Reflections on the teaching of Huangshan Strange Stone, the first volume of Chinese in grade two

Today, with rapid changes, we need strong classroom teaching ability, and reflection is to look back and think backwards. Reflection on how we should write. The following is a model essay (6 in total) for your second-grade Chinese teaching reflection. Welcome to reading. I hope you will like it.

Reflections on the teaching of the first volume of the second-year Chinese version of Huangshan Kistler 1 Huangshan Kistler is the third text of the first volume of the second-year Chinese version of People's Education Press. This is an article that introduces many strange stones in Huangshan Scenic Area in China in the form of pictures and texts. The characters describe the characteristics of various rocks in a kind, natural and imaginative language, and with illustrations, vividly reproduce the wonders of Huangshan strange stones. The author's vivid language and writing vividly describe the strange stones of Huangshan Mountain in the motherland!

First of all, enjoy the pictures to stimulate students' interest in learning.

Students are young, most of them have never been to Huangshan, and they lack direct experience of Huangshan. At the beginning of the class, I made my own courseware to let students enjoy the magical scenery of Huangshan with beautiful music and teachers. The students' interest is very strong, and their enthusiasm for learning is mobilized. They really want to see the strange stones in Huangshan Mountain, and they quickly entered the learning state with curiosity.

Second, read carefully and look for the famous Shanshi Huang.

Under my guidance, the students quickly found out the strange stones in Huangshan Mountain written in the article: Xiantao stone, monkey watching the sea, fairy leading the way, golden rooster calling heaven, dragon and dog watching the moon, lion grabbing the ball, fairy playing the piano and so on. They secretly marveled that even the name of the "strange stone" in Huangshan was so interesting. Fairy tales of "Xiantao", "Immortal", "Golden Rooster" and "Tiangou" all gather together in Huangshan, and the only fairy tale of "Monkey Watching the Sea" and "Lion Fighting for the Ball" also appears on the peak of Huangshan. As a result, students have a strong desire to explore the strange stones of Huangshan Mountain.

Third, grasp the key points and realize Shanshi Huang's "strangeness" from the beautiful words.

In the teaching of this course, I strive to make the media I use highlight the key points and break through the difficulties. For example, some students know that the "sea of clouds" is not a real sea, but a cloud seen by a "monkey" standing on a steep mountain peak. But what is a fascinating picture of the "rolling sea of clouds"? It is difficult for students to understand. At this time, no matter how wonderful my explanation is, it is difficult for students to understand and understand. In order to help students understand better, I played the unique function of multimedia in time and played the dynamic picture of "rolling sea of clouds" in time. The students looked at such a wonderful "sea of clouds" and expressed their unique views on it one after another. Some people say that the "sea of clouds" is really rough, some people say that it is rolling, and some people say that it is really a fairyland on earth. No wonder the monkey is motionless on such a high cliff. It's fascinated by it!

What a wonderful speech! Students have a deep understanding of the "rolling sea of clouds". This can not only greatly reduce the difficulty of classroom teaching, but also fundamentally change the teaching structure and students' cognitive structure. Students' thinking activities have developed independently, actively, profoundly and comprehensively, highlighting the key points of the text and breaking through the difficulties of teaching.

Through the teaching of this class, I realized more deeply that students should pay attention to the understanding of the text. Re-understanding is to give students the initiative to learn and let them imagine freely. We should also trust students' abilities and cherish their unique feelings and experiences. Leave more opportunities and more thinking to children.

Reflections on the teaching of Huangshan Strange Stone, the first volume of Chinese in grade two II. The new curriculum concept advocates the development of Chinese resources. Combining Chinese knowledge with life practice. Therefore, after the lesson of "The Wonders of Huangshan Mountain", I decided to let the students experience the emotion of the article and marvel at the magic of Huangshan Mountain and the greatness of nature by drawing a picture of the dog watching the moon, the lion grabbing the ball and the fairy playing the piano. It is not a myth, but the creation of nature, to experience those vivid and interesting strange stones. But when I think about it, students will not only draw dogs and lions, and there are no horizontal traces of stones at all. Wouldn't that have no effect at all? Students are the best potential resources. Hey, give it a try!

