Reflections on fifth grade Chinese teaching

As an excellent people's teacher, teaching is one of the important tasks. With the help of teaching reflection, we can quickly improve our teaching ability. Let's refer to the teaching reflection we need! The following is the ministry-edited version of fifth-grade Chinese teaching reflection examples (selected 11 articles) that I compiled for you. You are welcome to learn from and refer to them. I hope it will be helpful to you. Reflection on fifth-grade Chinese teaching 1

1. Analysis of test questions:

This test question includes three parts: accumulation and application, reading comprehension, and practice. The test questions cover a wide range of subjects, with moderate difficulty levels. The question types are designed flexibly and reflect openness. They not only emphasize accumulation and application, but also focus on the development of students' abilities. It not only takes care of students at different levels, but also guides teachers to not only pay attention to the teaching of basic knowledge in teaching, but also to improve students' ability to understand and use language.

2. Existing problems:

Accumulate and apply the first question. In the first sub-question, look at writing Chinese characters in pinyin. They are all characters that are difficult to write and easy to make mistakes. Judging from the answers to the questions, the students have a good grasp of these new words, with an accuracy rate of more than 98%. Some students wrote the "disaster" in "disaster" next to the word "衣". From the writing point of view, most students' writing is standardized and neat. For question 2, there was not a single mistake in the class. In the third question, 20% of the students got the radical "Dian" wrong, which shows that their usual explanation of new words is not detailed enough. The answers to questions 4, 5, 6, and 7 are relatively good, indicating that students have a solid and in-depth grasp of basic Chinese knowledge and basic skills.

The second major question is reading comprehension. The error rate in the in-class reading for question (1) was relatively low. A very small number of students lost the part of "love for the land where blood was spilled" when filling in the third blank. The second question, extracurricular reading, lost more points, mainly in the fifth question, "What is so wonderful about Yanzi's language?" It shows that students have poor understanding ability. In future teaching, students should be guided to increase the amount of reading. Expand reading coverage and improve reading comprehension abilities.

The third major question exercise. The title is: "Speech at the joining ceremony of new members of the Young Pioneers". This is the question that loses the most points. There are three main reasons. First, the students did not review the questions carefully. Second, the students accumulated less material and had poor expression ability. The third reason was that the students' writing ideas were not clear. In future teaching, students should develop the good habit of paying attention to observation, being diligent in accumulation, and diligent in writing.

3. Direction of efforts:

1. In addition to paying attention to the teaching of literacy and accumulation, we must also pay attention to guiding students to learn Chinese in daily life.

2. Efforts should be made to expand students’ reading coverage and improve their reading comprehension abilities.

3. Put more effort into homework and encourage students to develop good habits of careful observation, good accumulation, and diligent writing practice. Reflection on fifth-grade Chinese teaching 2

The content of this mid-term test is units one to five, and I teach at a relatively fast pace. So this time the quantity will be more discretionary.

From the perspective of this paper, I think the more difficult reading question in "Opening the Book is Beneficial" - "Growing Melons and Singing", which is an article that contains the philosophy of life. , for teenagers who still cannot understand it correctly, this reading question is worth 20 points, and there are 6 small questions that students need to complete. It not only tests students' basic reading ability, but also provides training on sentence patterns. They need to find pairs of metaphorical sentences and rhetorical questions and answer them. Figurative sentences are relatively easy to find because there are many metaphorical sentences in the text. Students can also master them in daily teaching. It's better, but when answering rhetorical questions, several students confuse it with hypothetical questions. The key to this problem is that they have less training. In terms of refining the content of the article, a small number of students can answer correctly, and a considerable number of students do not understand the text enough. Therefore, "how did the author's feelings change during the entire process of planting and harvesting melons?" Students cannot justify themselves and lose a lot of points. In the fifth question of this question, students are required to write idioms with "bitter" or "sweet". The accuracy of students' completion is low. The key is that students' extracurricular accumulation is still quite lacking. This requires teachers to innovate forms and create means to promote students' Extracurricular accumulation.

