Reflections on the teaching of "Winter is a Magician" in Senior One Chinese.

As a new people's teacher, we need strong teaching ability. With the help of teaching reflection, we can expand our teaching methods and refer to the teaching reflection we need! The following is my reflection on the teaching of the first-grade Chinese "Winter is a Magician" for reference only. Let's have a look.

Reflections on the teaching of the first-year Chinese "Winter is a Magician" 1 In the "Blue Project" report class held by our school, I taught "Winter is a Magician", which is a text of the first-year edition of Beijing Normal University 15.

This article is beautiful, catchy and full of childlike interest. It uses anthropomorphic techniques to describe the characteristics of animals hibernating, snowing, lake freezing and people wearing winter clothes in winter, which embodies that "winter is a magical magician".

The teaching focus of this course is to let students feel the magic of winter. The new curriculum standard mentions "let students deepen their understanding and experience, feel and think, be infected by emotions and enjoy aesthetic pleasure in positive thinking and emotional activities." Therefore, in the teaching design of this course, I closely follow the characteristics of teaching materials and combine the age characteristics of students, and put "magician magic" through the whole teaching process. Grasp the word "fun", encourage students to read and feel, and fully understand "what a good skill in winter!"

"Experience" is the most frequently used word in "Chinese Curriculum Standard", which is distributed in all parts of "curriculum". It can be seen that "experience" is one of the most important concepts in this curriculum reform. In fact, as early as the 1920s and 1930s, many educational psychologists in the United States put forward some related theories, such as "experiential learning" and "life is education". Therefore, strengthening experiential teaching has become a thoroughfare for Chinese learning. Only through experience can we turn unfamiliar, external and irrelevant materials into our own familiar, communicative and even integrated life existence. As the direct implementers of the new curriculum standards, we should pay more attention to the study of students' learning styles and try to carry out "experiential teaching" according to the guiding spirit of the new curriculum standards. In this class, I tried to teach the article "Winter is a Magician" with the "experience" teaching method, which mobilized students' various senses, deepened their experience in positive and positive thinking and emotions, and made us feel and think, influenced by emotions and inspired by thoughts. The following is my teaching experience:

First, the reading experience

1. First reading experience

The training of junior high school reading teaching, especially poetry teaching, focuses on reading aloud, reading more and talking less, giving appropriate instructions and guidance, and strengthening the connection with students' lives. The ancients once said, "Read a book a hundred times and you will understand what it means." "Reading" is the process of feeling. In the teaching of the article "Winter is a Magician", I first used multimedia courseware to create gorgeous colors and pictures, accompanied by beautiful music to read the model essay, which directly conveyed the deep love expressed in the article to students, introduced students into the emotional atmosphere created by the text, helped students grasp the emotional tone of the full text, and stimulated students' interest in reading, thus naturally transitioning to students' free and beautiful reading, imperceptibly improving students' appreciation ability and reading level.

2. Experience of intensive reading

In the process of guiding students to repeat reading, we should carefully taste the author's thoughts, concepts and emotions by trying to figure out, scrutinizing and even talking about words, so as to form new experiences. In the process of teaching "Winter is a Magician", I let students grasp the key sentences and read them aloud in various forms, so that they can feel and appreciate the magic of winter in reading.

3. American reading experience

Reading teaching should always regard the text as a whole, pay attention to feeling and understanding from the whole, and realize every aspect or part of the text in the whole. Therefore, at the end of teaching, we should return to holistic reading. In the article "Winter is a Magician", students can think and feel after learning the text by reading the full text with music, fully experience the "emotional experience" in American reading and deepen their understanding of the text.

Second, experience in feeling.

Experiential learning, through the creation of situations, intuitive feelings and other forms, allows students to experience in feelings, so that students' hearts can enter the text and life, thus enjoying the fun of learning Chinese. "Winter is a magician" is an article praising the beautiful scenery of nature in winter, and the strangeness of winter is filled between the lines. In teaching, I guide students to go deep into the text and feel the content of poetry with their own personal feelings, so as to deeply understand the changes brought by winter to nature and human beings and feel the beauty of winter more deeply.

1. Import pictures and experience the magic of winter.

In this lesson, we try to introduce and play some pictures. Some trees are covered with glaciers, some roofs are covered with thick snow, and some children make snowmen and have snowball fights in the snow. With the help of these pictures, students can think of the cold in winter and pave the way for the following.

2. Enjoy the story and experience the magic of winter.

When learning the general content of the text, I played a group of pictures of people playing happily in winter. Beautiful sound quality, touching music and touching scenes brought students into the story situation and made them feel the magic of winter.

Third, experience in imagination.

Creation is the highest realm. When teaching the article "Winter is a Magician", I asked my students to be little poets for a while, so that they could fully spread their imagination wings and experience the magic of magicians. After the teaching is completed, in order to stimulate students' writing desire, let students contact their own life reality, imagine what can happen to the earth in winter, and let students feel that winter is around us. At this time, the students are full of ideas, and all of them are eager to try. They once became small poets and were able to recite their own poems with beautiful music, thus reducing the difficulty of writing poetry forms. A classmate wrote: "I am a magician in winter, and my little nose turns red when he blows." In this way, other students can also experience the magic of winter in their own imagination and combined with their own personal feelings.

