Reflections on the teaching of "Chinese Garden 7"

Part 1: Reflection on the Teaching of Chinese Garden Seven

This semester, I received a task from the lesson preparation team to give a lesson on the teaching of "Chinese Garden". In the third period on Tuesday morning, I took the first lesson of "Chinese Garden 7" in the lower grade Chinese lesson preparation group. I set the learning goals of this lesson as: guiding students to discover the polysemy characteristics of Chinese characters; learning and memorizing new characters in connection with real life; and accumulating idioms. Key points and difficulties: Learn how to use a word with multiple meanings and accumulate new words. I feel that the success of this lesson is:

1. Creating an interesting learning atmosphere

At the beginning, I showed Harry Potter’s magic school promotional poster, and then taught the students Said: "Harry Potter's magic school needs to recruit new students. Students, do you want to be one of them?" Then I said: "To become a member of the magic school, we need to pass several levels. Do you have confidence?" Are you going to break through the barrier?" The students were very interested and actively prepared. Several contents in the Chinese language garden are set into different levels, such as "My Discovery" is "I am a little observer"; "Reading and Recognition" is "I am a little word reader"; "Reading and Memorizing" is ” became “I am a little endorser” and so on.

2. Breaking through the key points and difficulties of teaching

Students in Chinese Language Garden 7 have just begun to encounter polysemy. This content is difficult for senior students, so I use dictionaries and Contact sentences to guide students to make breakthroughs

A "Hui" appears on the computer screen and asks students to read the word "Hui".

Then show the three sentences of "My Discovery"

①Dandan looked back and saw that it was Xiaoyi.

②My friend Ma Ling is from the Hui ethnic group and Chen Lin is from the Manchu ethnic group.

③Once, Lenin went to chat with a beekeeper.

Read three sentences by name, then read the prompts from your learning partner, and think about the meaning of the word "hui" in the three sentences. The group shares its findings.

Look up the dictionary collectively to understand the several explanations of "Hui".

① Return and go to the original place.

②Turn around.

③Rotate and surround.

④Reply and repay.

⑤Quantifier refers to the number of events.

⑥Hui nationality, the name of an ethnic minority in my country.

Read the sentence again and choose the exact meaning of "Hui" in the sentence.

Sentence 1: "Hui" means to turn around.

Sentence 2: "Hui" means the Hui people.

Sentence 3: It is a quantifier, referring to the number of things.

When analyzing the word "hui" in the third sentence, the teacher inspired the students to replace the word "hui" with "ci". In this way, students have a deeper understanding of the word "hui" in this sentence.

Student report: Talk about what you discovered from the previous study.

Teacher summary: Chinese characters have the characteristic of multiple meanings. Therefore, in daily reading, we need to understand the meaning of the words in conjunction with the specific language environment and improve reading ability.

Then I added two more exercises:

Flowers

① Xiaohong wore a floral dress.

②On Mother’s Day, I bought my mother a bouquet of flowers.

③I spent five yuan and bought a notebook.

Fire

① The fiery red sun shines on the earth.

② When he saw my results, my father got angry.

③Our army fired fiercely at the enemy.

3. Close integration with life

In the process of learning "reading and recognizing". Here's how I arranged it: Let students read "Reading and Recognition" freely and use pinyin to read new words. Show the corresponding picture to read. Group communication; talk about the relationship between these words and radicals in real life, and understand the meaning of the words. Show the new word cards to recognize the new words and talk about how to read them.

Students reported observing the utensils in the kitchen at home and exchanging word cards about kitchen utensils. And report the new words learned from them. Students mentioned: range hoods, induction cookers, microwave ovens, cupboards, refrigerators, electric woks, etc.

Students have accumulated a lot of knowledge about kitchen utensils from life, and at the same time they have learned literacy in life.

Disadvantages:

Originally, I wanted to complete the idiom "read and memorize" from Chinese Language Corner 7 in this lesson, but only half of it was completed due to time constraints. , it should be said that the budget has not been fully completed. The first time, I remembered the time after class was wrong. Thinking back now, when learning the content of "reading, reading and recognizing", instructing students to read and recognize is a bit repetitive, which can save some time. In future teaching, we should also pay attention to the rhythm of the classroom to make the class more effective.

Chapter 2: Reflection on the teaching of Chinese Garden 7

The content of my lecture this time is the last article "Chinese Garden 7" in the seventh unit of Chinese in the second volume of the second grade of primary school published by the People's Education Press . ***Contains four parts: my discovery, accumulation over time, oral communication and display stand. After carefully studying the "New Chinese Curriculum Standards", I thought deeply about the teaching materials. "My Discovery" allows students to discover the polysemy of Chinese characters through learning; "Accumulation Over Time" uses pictures and words to accumulate vocabulary. These two parts of the content are arranged regularly and in various forms, which can stimulate students' love and interest in learning the motherland's language and characters, and embody the concept of "re-discovery, emphasis on cooperative exploration, and emphasis on accumulation" in the new curriculum standards. It is the expansion and extension of unit knowledge.

