Reflections on the teaching of magical bird island

Reflections on the teaching of magical bird island 1 Bird Island mainly describes the famous bird island in Qinghai Lake at home and abroad, the scenes of spring and summer and the scenes of bird activities, revealing the love for bird island between the lines, and initially carrying out the education of protecting wild animals. The full text is clear in narration, fluent in sentences and beautiful in words, which is very suitable for reading.

According to the characteristics of the text, I regard reading as the main thread throughout the whole process of classroom teaching, give full play to the role of reading instead of speaking, and regard reading as the main teaching method to help students feel the text. The purpose is to let students know how to love and protect birds and enhance their awareness of environmental protection. By organizing students' individual reading, group reading, male-female competition reading and chorus reading, students are guided to read correctly, fluently and emotionally. When necessary, I also use model essay reading as a guide, so that students will feel that they will not read blindly, but will be guided in the right direction. Students are interested in various forms of reading aloud and are willing to participate in reading aloud. The more they read aloud, the more vividly they understand and feel.

Learning Chinese is to let students appreciate the exquisiteness of the motherland's language and have endless fun. This article is beautifully worded. For example, "at first glance, the dense nests are next to each other." Outside the nest, there are jade white and green eggs everywhere. " Through watching and thinking, reading and discussing, students are immersed in the enjoyment of beauty and truly feel the vividness and vividness of language.

Through this lesson, I feel a little joy of success. Although there are some shortcomings in the teaching process, I will continue to make efforts to improve and strive for students to learn more in each class.

Thoughts on magic teaching of Bird Island 2. First, grasp the main line and experience the magic of Bird Island.

1, import: Doubt "Where is the magic of Bird Island?" Arouse students' interest in inquiry, and this question also dominates the whole paper.

2, one of the magic: understand the magical scenery of Bird Island. Guide students to realize that the article is divided into: heaven, underground and lake; The color, variety and quantity are clearly written. The scenery of Bird Island is dazzling and breathtaking. Let students break through the difficulties by reading silently, thinking, drawing and communicating. Here, I specially train students to learn "reality". When speaking, you must not be divorced from the text, and you must talk about feelings in combination with specific words, which is what students need to train very much in reading short passages. There is the task of reciting the second natural paragraph after class, so when learning Birds in the Lake, make this part of the content into a text courseware, so that students can deepen their memory in classroom reading and integrate this part of knowledge into the classroom. After the second natural period, make a summary and ask, "What do you think is the magic of Bird Island through this natural period?" Experience the writing method of this natural paragraph and finally recite the whole paragraph. Because there are many words in this paragraph, I will make this part into a courseware, type from beginning to end and fill in the blanks in the middle, which further embodies the writing method of this paragraph while reciting. (Total-Subtotal) This increases the teaching density and improves the classroom efficiency.

3. Magic 2: Birds are not only numerous, but also get along well. Birds can attack each other when the enemy attacks. There are more than100000 waterfowl on Bird Island, and they can live in harmony without conflict. Exercise 3 of this lesson requires students to retell "The Battle of Bird Island". Retelling is difficult for students. In class, I asked students to read this part quietly before trying to tell stories, which lowered the requirements and laid the foundation for retelling in the third class. Then communicate in groups: How does the Battle of Bird Island reflect magic? In the process of communication, students express their opinions and speak freely. This link also fed back the students' understanding of this content. After the roll call, please ask a classmate to summarize, which is also the cultivation of students' ability to summarize.

4. After the whole literature class, let the students say, "Where is the magic of Bird Island?" Making the full text complete is also a response to the questions raised at the beginning of the article. This not only trains children's language and writing, but also examines whether they have gained anything from this class. Results Most students can fluently explain why Bird Island is magical. It seems that my grasp of this course is relatively accurate.

Second, make full use of texts and multimedia courseware to create situations and conduct inquiry learning.

