, combining reading, understanding and tasting the text. This is really in line with the characteristics of children's psychological development.

2. The whole text feels scattered. In these twenty minutes, I mainly taught seven or eight hundred and ninety-three natural paragraphs, one by one in order. However, in the course evaluation, President Wang suggested that we should take the word "borrow" as the head and proceed through two major issues: "what to borrow" and "how to borrow". Under these two problems, we will keep asking questions and then deal with new words in the process.

Third, harvest and growth.

This is the third Yuxiu Cup competition I have participated in since I came to this school. Every competition will give me a new understanding of my teaching materials and my mastery of learning. Indeed, the process of grinding lessons and preparing lessons is very hard, constantly consulting materials, designing, overthrowing, redesigning and modifying. In this process, I found many shortcomings of myself. For example, when I prepared two texts, Grape Valley and Smith this semester, I had a deeper understanding of how to deal with words. Always think and innovate, and meet a better self in constant thinking and reflection.

Reflections on Smith's teaching 2 "Smith" is an idiom story about a fox who scares away all the animals in the forest with the help of the tiger's power. It shows that some people in real life are like foxes, scaring people with the help of others' strength. In fact, they have no ability at all, which also inspires us to see the essence of the problem and not be fooled by superficial phenomena. In this paper, the modal descriptions of foxes and tigers are vivid and lifelike.

In teaching, I pay attention to the close combination of reading and thinking, so that students can develop good reading habits. At the beginning of teaching, the topic of "Smith" was introduced by stimulating interest. It is difficult to understand and summarize the meaning of "fake tiger" because the mastery of words and the dialogue between tiger and fox are the key points in this paper. Therefore, in class, I use various forms to guide students to read new words and important sentences. In addition to following the teaching objectives of the first class, it is more important to deepen their perception of the text content through reading, cultivate students' keen sense of language, and try to feel, comprehend and taste the meaning between the lines as a whole, and finally guide students. "Reading a book a hundred times is self-evident." Children naturally find the word "borrow" in various forms of reading aloud to explain the "fake" in idioms, and it is easy to break through the teaching difficulties, which is much more impressive than rote memorization.

Give full play to students' main role in teaching, stimulate students' enthusiasm to participate in learning through reading aloud, coordinating actions and driving a train by different roles, and strive to make the classroom full of interest, interest and vitality. In this paper, the modal description of fox and tiger is vivid and very realistic. For example, after the fox was caught by the tiger, he immediately came up with a bad idea and asked a rhetorical question, which shows the fox's cunning. Another example is "wagging your head and wagging your tail", "swaggering", "dubious" and "glance around", all of which make people feel vividly on the paper. Therefore, I focus on these keywords in the courseware, and carefully guide students to think while reading and read the picture. Students in low classes are very interested, have a strong sense of participation and have a good teaching effect.

In addition, there are some problems: in some links, we still can't let go of the idea of "covering everything", and there is always the idea of pulling the teaching task of the second class to the first class, which will delay the teaching link slightly and will be avoided as much as possible in the future teaching practice.

After listening to President Zhan's comments and guidance on this class, my biggest feeling is that there is still a certain gap between my current ability and the teaching effect I want to achieve, which requires more thinking and reflection. Besides, from President Zhan's speech, I also learned the following points:

1, a deep understanding of learning. For example, in the lead-in session, I asked the question "What are the students' impressions of foxes and tigers? "Because the students previewed before class, when answering this question, they all answered according to the content of this class. Most of them answered that foxes are cunning and tigers are stupid. This impression is actually artificially given to them by us, which is inconsistent with the actual situation of these animals. It is extremely inappropriate for students to form such an impression of Smith, and if they dig deeper, it will have a wrong impact on students' values. Therefore, as a teacher, we should be cautious in all aspects.

2. Pay attention to details and methods. In the process of teaching students to read new words, I should pay more attention and think more about whether some groups of words are in line with the learning situation, so as to avoid the situation that students can't read a certain word. All words should be stressed. In the process of teaching polyphonic words, it is necessary to help students distinguish the pronunciation of words by combining their meanings, rather than just teaching pronunciation. In writing, I should pay more attention to the details of words, make sure that every stroke is written in place and give students a correct demonstration. At the same time, give full play to students' subjectivity, such as checking each other at the same table, so that students can write their words in place.

3. In the teaching text, clear your mind and find the key points. Design corresponding questions for each part of the content, and don't ask miscellaneous questions. For example, the focus of this lesson can be on the dialogue between the fox and the tiger. In this part of teaching, first, the courseware shows the dialogue, so that students can understand the psychology of two animals at that time; Secondly, let the students read aloud with actions; Finally, read and perform at the same table. Find students to perform on stage.