In terms of homework, although the questions this time are relatively simple and students can all have something to say, the problem lies in the fact that students think it is simple and do not carefully review the questions and screen the existing materials. Therefore, a considerable number of students The content lacks vividness and is seriously arbitrary, and some students also wrote inappropriate details.

As for the recitation or accumulation required by textbooks, students are basically solid. However, there are still certain problems in the training of sentence patterns.

Through this test, I would like to make the following improvements in future teaching:

1. Give middle and lower students more opportunities to exercise in the classroom, and pay attention to The training of basic sentence patterns in the text enables students to draw inferences from one instance to another.

2. It is necessary to increase students’ reading volume and provide good reading guidance classes.

3. Efforts should be made to improve students’ ability to select materials and supervise students’ extracurricular accumulation so that their accumulation can better serve their assignments.

4. Provide students with more materials for exercises to improve their written expression skills. Reflection on fifth-grade Chinese teaching 3

In the golden autumn season, the annual group teaching begins again. Although only two teachers, Pan Shuo and Xie Yuan, are doing the group teaching this time, all the teachers in the group are We attach great importance to it, and have received the care of the three senior teachers in the group from course selection to course preparation to course evaluation.

In this group teaching, we focused on how to inspire students to use appropriate learning methods to understand the content and emotions of the text.

1. Study the teaching materials carefully and grasp the training points of the teaching materials

When preparing lessons, teachers first read the teaching materials carefully to understand the content in the first reading, grasp the requirements in the second reading, and grasp the requirements in the third reading. Study the teaching methods and carefully prepare lessons based on repeated reading of the textbooks, especially the teaching methods based on the situation of the class. In this teaching activity, the two teachers summarized several methods for understanding words, understanding sentences, and experiencing the emotions of the article. Methods enable students to follow rules when studying and writing. At the same time, teachers also encourage students to give full play to their subjective initiative in learning and explore clever learning methods that suit themselves, which greatly mobilizes students' enthusiasm for learning. The teacher himself also feels that this kind of in-depth research is very rewarding.

2. Exchange lesson preparation experiences, share resources, and improve together

In this teaching activity, the two teachers who participated in the lecture met the students in the group on the one hand. Old teachers ask for advice, listen to suggestions, and communicate with each other on the one hand. When Teacher Pan Shuo was teaching the lesson "Cat", Teacher Xie Yuan told him about her careful lesson preparation experience and introduced the learning methods she summarized in her lesson preparation. Teacher Pan Shuo improved it based on the situation of the class; Teacher Xie Yuan When I was teaching "The Evolution of the Double Dragon Cave", I discussed the method of the "inner cave" with teacher Pan Shuo. Both of them were able to express their opinions without reservation during the communication, and truly achieved the goal of "telling everything you know, and speaking out." Nothing is endless." This sincere attitude means that the two teachers are inspired by each other and improve each other during the communication process.

3. Pay attention to after-class evaluation in order to create new heights

Teachers attach great importance to group teaching activities not only in serious lesson preparation and class, but also in their seriousness after class In class evaluation. Before a class is completed, the team leader will organize the teachers to evaluate the class, especially to point out the deficiencies in the teaching and provide suggestions for modification. It is really an extension of our group teaching activities. We feel that it is very important for people to do a lesson seriously, but more importantly, after class, they can understand, gain insights and improve through the teachers' comments. I think this is exactly the meaning of group teaching activities! Reflection on fifth-grade Chinese teaching 4

"The Sky of Lhasa" is a beautifully written prose, which describes the blue and translucent sky of Lhasa and expresses the author's love for Lhasa. The language of the text is beautiful, the wording is accurate and vivid, and the metaphors are appropriate. The author reproduces the blue sky of Lhasa before people's eyes through vivid and vivid words. For articles describing scenery, the use of multimedia courseware can be the finishing touch. Based on the above understanding and analysis of the teaching materials, I designed the following teaching links: picture introduction - intensive reading of the text - emotional sublimation.