When learning the magical scenery of Bird Island, ask the students to read the second paragraph silently and draw the words describing the richness of birds. During the presentation, the students grasped the words "colorful" and "almost" and realized that there are many colors, numbers and kinds of birds on Bird Island, which dazzled the author, so they thought Bird Island was magical. In this link, multimedia courseware really plays an auxiliary role in teaching. For example, "looking down, the whole island is full of all kinds of birds, nests and eggs, and there is almost no open space for us to intervene." For the understanding and reading of this sentence, it is difficult to impress children if they just explain the meaning, tell students where the stress is and teach some reading skills. At this point, I first let the children imagine what the picture in their minds is like, and then there will be pictures of birds, nests and eggs all over the island, so that students can suddenly understand why there is almost no open space for us to intervene. Students read the number of birds on the island naturally and sincerely, and they will be amazed and surprised from the heart. Students' feelings are beyond words and truly realize personalized experience. In addition, in teaching, I combine the pictures of birds with the key sentences in the article, which deepens the students' experience, helps to understand the key sentences in the article, and makes students feel and feel. In fact, this is a process from text to perception and back to text. While students are mastering words and phrases, I have conducted instruction training on annotations in time, so that students can further understand the content of the text, find ways to learn Chinese and improve their ability to learn Chinese.

This class basically achieved the expected teaching purpose. From the teaching effect, students can understand the magical beauty of Bird Island and the mystery of nature. Through this practice, I understand more clearly that the key to implementing the new curriculum standard, carrying out curriculum reform and transforming new ideas into teaching behavior lies in teachers' grasp and thorough understanding of teaching materials.

Reflection on the magical teaching of Bird Island 3 Bird Island is a text with fresh vocabulary, aiming at my research theme: grasping key words and reading comprehension. I pay attention to keywords in teaching, guide students to realize that there are many birds in reading, and stimulate students' thoughts and feelings of loving birds and protecting them. I'm teaching this course.

First of all, lead students to taste specific words and phrases, and experience the thoughts and feelings of the article while reading China products.

Reading teaching is based on reading. Mr. Zhang Tianruo said: "In reading teaching, the first is reading, the second is reading, and the third is reading." In other words, only by guiding students to grasp key words and sentences and read the text accurately and fluently can they fully understand the connotation expressed in the text, that is, "putting the text into artistic conception" and "expressing it with emotion". In the process of reading, I will read aloud and understand the words word by word. Understand the meaning of words through pictures and actions. Thinking in reading, feeling in reading, thinking in reading, and understanding the number of birds in Bird Island. For example, in teaching, understanding "De" depends on meaning by changing words, understanding the meaning of "Mi" by drawing stick figures and making bird's nests with gestures, so that we can feel the number of bird's nests, and understanding the word "one ball after another" by watching cartoons and creating situations. Let the students taste the words in the sound of reading aloud, and experience the beauty of scenery, emotion and words in the text.

Second, let students spread their imagination wings and cultivate their Chinese thinking ability.

Chinese class must have Chinese flavor, paying equal attention to humanity and instrumentality. The language training in this lesson lies in reading and speaking, spreading the wings of imagination and carrying out real language training. There are word and sentence training, emotional reading and affectionate speaking. In the text, the sentence "some, some, some" is followed by "a bird's world". Let the students fill in the blanks. I seize the blank points in the text and guide students to spread their imagination wings to feel the sight of many birds on the bird island, which not only trains sentence patterns, exercises language, but also stimulates learning.

Primitive thinking I didn't show this sentence pattern separately from the text, but put it in the specific language environment of the text, so that students can freely expand their imagination with the help of the mainstream value and implication of the text.

Third, let students truly become the masters of learning, and since the enlightenment is complacent.

In literacy teaching, I let the students recite their own glyphs. For example, if I teach the word "meter", I will let the students recite the glyphs themselves. They know the difference between "rice" and "honey" by changing parts. In the teaching of reading, I pay attention to respecting their unique experience in the learning process, and read from since the enlightenment and say, "What did you read?" Let the students read, comment, discuss and reread in free and varied reading activities, and fully feel that there are many birds in Bird Island. For example, after reading it, some people say that there are so many birds on Bird Island, some say that there are so many nests, and some say that there are so many eggs. I asked my classmates to connect and say: There are many birds on Bird Island, so there are many nests and naturally there are many eggs. Why are there so many birds? Some students say it is suitable for birds to grow, some students say birds like to eat a lot of food, and some students say birds have no natural enemies. Others say that no one catches birds there. Finally, the teacher concluded that Bird Island is a paradise for birds. Everyone here knows to love birds, and birds are friends of human beings. In this way, students' self-learning, self-satisfaction and self-development of self-enlightenment have been well reflected, and students' personality and ability have been fully developed and cultivated. In the whole teaching process, students always become the masters of learning, which promotes students' active development.