Second grade students are between 8 and 9 years old. They are lively and active, have a strong desire for knowledge and express themselves, like new things, and have a certain learning foundation and knowledge accumulation, but their attention span is still not long enough. Therefore, it is appropriate to adopt various forms in teaching to attract learning interest.

Based on the new curriculum standards, I have formulated the following teaching objectives: 1. Discover the characteristics of Chinese characters and learn how to learn them on your own. 2. Practice word accumulation and consolidate vocabulary.

The two parts of "My Discovery" and "Accumulation over Time" are independent of each other and not closely related. In teaching, I actively guide students to learn through independent discovery and cooperative inquiry; using competition and game methods Carry out teaching, accumulation and expansion.

First, my findings

I first give a sample question, asking students to observe carefully, look at the characteristics of the sentences, and express their findings. Then the group looked up the dictionary to find several meanings of the Chinese characters. Then report the results. Students think: What are the benefits to us in learning Chinese characters through this polysemy method. 2. Accumulation over time

First show the words and let students observe and think about their characteristics. Then report the results and lead to the conclusion: these words are all kitchen utensils. Then ask students to write the characters they recognize in the notebook. 3. In-class training

1. Project the sentences and talk about the meaning of the same word in different sentences: ①Flower

My sister is wearing a floral dress. The flowers in the park are blooming very brightly. I bought a pen for five yuan. ②Fire

In the morning, the fiery red sun rises from the east.

When he saw my results, my father got angry. Our troops fired fiercely at the enemy. 2. Connect words and sounds:

zào guō sháo chǎn hú tāng

Soup, stove, pot, spoon and spatula

Originally, this lesson wanted to use Chinese Garden 7 The "reading, reading, and memorizing" section was all completed in this class, but due to time constraints, only half of it was completed, and the class ended before I had time to enter the "reading, reading, and memorizing" section. Looking back now, when learning the content of "My Discovery", instructing students to look up the dictionary took a long time, and some time could have been saved. In future teaching, we should also pay attention to the rhythm of the classroom to make the class more effective.

Teaching design of "Chinese Garden 7"

Teaching objectives:

1. Guide students to discover the polysemy of Chinese characters. 2. Learn and memorize new words and accumulate idioms based on real life situations. Key points and difficulties:

Learn how to use a word with multiple meanings and accumulate new words. Teaching time: 2 lessons

First lesson Teaching objectives:

1. Learn how to use a word with multiple meanings. 2. Recognize and read new words.

Teaching tools: teaching process of slide films

1. My findings

1. Project three sentences

① Dandan looked back and saw that it was Xiao art. ②My friend Ma Ling is from the Hui ethnic group and Chen Lin is from the Manchu ethnic group. ③Once, Lenin went to chat with a beekeeper.

2. Read three sentences by name, then read the prompts from your learning partner, and think about the meaning of the word "hui" in the three sentences.

3. The groups share their findings.

4. Look up the dictionary collectively to understand the several interpretations of "Hui". ①Return to the original place. ②Turn around. ③Rotate and surround. ④Reply and repay.

⑤Quantifier refers to the number of events. ⑥Hui, the name of a minority group in my country.

5. Read the sentence again and choose the exact meaning of "Hui" in the sentence.

Sentence 1: "Hui" means to turn around. Sentence ②: "Hui" means Hui people. Sentence ③: It is a quantifier, referring to the number of things.

6. Student report: Talk about what you discovered from the previous study.

7. Teacher’s summary: Chinese characters have the characteristic of multiple meanings. Therefore, in daily reading, we must understand the meaning of the word in conjunction with the specific language environment and improve reading ability.

8. Extended exercises. The teacher will give a few more examples or let the students give their own examples to understand the multi-meaning characteristics of Chinese characters. 2. Reading and recognition

1. Students use pinyin to read new words. Then let students discover the rules of arrangement, talk about the relationship between these words and radicals in real life, and understand the meaning of the words. For example: Stove: a utensil for cooking, related to fire. Aluminum pot: Cookware made of metal "aluminum". Aluminum pot: Cookware made of metal "aluminum".

Colander: A utensil that allows food to remain and soup or water to escape. Soup: related to water.

2. Group communication; talk about the relationship between these words and radicals in real life, and understand the meaning of the words. 3. Show the new word cards to read the new words and explain how to read them. 4. Show the corresponding picture to read. Tablemates test each other’s literacy.