At the beginning of the teaching, I showed a picture of the sky in Lhasa to let the students walk into Lhasa and have a preliminary understanding of the sky in Lhasa.

Since the pictures were carefully selected by me and were very beautiful, the students couldn't help but exclaim "Wow" when they were played. This made me understand that the students were already interested in learning and laid the foundation for further in-depth learning.

Then, I asked the students to read the text freely and asked a question: While reading the text, think about what the sky in Lhasa is like? Through my demonstration, the students responded very enthusiastically, "The sky in Lhasa is blue", "The sky in Lhasa is like a sapphire washed with clear water"... The students cleverly found words and phrases about the blue sky in the text.

After having a general understanding of the text, I began to ask students to read the text intensively. In the teaching of the first natural paragraph, I named students to stand up and read aloud, and other students thought about what they understood. Students will have their own experiences. At this time, I will point out a general description of the sky in Lhasa in this text. For the teaching of the second to fourth natural paragraphs, I asked a question: Use wavy lines to draw your favorite sentence describing the sky, and give the reasons to stimulate students' interest in learning. The effect is also good. It’s just that the teacher still needs to consciously adjust the understanding of words such as “掎”, “enchanting” and “midwinter”. The last paragraph is a metaphor, and I asked students to find the ontological metaphor. And raise questions when appropriate: What other metaphors are there in the text? Students can find it quickly and accurately.

After finishing this text, the students were shocked by the sky of Lhasa and could feel the author's love for Lhasa. As for the characteristics of the sky being always written in the first paragraph, the key point of the second to fourth paragraphs is to write separately is not clear enough. I still need to think about it and strengthen guidance. Reflection on fifth-grade Chinese teaching 5

1. Success

Before class, I asked students to collect information about whales and get a preliminary impression of whales. During the class, I used the teaching of "First Natural Paragraph" as an example to let students grasp the key sentences, understand the explanation methods, and experience their effects. Then, use "autonomous learning" to let students read fully. After reading, let them communicate, discuss, and report, so that students can understand the evolutionary process, types, and living habits of whales, learn the expression methods of expository texts, and appreciate the accuracy of the author's word choice. . After the students reported and exchanged their learning status, I found that the effect was not as good as I imagined. The main reason was that I failed to guide the students well on how to learn and how to communicate their learning experiences, so the students' group learning was only a formal gathering. Doesn't make much sense. When students report their learning situation, they basically know that the text uses explanation methods such as "examples, numbers, analogies, and comparisons", but they only have a superficial understanding and fail to truly understand the significance of using these explanation methods in the article. After class, I use this article as a window of knowledge to let students understand whales from many aspects, and expand students' knowledge through a lot of reading and a combination of reading and writing.

2. Shortcomings

In terms of evaluation, I still lack the evaluation of students. For example: When I asked students to report their learning gains, Lu Tongxu, a classmate in my class, reported on the eating characteristics of whales and said that he learned by catching the movements of whales when they eat, and found out all the verbs. But I didn't comment on it. If I commented at that time, "You are really good at reading and can learn from the movements of whales when they eat. Everyone must also learn from classmate Ma Jiawei's learning attitude in order to learn Chinese well." This not only praises the student, but also guides the learning method.

During the teaching, I found that the children were very motivated to learn. Because they had fully consulted the materials before class, I thought they would understand the parts that were difficult for them to understand, such as "Whales are mammals". My biggest gain from teaching this article is that expository texts that I thought were boring can make children happy and willing to learn. But "Whale" is, after all, a popular science article. How to enable students to better learn the knowledge of the text and stimulate students' interest in learning is a question that I should think about in future practice.

3. Improvement measures

If there are more time in the classroom for more students to speak freely and proactively, the students' oral communication skills will be greater. improvement. Reflection on fifth-grade Chinese teaching 6

"Whale" is an easy-to-understand common sense expository text, which is more informative than other types of texts. The text introduces the physical characteristics, evolutionary process, types and living habits of whales.