So, I said, "Students, read your books first and have a good look at the pictures before you draw." I'm a little anxious to wait for the result. Unexpectedly, as soon as the painting came out, although some students really only drew a dog or a lion, many students drew a few stones, and "the dog looks at the moon" and "the lion grabs the ball" are also very realistic. I deliberately asked, "How did you spell it piece by piece?" "Because it is a stone!" I am very pleased with the child's answer. Yes, the Chinese classroom is a world where students' imagination and association run freely. Chinese teaching is not only to impart knowledge, but also to tap the potential resources of textbooks, expand students' thinking and improve their practical ability. Efforts should be made to develop China's resources. This class is not over, and the Chinese class will continue to be enriched and extended. Realize the communication between Chinese classroom and life. It can be said that Chinese classes are enriched by life, and students' lives are wonderful by Chinese classes! We should not only apply and develop China's resources.

Reflections on the teaching of Huangshan Strange Stone, the first volume of Chinese in grade two 3. Students have no personal experience of Huangshan stone, and their language expression ability and meticulous observation ability are also in a weak stage, so it is difficult to understand the text. Based on the above situation, I put forward the following thoughts on the teaching of this course:

The use of courseware is appropriate and effective to stimulate students' interest in learning.

According to the content of the text, I use courseware in time in scene introduction, strange stone exploration and text reading, and the effect is good. For example, after enjoying the four strange stones in the second and third paragraphs of the article, multimedia courseware was used to reproduce many strange stones in Huangshan. It can not only arouse students' learning enthusiasm, make them adjust the happy emotional background of preparing lessons and attending classes, but also pave the way for the whole class, so that students' thinking can be quickly oriented to the teaching content. In addition, it has aroused students' strong interest in learning and their curiosity to see the wonders of Huangshan Mountain. Under the guidance of the teacher, they can quickly find out the strange stones of Huangshan Mountain written in the article: "Xiantao Stone, Monkey Watching the Sea, Fairy Leading the Way, Golden Rooster Calling Heaven" and so on. Their interest in Huangshan's "strange stones" and their strong desire to explore have aroused students' enthusiasm for in-depth study of the text, enlivened the classroom atmosphere and improved their learning enthusiasm.

Reflections on the teaching of the first volume of Chinese in grade two, Huangshan Strange Stone. 4 Huangshan Strange Stone is a text describing scenery, which introduces the magic of Shanshi Huang with pictures and texts. The focus of text teaching is to learn new words, read the text with emotion and recite your favorite parts. The difficult thing is to feel and appreciate the wonder of Shanshi Huang in reading aloud, and introduce Huangshan Stone to more people. When studying this lesson, I am going to learn literature by looking at pictures, using three paragraphs of nature. The fifth natural paragraph guides students to use their imagination and draw "the golden rooster calls the sky" by themselves. Finally, on the basis of students' familiar reading, make a "little guide" to introduce the strange stones of Huangshan Mountain.

First, import pictures to stimulate students' interest.

Huangshan Mountain is famous at home and abroad for its beautiful and magical scenery, and is called "the first wonder mountain in the world". However, many students have never been to Huangshan Mountain, and they have no vivid understanding of its scenery. Therefore, at the beginning of the class, I used the beautiful pictures of Huangshan and the magic of the "four wonders" to bring students into Huangshan and enjoy the magical scenery of Huangshan. The students' interest is extremely strong, and their enthusiasm for learning is mobilized.

Second, highlight the key points and appreciate the strange stones.

This paper introduces seven kinds of strange stones in Huangshan Mountain, four of which are detailed and three are illustrated. After learning the first paragraph, I guide the students "especially those strange rocks, which are very interesting". Look for them from the text. How many strange stones are introduced in the article? The students quickly found out the strange stones of Huangshan Mountain written in the text with great interest: Xiantao Stone, Monkey Watching the Sea, Fairy Leading the Way, Golden Rooster Calling Heaven, Dog Watching the Moon, Lion Grabbing the Ball, Fairy Playing the Piano, etc. Also know Xiantao stone, monkey watching the sea, fairy leading the way, golden rooster. I guide students to focus on "monkey watching the sea" and understand the interest of "monkey watching the sea" by looking at pictures and doing actions, but the effect is not very good.