But unfortunately, my evaluative language is not rich enough, my language adaptability is not flexible enough, and my educational tact needs to be improved.

Second, the classroom is the main position of quality teaching. Our teaching needs to educate people besides knowledge. "Chinese Curriculum Standards" points out: "Cultivate students' noble moral sentiments and healthy exams.

Beauty and interest, forming correct values and positive attitude towards life are important tasks of Chinese teaching and should not be regarded as external additional tasks. "And my ideological education for students is still at a shallow level. I should ask students to talk about how to really love birds and protect them in daily life. I believe the effect will be better.

Reflection on the teaching of magical bird island: Lesson 19 of the fourth volume of primary school Chinese mainly describes the famous bird island in Qinghai Lake in spring and summer, which has many birds, eggs and nests. Between the lines, I revealed my love for Bird Island, and initially carried out education on wildlife protection. The full text has clear narration, fluent sentences and beautiful words, which is very suitable for reading training. I regard reciting as the main thread that runs through the whole process of classroom teaching, and give full play to students' initiative and creativity, so that the whole teaching process becomes the main construction activity of students' self-reading, self-questioning, self-answering, reading and practicing. Therefore, I have designed the following teaching objectives.

1. Be able to read and recite the text correctly, fluently and emotionally.

2. Only when you know that birds are friends of human beings can you consciously care for birds.

3. Let students have a strong interest in further exploring the mysteries of nature on the basis of their love for Bird Island. The determination of this teaching goal reflects that in Chinese quality education, classroom teaching focuses on functional purpose, that is, on cultivating students' quality.

First, create a reading situation for students who are willing to read, willing to read and can read.

Birds are familiar to primary school students because they are common in life, but they are strange to Bird Island because there are thousands of birds in Qian Qian. Therefore, in teaching, I take "reading" as the main axis, stimulate students' emotions and internal motivation, and strive to create a situation for students to read.

Learning Chinese emotion is the foundation. How to unify this emotion with reading aloud? When teaching the second nature, the courseware presents a beautiful and magical bird island map, and students imagine to form an "emotional field" when they teach themselves. At this point, the teacher guides reading again, and students' emotions arise spontaneously. At this time, students are not only willing to read and love reading, but also can feel and understand the beautiful and magical scenery of Bird Island in spring from reading, so as to achieve the teaching goal of "understanding but not expressing".

Second, through various forms of reading aloud, students are encouraged to internalize new knowledge.

For students, life experience is not rich, and life experience is not comprehensive. In teaching, the difficult problems often encountered are not easy to solve. Students can effectively promote psychological internalization through the coordination of senses such as hearing, touch and vision, so as to grasp the key points more accurately and break through the difficulties. So as to internalize students' own knowledge reserves. For example, in the third natural period of teaching, I showed the lively scene of Bird Island in summer. Exquisite pictures are not only wonderful.

It aroused students' strong interest and desire to discuss, and made them have a deeper understanding of Bird Island. Students read the key sentences repeatedly, so that students can further understand the lively characteristics of Bird Island in summer through reading and discussion. So as to turn these information from Bird Island into a part of their own internal knowledge reserve.

Third, let students experience the subtlety of language.

The language of our motherland is one of the most abundant, complete, accurate and vivid languages in the world.

One. Learning Chinese is to let students appreciate the exquisiteness of the motherland's language and have endless fun. The text "Bird Island" uses exquisite words. For example, "at first glance, the dense nests are next to each other." Outside the nest, there are jade white and green eggs everywhere. " Students are immersed in the enjoyment of beauty by watching and thinking, reading and discussing. Really feel the vivid, vivid and vivid language, and realize the thoughts and feelings hidden between the lines of the article.

Fourth, highlight the humanity of Chinese teaching.

The connotation of "people-oriented" is to emphasize that people are the subject and the center, and to respect people's essence, interests, needs and the possibility of creation and development. According to this idea, in the design of this course, I take students' free and healthy development as the starting point, and attach importance to students' emotional trend, emotional needs and personality casting. In the third section of the textbook, students can freely choose their favorite content and read it carefully. At the same time, they are encouraged to read with their deskmates and teachers, exchange their emotional trends with each other, and teach relevant sentences randomly according to students' emotional needs.