This text is well-structured and organized, making it easy for students to understand, and students are very interested in whales, the largest mammals in the world. However, how to avoid turning a common sense text into a general knowledge class is a difficulty in designing teaching. This is also a difficult problem that I have never been able to find a good teaching method before class.

At the beginning of the teaching, I designed a short story and asked students to find the reason why whales are mammals from the story. Then I asked the students to clarify the ideas of the text, let them learn by themselves and solve the problem by themselves, "From what aspects does the text introduce the characteristics of whales?" Then I wrote the topic "Whale" on the blackboard. After the students found the answer, I The camera blackboard writes "shape, evolution, species, food, breathing, sleeping, growth".

When students have a full understanding of all aspects of whales, I let them choose an aspect that interests them to communicate in the group. The design of this link is mainly to fully respect students' autonomy and allow students to report their learning results in the way they like. For example, giving a performance, reading, painting, giving a lecture, etc. can fully demonstrate students' personality and expertise, and also enable students to understand more thoroughly and experience more deeply. But after the students finished their reports, I did not let them perform because there was not enough time. When I saw the paintings they drew after class, I felt a little regretful. In order to complete the class, I concealed the children's talents.

Then, let students watch relevant film and television materials, jump out of the text, and understand the explanation methods used by the author based on the pictures.

During the teaching process, due to my eagerness for success, I made many mistakes that should not have occurred. When I asked the students to summarize the second paragraph, Huang Zihang said "evolve into a fish", and the teacher laughed, but I heard that he said "evolve into a whale", but I did not correct him in time. It was my fault. Mistakes, I often ask students to learn to listen, but I failed to do it, and some students made language mistakes, and I did not correct them. I did not pay attention to the details in the classroom. This is my biggest shortcoming. The next one is myself. The writing on the blackboard was not well written. Due to nervousness, the word "zuo" for comparison was written as "do", which caused problems that should not have occurred. I will avoid these problems in the future and make the classroom more exciting. Reflection on fifth-grade Chinese teaching 7

"Pearl Bird" is a reading text that describes how "I" created a comfortable, comfortable and free living environment for a kind of pearl bird that is afraid of people, so that they can interact with "Pearl Bird" "I" is getting closer and closer, which shows that "trust often creates a beautiful state." The text is written lively and interesting, which can arouse students' interest in reading. When guiding students to read, I mainly use independent learning, group communication, and understanding.

1. Independent learning.

The teacher first plays the courseware to let students know about the guinea bird, arouse interest and lead to the topic. Then let the students study the text by themselves and feel that "the pearl bird is a cute little bird and the author loves it very much". Through these feelings, students are guided to read deeply and understand the author's "true love".

2. Group communication.

Communicate in the group: What did I do for the guinea bird; how did the guinea bird get closer to me step by step. Students find relevant paragraphs to experience and communicate with each other repeatedly. Through communication, students can realize that what the author has done is a full respect for the living habits of birds; a full understanding and tolerance of birds; a kind of communication and appreciation. Only with the author's "unusual" love for birds can he have "trust" and the luck of enjoying that beautiful state.

3. Key insights.

Guide students to key insights: "Trust often creates a beautiful realm." This touching scene of human-bird unity, where you can't live without me and I can't live without you, makes people realize a deeper love - "trust". Have you experienced this "beautiful state"? Some said how close their dog is to them, which shows that the dog trusts me; some said that her mother leaves her wallet on the coffee table when she goes out, which shows that her mother trusts me; some said that everyone often puts money in their schoolbags, which shows that their classmates trust each other. . Students have risen from perceptual understanding to rational thinking. How valuable their insights are!

Although good teaching results have been achieved, there are also shortcomings: the teacher provides too much guidance and does not give full play to students' autonomy; the group communication time is short, and key paragraphs are not communicated thoroughly enough. In the future, we must pay attention to utilizing our strengths and avoiding weaknesses to make the teaching effect better.