Fourth, practical experience.

Modern educational concept advocates the combination of Chinese learning and life practice, and Chinese learning should be extended to life practice. In the teaching of "Winter is a magician", my homework is to draw a beautiful picture of winter, talk about the changes in winter, write a poem about winter, or perform a story about winter, so that students can choose freely and feel the magic of winter while completing their homework.

Although the design idea of the whole class is clear, there are still many problems in actual operation. For example, I didn't do enough in guiding students to read aloud ... Through this class, I deeply realized that I still have a long way to go in the future teaching, and I will teach and do it with my heart.

Reflections on the teaching of the first grade Chinese "Winter is a magician" II.

1, classmates, a new friend came to our class today. Look-(Show the courseware)

2. "Winter" readme: Hello, children! I'm your new friend Winter. Guess what happened to my skills. Great, I can bring many, many changes to the earth. Everyone praised me as a magical magician.

Second, play the video to perceive "winter" as a whole.

1, transition: children, below, winter will start to give you magic! Look, it whooshed. What happened to the earth?

2. Play the video (the teacher can use the lens to describe the content of the picture in beautiful language: students, there are many things to do in winter! You see, when he blows, snowflakes float all over the sky. After a while, the earth turned white. Small trees are like a white mountain lake: some of those houses are like castles made of silver bricks, some are like mushrooms, and some are like milk bread. They are lovely: the snow is getting heavier, and the mountains are like fairies covered with white gauze; after a while, the earth is like a white soft carpet. The lake in the park soon turned into big glass. Those red leaves and yellow leaves are frozen in the glass: somehow, the cotton-padded gloves ran out of the closet and people in the street became fat. In such a cold winter, children are not afraid of the cold at all. They went to the park in groups of three to make a snowman and have a snowball fight. Very interesting!

Third, reveal the doubts.

1, street body:

Now please ask a classmate to read this sentence-winter is a magician, and the whole class will read it together.

2. Question: Do you have any questions to ask after reading this sentence?

Fourth, cooperative learning, reading the text for the first time.

1, transition: Students, our good friends Ding Ding and Dongdong saw these beautiful scenery, which made them feel so interesting and magical, so they wrote an article called Winter is a Magician. do you want to see it ?

2. When students read the text, draw a horizontal line to mark the words they don't know:

3. Learn from each other in pairs and remember these words: "Check a group after learning."

4. Read the text again and read every sentence.

5. Learn new words in groups (the teacher prepares a set of word cards for each group). If you don't know each other, please ask your classmates in the same group.

6. Check the situation of learning new words

5. Learn the first and second parts of the text.

(1) Learn the first part of the text

1, transition: The students have learned well. However, Mr. Pan has a question that he doesn't understand: What happened in the video just now?

Are there no small animals? Where have they all gone? (Answer by name)

2. Watch the video.

3. Guide the reading of the first section. (Show the first part)

4. Read and comment by name.

Do you think the magician's "winter" has become faster? How fast is the change? Can it be expressed by reading aloud? (Read by name and comment)

5. What should I pay attention to when reading this sentence? (softly-ah) Read it and comment by name.

6. Do you know which animals hibernate?

(2) Learn the second lesson

1, transition: Now, let's see what this magician will change for us in winter.

2. (Show Lesson 2) Read by roll and tell me what happened to the earth. (Name)

3. Play the "Snow Scene" video to feel the beauty of the snow scene.

Winter is really a magician. It's amazing! Would you like to read this sentence again? (Show the second sentence of the second section) Try to read it by yourself, and read it to your friends (classmates or teachers)-comment-call the roll.

5. Read the first and second parts together.

(3) Summary: The students read really well! After listening to your reading aloud, the teacher seems to have come to the far north. I am so excited and excited!

Sixth, students' words.

(a) Remember the new words "Shout, land, blow, snow, change"

1, reading at the same time-refers to reading

2, 2, word guessing game.

(2) Write the new word "Winter, Yes"

1. Discuss the stroke order of these two words. (group discussion)

2. Observe the model essay "Winter" and remember the position of Tian Zige's strokes: old teacher writes, student comments: students practice writing once: comments.

3. Observe the word "yes" and talk about the position of Tian Zige's strokes: write by name on the stage, students comment and revise: students practice writing again.

Seven. Summarize.

Teaching reflection and analysis;

First, the use of multimedia means to create a situation, the overall perception

Winter is a magician is an essay full of childlike interest. It vividly and interestingly describes the characteristics of animals hibernating, snowing, lake freezing and people wearing winter clothes in winter by anthropomorphic methods. It is difficult for students who have lived in Xiamen since childhood to learn such texts. Because they haven't experienced the winter in the north, they don't know what winter looks like, and they don't know much about the characteristics of winter in the north, so in teaching, I try my best to collect a wide range of videos about winter in the north through multimedia, so that students can perceive the snow scene, people's activities and how animals spend the winter in the north through images. For example, before teaching, play a video of "Winter Scenery" to let students enter the winter scene with beautiful pictures and touching music, and the teacher's expressive explanation makes students fully feel the magic and beauty of northern winter. The children were very excited when they saw such a beautiful winter scene. They told the teacher that they really wanted to sleep on the "snow-white quilt", which showed how much the children wanted to feel the winter in the north. For another example, in the first class, students can learn how frogs, snakes and bears spend the winter by creating scenes through videos, so as to understand what animals hibernate.