My thoughts after teaching:

1. In practice, the teaching of the third paragraph of key paragraphs can guide students to circle and find keywords on the basis of self-reading, and then make students more impressed through exchange and discussion.

2, key paragraphs 2, 3 After learning the natural paragraphs, design sentence exercises:

Bird Island in June became a world of birds. Look, birds have different postures, some-some-some-some-some. Design intention: Writing after students have basically completed and understood the contents of each section orally will not only help students learn to use these keywords correctly in the language environment, but also help students to further deepen their understanding of the text content, which reflects the process of classroom teaching from whole to part and then to whole.

Looking at the design of the whole class, I tried to provide students with a living learning environment, and changed the static, closed and modular teaching content into "realistic", "open" and "personalized" teaching content, which made students learn interesting and relaxed, and really optimized Chinese classroom teaching.

Reflections on the teaching of the magical bird island 10. In October, we welcomed many teachers from the inspector's office and teaching and research center in Chongwen District to give guidance. In this inspector's inspection, I taught the seventh set of experimental teaching material "Magic Bird Island" in Beijing's compulsory education curriculum reform. This paper introduces the geographical location of Bird Island in the northwest corner of Qinghai Lake, and the interesting story that more than 10,000 waterfowl on the island live in harmony and can fight against the enemy, which shows the unity and loveliness of birds and the magic of nature.

In order to do a good job in this supervision class, I have sat with my teachers in the same group for many times to study the teaching materials and grasp the important and difficult points. After listening to the trial lecture, adjust the teaching links in time according to the problems and revise the teaching plan repeatedly. I feel that through this lesson preparation, I have made progress in mastering and excavating the teaching materials. Take this text as an example to guide students to understand "Where is the magic of Bird Island?" I can understand this problem: the magic of Bird Island is not only manifested in the large number of birds, but also in the fact that it is a "bird world" where birds are very United. Once students only say "there are many birds, so it is amazing", I will guide students to think deeply about "there are only many birds"

Is it amazing? "Help students understand the text more accurately. Besides, by studying with our teachers, I also learned how to prepare lessons. That is, when you get a new text, you should read it several times to sort out the main lines of the text. Then look at the thinking questions after class, try to figure out the editor's design intention, and understand the training points of the textbook. After accurately grasping the teaching materials, design the teaching links around the teaching key points and difficulties.

In the process of teaching, I also consciously cultivate and train students' various abilities, such as reading aloud. In class, after guiding students to realize that "Bird Island has many birds", let students express their experiences through reading. When students can't read well, I ask them to practice repeatedly and ask them to "tell me what color birds are by reading?" After practice, students have mastered the skills of reading aloud-highlighting words that make people feel that there are many birds and reading their own understanding. Another example is the cultivation of imagination. When I feel "there are many birds", I ask the students to close their eyes and imagine the picture in the sky while listening to the old teacher reading the text. Through communication, I know that colorful "bird pictures" emerge in students' minds, so that they can better understand "this is the world of happy birds!" When guiding students to learn, I also have a better understanding of the new curriculum standards.

There are still some shortcomings in this course, which I should pay attention to in future teaching.

(1) The overall perception is not enough. In the second paragraph of the text, there are many birds in Bird Island with accurate and vivid language, and the words "looking up", "looking down" and "in the lake" are written in turn. When teaching, don't guide students to learn sentence by sentence, but let them learn by themselves: find out the sentences that can understand "there are many birds", write them down and talk about their own experiences. Respect students' autonomous learning. On the basis of self-study, guide students to understand the author's writing order.

(2) Reading training should be in place. Although attention is paid to training students to read aloud in class, the form is too single and the "face" of practice is not wide enough. Read more articles with such beautiful language and writing.

(3) The language of questions should be more accurate. In teaching, I asked twice, "In what order did the author introduce Bird Island to us?" In fact, I want students to understand that the author can write more birds in an orderly way because he adopts the "top-down" writing order and the "total-sub-total" writing method. However, due to the inaccuracy of the questions, students have difficulty in understanding them.

In a word, this inspector's work has made him grow a lot. Of course, I have my own efforts, but more is the help and support of teachers around me. I thank them from the bottom of my heart! Although the supervision work is over, there will be more exercise opportunities in the future. From now on, I will do well in every class, accumulate experience and exercise my ability, hoping to make greater progress in future teaching activities!