In addition, the pronunciation of the word "weeping vine" (màn) in the text is wrong, because in this article it refers to the stems and leaves of the French spider plant and should be pronounced (wàn). Reflection on fifth-grade Chinese teaching 8

"The Power of Dreams" is a skimming text, which is relatively long, but it is not difficult to learn because students can quickly find out what Ryan's dream is. Come out, including some of the things Ryan has done to realize his dreams. From Ryan's dreams, students can also feel that he is kind and caring.

However, I felt a little powerless when overcoming teaching difficulties. I asked students to talk about "Yes, a dream has such great power. Who doesn't shed tears at this time?" "The children's understanding of this sentence can only stay at the level of crying because they have done something touching, but they cannot connect it with dreams and the power generated by dreams. Their discussions in class seemed to have understood this. The meaning of the sentence is the same thing, but deep down in my heart I always feel dissatisfied. I always feel that the children do not really understand. Ryan has not really moved their hearts. Although the text went well as planned. The book is over, but this feeling still lingers. How can we make them realize the power of their dreams more deeply? I think it must be promoted to make their actions complete. So I assigned an assignment and asked them to write about their small dreams that they have realized, focusing on what they have done to realize their dreams. Then I chose two relatively good essays to share with the class. Maybe it was because of the sense of intimacy, because after all, Ryan is far away from his classmates. The students immediately understood that they must make sacrifices if they want their dreams to come true. After hard work, this time the discussion no longer felt like it was all text sentences. It was all about what was in my heart. Only then did I feel relieved. After that, I carefully observed the performance of the classmates in the class, and I was really touched, especially some girls. They were more motivated to study. Instead of doing the homework when the teacher assigned it, I did it, but now the teacher did not assign it to me. Also do it in advance.

For articles like "The Power of Dreams", I feel that teachers' teaching should not just stop at understanding the text content, but should pay more attention to whether it truly achieves the purpose of touching students' hearts, because it does not It is just a Chinese textbook, but it is also a very good life textbook that can change our actions. If we can use it skillfully, it will be a spiritually nutritious meal for our students. Reflection on Fifth Grade Chinese Teaching 9

"The Magic of Money" is written by the famous American writer Mark. An excerpt from Twain's short story "A Million Pounds." As an excerpt, it has the character of separation in the storyline; as a novel, it has the character of scenes in the characterization of the characters. Therefore, the teaching of this text should be based on two levels:

First, restore the background of the story. Context is an important factor in understanding a story. in teaching. We need to introduce students to the origin of the story of the novel "Million Pounds", otherwise students will have questions like: How did a ragged man own a million pound note? How could a millionaire not have enough change to buy the lamest outfit? When we put this text in a complete story background, students can not only deepen their understanding of the text, but also spontaneously generate further reading needs, shifting from text to novel, and from a single story to multiple stories.

Second, focus on character description. The greatest value of the text "The Magic of Money" lies in its wonderful portrayal of characters. Whether Todd or his boss, every move, word and deed is the embodiment of the power of money. In teaching, we must grasp the description of the characters' language, movements, and expressions, realize them repeatedly, and guide students to develop reasonable imagination, from the outside to the inside, into the characters' inner world full of copper odor, so as to truly understand the huge "power" of money. magic".

When teaching, introduce the background at the beginning, so that students can look forward and understand the origin of the million pound note; on the other hand, it also attracts students to look back and discover that the magic of money is not yet there. As for this, shift from focusing on the text to focusing on the novel.

When asking students to understand the character of Todd, after experiencing his language, actions, and demeanor descriptive sentences, I asked students to enter Todd's inner world and imagine that Todd saw "I" When the clothes are in tatters, when "I" timidly ask him to be accommodating, when "I" say that I am afraid that he will not be able to change my big ticket, the inner activities of the student are then allowed to have a performance dialogue and enter into his "acknowledgement of money or not". People's "inner world" further allows students to realize the huge "magic" of money.

After teaching this lesson, while admiring Mark Twain’s profound literary skills, I couldn’t help but think: In real life, we should educate our children that money cannot buy family, friendship—many things , don't take money too seriously. Reflection on fifth-grade Chinese teaching 10

The theme of the first unit text is "Into the West". Many children feel a little dazed when they talk about the West. It can be seen that the children know very little about the western region. Therefore, we face various difficulties when teaching. This will now be summarized.