Second, seize the word "fun" to start teaching

Combined with the age characteristics of the first-year students, we firmly grasp the word "fun" and start teaching around the main line of "magicians changing magic". For example, after watching the video, let the students import directly from the "magician" in the topic and ask questions. Some students asked why winter is a magician; Others asked the magician what he would look like in winter; A classmate asked the magician how to do magic in winter. It seems that the children's hearts have been caught by the "magic magician". At this time, they must be eager to find the answers to these questions. Therefore, the teacher took the opportunity to guide the students to read the text and let them find out for themselves.

Thirdly, the student-centered cooperation is explored.

"Chinese Curriculum Standards" clearly points out that reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice. Therefore, in class, I attach great importance to respecting students and advocate students to read texts through cooperative and inquiry learning methods according to their existing reading experience. For example, in class, teachers encourage students to learn new words through cooperative learning in study groups. Some students are teachers, and some students are students. They help each other with their studies. They are happy and active in learning. For another example, when learning to write the words "winter" and "yes", the teacher boldly tried to let the students go to the podium and become a small teacher to teach the whole class to write, which was welcomed by the students. In this way, the process of students' teaching and evaluation is the learning process of guiding students to explore themselves, which fully embodies the student-centered classroom learning model.

Reflections on the teaching of the first grade Chinese "Winter is a magician" 3 When I first taught the text "Winter is a magician", I used the word "magician" to enter the classroom, which led to winter. Look at the title, the instruction is empty "winter". When reading the text for the first time, we should adopt the methods of listening and reading literacy, self-reading spelling literacy and deskmate reading, so that students can have a preliminary grasp of the text content. After rereading the text, guide the students to summarize the main contents of the text and write them on the blackboard. Focus on teaching 1-2 natural paragraphs, follow the text and understand the key words.

When I was learning "When He Blows", I asked "What does magic do in winter?" I hope that students can know that blowing gently with their mouths in winter can conjure up magical powers, and at the same time, there are words beside "breathing" and "blowing", which are related to "mouth". But the students couldn't find it, so they delayed some time here. Therefore, in the word teaching of 1-2 paragraph, the implementation of literacy with the text is not enough. Teacher Wu and Teacher Ru gave guidance when evaluating the class. In classroom teaching, teachers can read sentences, understand words, and then implement words, so that they can implement more literacy with the text. When reading a text for the first time, each reading has different goals. The last step of the initial reading is to let the students read it together, and the teacher tests whether the students can pronounce the pronunciation correctly. In addition, in the design of the whole class, the teaching links should be presented more clearly, and teachers should be clear about what goals each link should achieve and strive to achieve them. Through this class, I deeply realized my own shortcomings, and also realized that there is still a long way to go in future teaching. I will teach with my heart and do it with my heart.

After Mr. Ru helped me sort out the lesson plan again and the teachers in the same grade group helped me put forward suggestions for revision, I used the theme of "winter" to introduce the text when I taught the text "Winter is a magician" for the second time, and asked the students to say do you like winter? What is winter like? And use multimedia courseware to enjoy the beautiful picture of winter with students, attract children's attention, and let children be full of fantasy and love for the beautiful scene of "winter" from the beginning. Accompanied by beautiful and cheerful music, students can also feel the beauty of learning from their hearing! Children in grade one are active in thinking. After seeing this beautiful scenery in winter, they talked very well about their feelings after seeing it. "I think winter is so beautiful!" "Winter is amazing!" The students are very active in answering questions, which shows that they like winter very much. I will introduce "I will do magic in winter." Do you want to know? " Guide the topic, recognize new words, and empty the book "Winter". I use the children's song "Wide folds are like the sky, falling snowflakes fall" to teach children how to remember winter words.

At first, the teacher will read first, and the students will read and write. Let the students read by themselves and remind them that the text has pinyin, so that they can spell pinyin to identify words. After the students read it by themselves, correct the pronunciation of the whole class according to the pronunciation they didn't read correctly. Read at the same table, help each other and test each other. Finally, the whole class read aloud together to see who read well in the competition. After reading together, I asked the students to summarize the main idea of the text and start learning the natural paragraph 1-2. Guide the students to do actions when guiding "he blows" Q: "Why?" Read "blow" Ask again, "How to blow?" Guide "Hu", all have mouth words, all related to mouth. The students learned more smoothly than last time. I see, in teaching, we should consider the students' situation more, and then do the design. When learning the second paragraph, let students experience "floating" by doing actions with small hands, thus guiding students to read aloud.

After two lectures, I gained a lot. In the future teaching, I will study the students' learning situation with my heart, ask Mr. Ru for advice and learn from teachers in the same grade group, so that my teaching will be closer to students and more effective.