After class, I listened to Mr. Zhang Li's class. I think it would be better to guide me in this way. In order to help students better understand, I can play the unique function of multimedia in time and play the beautiful picture of "rolling sea of clouds". Students will have their own unique feelings when they look at such a wonderful "sea of clouds". Now let the students talk about what kind of sea of clouds this is. Students have a deep understanding of the "rolling sea of clouds", and it is much easier to understand why monkeys "don't move". No wonder the monkey is motionless on such a high cliff. It turned out to be fascinating! This can not only greatly reduce the difficulty of classroom teaching, but also fundamentally change the teaching structure and students' cognitive structure. Students' thinking activities have developed independently, actively, profoundly and comprehensively, highlighting the key points of the text and breaking through the difficulties of teaching.

However, there are still many problems in teaching, such as:

1, students' reading effect cannot be guaranteed, and Lang Lang's reading sound is the most beautiful in Chinese class. Let students deepen their experience of the text in repeated reading. Only by reading more, static words can express his feelings and make words become vivid pictures. Therefore, it is very necessary for teachers to demonstrate in class. Because students have not been exposed to such articles before, and the bad habit of reading aloud formed before. So the reading level of middle school students in the class has dropped.

2. Insufficient guidance for students. Quite a few students can read fluently, but they can't read their own feelings. No matter whether students can understand their feelings or not, it is futile to let students read according to their own meaning again and again without specific guidance and instructions. Teachers are required to master rich and interesting teaching methods, such as: let students perform the scenery in the text themselves. Let the objective vocabulary in the text be rich and true, and stimulate children's interest at the same time. It is necessary to create situations, guide students to imagine pictures, and let students clearly understand the "scenery". Otherwise, it is difficult to achieve good learning results.

Reflections on the teaching of the first volume of the second grade Chinese "Huangshan Stone" 5 Learn Huangshan Stone today. I was inspired by the famous teacher class and made great efforts in reading aloud. Please read the descriptions of the two stones "Xiantao Stone" and "Monkey Watching the Sea" again and again. For the first time, let them think about what the stone head looks like. The second time, find out the key words to read. The third time, I read it with my favorite mood. The fourth time, remove some words and fill in the blanks. The fifth time, only pictures and four key words are left to read. Call the roll and ask him to recommend another student to read. I didn't mean to recite it, but when I look at the picture and describe the stone in the picture, I can recite it completely with the sentence "You … it … this is it". And several good students will rewrite the other two paragraphs with this sentence pattern. Writing practice is to look at the picture, talk about the stones in the picture with words like "image" and write them down.

Can write, mostly observe carefully, and can be expressed in fluent sentences. But after returning home, I practiced writing sentences with "as if", but Liu Jinqi and other students wrote sentences like "I look like my mother". I commented below that "to write a figurative sentence, your sentence is not a figurative sentence." How can we transfer the classroom content, so that children can use what they have learned in class and learn to express it in their daily life? This is a direction of efforts.

I also listened to a lecture by Dou Guimei today. She emphasized that the goal of Chinese class is emotional class, sentiment class and communication class, which should be carefully understood and practiced.

Reflections on the teaching of the first volume of the second grade Chinese edition, Huangshan Strange Stone. Generally speaking, the first class is about literacy and writing, and the second class is about reading and appreciating texts. As for this open class, I chose the second class. This is a landscape prose, divided into six natural paragraphs, of which 2-5 paragraphs mainly introduce some strange stones. This is also the focus of this lesson. So according to my teaching design, I will now talk about the advantages and disadvantages of this class:

1. First of all, I think the links in this class are smooth, but the teacher's interlanguage is not suitable. For example, some sentences I often use are "Let's look at the next stone", and the teacher's language is too scarce;

2. I didn't hear the students' drawling when reading the topics and texts, let alone correcting their pronunciation. However, this is actually a particularly low-level mistake in Chinese class.

3. When talking about the natural passage of "monkey watching the sea", there is a good highlight, that is, let the children play the role of "monkey watching the sea" and let the children perceive the three verbs of "squatting, hugging and watching" through performances. But apart from acting, there are too few ways for students to read the text, and there is a word in this paragraph that I have never taught.

4. As for literacy and writing, because I didn't prepare lessons and practice writing in depth before, three writing mistakes were still reminded by students when teaching new words in class. To tell the truth, I really haven't practiced my writing habits much. I just write by feeling, feeling that I can write, and I don't pay attention to the occupation of every stroke in Gerry, so when Fan wrote the word "every", he didn't write two vertical points on the vertical centerline, and the last "hook" of the cross hook didn't touch the vertical centerline, and so on. Not only did I not notice the mistakes in details, but also.