4. The guidance and evaluation of students should be natural and diverse. Sometimes my own guidance and evaluation are too blunt and monotonous. After listening to President Zhan's guidance and evaluation of students, I feel particularly vivid and natural. I need to work harder at this point.

In short, next, continue to think more and find more strategies.

Reflections on the teaching of Smith 1. Create a scene to promote reading through performance.

Stimulate students' interest in reading through various forms of reading. In reading aloud, students are required to read aloud not only superficially, but also spiritually. Students should not only read the dialogue in the text, but also learn to figure out the emotions of the characters in the text in context. In order to help students better enter the role and understand the content of the text, on the basis of guiding students to preview carefully, read the text carefully, understand the general content of the text, lead students to understand the key words deeply, carefully figure out the heart of the tiger and fox, and then express it vividly through reading aloud. For example, guide students to read "The fox swaggered, wagging its head and tail; The tiger looked around with a grain of salt. "I'll let the students understand the meaning of the words' swaggering, bobbing, dubious, looking around'. Then let the students read by themselves. After reading the names, let the students act out this sentence by themselves to see if they understand it. Let the students try to read and perform at the same time, and then let the deskmates cooperate to perform. By creating scenes and reading aloud in various forms, students can understand sentences and improve their reading level. When instructing students to read the second paragraph aloud, remind children to pay attention to the narration part when reading aloud, help students read and perform by using movements and facial expressions, initially master reading skills, let students know the content of the text unconsciously, and let students gain something, learn something, feel something and feel something in colorful reading and performance.

Second, ask questions skillfully and understand idioms.

After learning the eighth paragraph, ask: "Why do the beasts wonder? What are they thinking? " "Why did they run away?" "Who are they afraid of?" This series of questions is the key to help students understand the meaning of Smith. Just like a slope, let students go up bit by bit unconsciously and gradually understand what "false" means. What does "for" mean? Through this form of question and answer, the meaning of the idiom "Smith" is gradually revealed, which breaks through the difficulty of this text.

"there is a law in teaching, but it is impossible in teaching." As long as everything starts from students' reality, focuses on teaching objectives, grasps the difficulties in word understanding, and guides students to engage in learning activities consciously and independently, it is the best Chinese teaching method. Of course, there is always something unsatisfactory in every teaching. For example, in order to complete the preset teaching process in class, some children's answers or some students with difficulties will be ignored. Therefore, in classroom teaching, we should always pay attention to every student and every answer, and truly embody the "student-oriented" educational concept.

After students' autonomous learning is completed, I take various forms of reading training to guide students to read the key sentences in the book with emotion. Finally, let the students communicate with each other in pairs and read the text aloud in a game. In my own words, I will talk about how the cunning fox used the tiger's prestige to scare away the animals. In this way, reading can promote thinking, and students' thinking is extremely active.

First, the organic combination of reading and speaking. "Reading" is the input of information, and "speaking" should be the output of information. Cultivating students' oral expression ability is a long-term training process. In the process of teaching, I always combine reading and speaking to strengthen training. Junior students have active thinking and strong imitation ability. I give full play to the role of the group leader in teaching, organize the group members to discuss whether the fox is cunning or clever, and the students have a heated discussion and express their opinions, thus guiding the students to practice speaking. This not only deepens students' understanding of the text, but also cultivates students' observation thinking ability and language expression ability.

Second, the combination of reading and acting. Situational performance is the most popular form of expression for children. Most of the texts in the lower grades of primary schools are emotional. It is difficult to turn it into an image by acting to help students understand the content of the text. In the exhibition and promotion part, I designed the part where students perform the text. The students vividly showed the fox's cunning and the tiger's stupidity, which reflected that the students had understood the text.

In the classroom, although students can better complete the learning objectives in the tutorial. However, when studying alone, some students don't understand the words well and can't fluently say the meanings of the words in the text. During the demonstration, each group has timid students who can't give full play to their acting talents. In the future teaching, we should also pay attention to those students who are not good at expressing and timid, and cultivate their expressive ability and performance ability. In the new course, cultivate students' autonomous learning ability.

In a word, classroom teaching is a profound knowledge with strong artistry. It is easy to be a teacher, but it is not easy to be a good teacher. Class is simple, but it is not easy to have an efficient class. There are many factors that affect the classroom. In order to make our Chinese classroom teaching more effective and efficient, we need not only the guidance of models and theories, but also continuous exploration.