Success points:

1. Children enter the role quickly and can preview well. For example: previewing words is particularly prominent. Therefore, every time I teach the first lesson, it is very smooth and I can complete the task smoothly.

2. Teachers’ lesson preparation is also considered qualified. (Haha) In the past, before I taught a new lesson, I was confused in preparing lessons, did not fully understand the content of the text, and never looked at extracurricular materials. But now, as I grow older, I understand how difficult it is to teach a class. It requires energy and seriousness so that the teaching can be unhindered and students can learn freely under the guidance of the teacher.

Disadvantages:

1. There is a fatal flaw in children's preview - every time they preview, they don't read the text, just pick up the Talents Tutorial and copy it, thinking that they are done. Unfortunately, the kids were doing it wrong. To preview, you must read the text. If you don’t understand the text, how can you preview it?

During the parent-teacher meeting, I also emphasized this point, hoping to see some improvement. However, recent observations seem to have no effect.

2. Parents’ sense of responsibility leads to unsatisfactory preview results. Originally, the cultural quality of the parents (individuals) was low, and in addition, they maintained the livelihood of the family and neglected the existence of their children. In this way, the children basically complete the tasks assigned by the teacher in a "free range" state. Tell me, this approach not only makes you feel uncomfortable as a teacher, but also makes you feel sorry for your children as a parent. You brought your child into this world, why don't you let him see the splendor of this world? As their teacher, I am extremely depressed!

Improvement measures:

If the group cooperative learning model is fully reflected in the classroom, parents and teachers must communicate well and urge their children to prepare well. Maybe, school has just started, so the children are not in the best state, maybe the teachers are also not in the best state, and maybe the parents are even more at a loss. All in all, I hope that children, teachers, and parents can step into the role as soon as possible and pave the way for subsequent teaching! Reflection on fifth-grade Chinese teaching 11

Before class, I let the students see the picture of the green turtle in Lesson 21 "Green Turtle". After seeing it, the students exclaimed: "It's so cute!" "Look, it's covered in green hair!" The intuitive picture gave students a clearer understanding of the green-haired turtle.

As soon as the class started, I led the students to review the passage describing the appearance and food habits of green turtles in Lesson 21. I always believe that textbooks are just a carrier, a carrier for disseminating knowledge, cultivating abilities, and cultivating sentiments. Let students read these contents again to let them learn the author's writing method and appreciate the author's love for green turtles revealed between the lines. In teaching this class, I adopt the method of directly approaching the topic.

"Today, we will study Lesson 22 "Silent Love."" Write the topic on the blackboard, and then use red chalk to emphasize under the word "love". "Love, what is love?" Wang Yanjie: "Parents' care for their children." Lin Zhihao: "Friendship between friends." "These all reflect love! Very good!" At this time, Chen Sheng raised his hands high , I hurriedly called him to answer. "Love is love for everyone!" His voice was very loud. I'm proud of his answer. “Chen Sheng is great, he talks about a kind of fraternity.

Yes, love is selfless, not only the love given to us by our parents, friends, teachers, etc., but also the love we give to others and everyone, and also includes our endless love for small animals and nature. "Every time I praised his answer and amplified it to stimulate his interest in learning. (Chen Sheng's grades were never satisfactory in the fourth grade and he didn't even do his homework. When I first saw him, I found that his grades Only 20 points. "Never give up on a student" is what I ask of myself and what motivates me to do it.) The classroom requires the teacher's agility and the participation of the students. Feeling "interested" and "touched" is really a kind of happiness. Sometimes, teachers can take the initiative to show their best side without getting angry. When talking about this, I thought of an article in "The Art of War of the Class Teacher". Strategy: Attacking the city is worse than attacking the heart. Yes, only by entering into the love deep in the students' hearts can we truly welcome the love of students. This is also a kind of "silent love".