5. Extended practice: Students go home and observe the utensils in the kitchen to see if they can name them, accumulate new words, learn new words, and make word cards. 3. Classroom exercises

1. Project the sentences and talk about the meaning of the same word in different sentences: ①Flower

My sister is wearing a floral dress. The flowers in the park are blooming very brightly. I bought a pen for five yuan. ②Fire

In the morning, the fiery red sun rises from the east. Seeing my results, my father got angry. Our troops fired fiercely at the enemy. 2. Word and sound connection:

zào guō sháo chǎn hú tāng

Soup, stove, pot, spoon and spatula

Blackboard writing design:

Chinese Garden 7 with multiple meanings for kitchen utensils

Chapter 3: Reflection on the teaching of Chinese Garden 7

Wei Xiaosu Yun

This semester, I took a class In this lesson about "Chinese Garden" teaching, I set the learning goals of this lesson as: to guide students to discover the characteristics of AABC idioms in "reading and recognizing" to add radicals to familiar words and to recognize new words; in "reading and memorizing" five A famous sentence expressing friendship, and an interesting Chinese language "say 'word'". I feel that the success of this lesson is:

1. Creating an interesting learning atmosphere

At the beginning, I asked the students to read idioms and discover the rules by themselves. Several contents are set into different levels, such as "My Discovery" becomes "I am a little observer"; "Reading and Recognizing" becomes "I am a little word reader"; "Reading and Memorizing" becomes "I am a little endorser" etc.

2. Break through the key points and difficulties of teaching

When showing the idiom "my discovery", I let the students look for it by themselves, discover the rules by themselves, and use various forms of reading to , strengthen memory. "Read, read and memorize" five famous sentences that express friendship. Students should read them by themselves and guide them to read and recite them. Talk about your understanding of the teaching of this lesson.

1. My discovery of AABC-style idioms. Read the idioms freely and talk about your findings. Read the idioms in various forms to enhance your memory. Let students try to make sentences using these idioms, and talk about the similar idioms they have accumulated, such as: "everywhere", "careful", "heart to heart", "thriving" and "strange things". Through this kind of teaching, students' knowledge is expanded and their mastery of such idioms is deepened.

2. Over time

"Read, read and recognize" Familiar words increase the radicals to recognize new words. By reading these words, say them

One way to say it is to use What method was used to memorize? I communicated with other students how to memorize, and guided students to group more words. My deskmates randomly tested the new words, which strengthened students’ mastery of new words.

3. "Read, read and memorize" five famous sentences expressing friendship. Through students' self-reading, students are guided to read the verses and express their own understanding, which deepens students' understanding of this knowledge.

4. Interesting Chinese language "Speaking of 'Yan'"

An ordinary word "Yan" can be formed into many words to express different meanings. Please read it yourself. , read it several times in various forms, talk about whether the summary of "yan" in the article is appropriate, and inspire students to expand on what other words are composed of "yan". ("Good words, lies, maxims"), imitation, training students' induction ability, such as "Speaking of 'laughing'", imitating the form of short articles, using one sentence to explain various kinds of laughter (smile, sneer, ridicule, laughter) , wry smile, laughter, etc.) After such exercises, students' thinking has been expanded.

Chapter 4: Reflections on teaching in Chinese Garden 7

The "Chinese Curriculum Standards" point out: "Chinese is a highly practical course and should focus on cultivating students [This article is reproduced by Feifei Courseware Garden FFKJ.Net] The main way to cultivate this ability is Chinese practice. "The Chinese language garden is designed to allow students to improve their language practice in an interesting and relatively focused way." language time ability. Therefore, I used the materials provided in the textbook to build an interesting and open platform for Chinese language practice activities, allowing students to practice in fun and achieve activity goals during practice.

1. "My Discovery" guides students to communicate, consolidates the method of looking up the dictionary, and promotes the improvement of students' independent learning abilities.

2. "Reading and Recognizing" is to ask students to read eight new words that represent the names of kitchen utensils and learn the new words in them. It mainly trains students [This article is transferred to Feifei Courseware Park FFKJ.Net] to use pinyin to spell out new words, and then let students discover the rules of arrangement, and talk about the relationship between these words and radicals in connection with real life, so as to train students [This article Literacy ability transferred to Feifei Courseware Park FFKJ.Net]

3. Oral communication In the creation of situations, students are guided to engage in interactive and interesting oral communication, and are connected with real life to explore students’ understanding. In the exchanges between teachers and students, students and students, students' awareness of self-protection is generated, students' [this article is transferred to Feifei Courseware Park FFKJ.Net] ability to listen, express and respond, so that students have the quality of interpersonal communication in a civilized and harmonious manner. .

4. When teaching at the display platform, you cannot teach based on the teaching materials, so I make full preparations before class and collect relevant information in order to broaden students' learning space, increase Chinese time opportunities, and make Chinese The training is solid and effective.

Part 5: Reflection on Teaching in Chinese Garden 7

The "Chinese Curriculum Standards" states: "Stimulate students to imagine and fantasize, and encourage students to write about things in their imaginations." This exercise The main purpose is to train students' imagination and written expression skills by practicing making up animal fairy tales. Students love to listen to and read fairy tales. Fairy tales break the limitations and fetters of daily life, allowing students to transcend the ordinary state and swim in the ideal world. The bizarre imagination in fairy tales, the contest between truth, goodness and beauty, fakeness and ugliness, and the mysterious sense of longing for the vast universe have left unforgettable memories in the young and curious minds of the students. Therefore, I took advantage of the situation. The design of this lesson fully respected the students' unique feelings, experiences and understandings, allowing students to learn independently and cooperatively in the teacher's inspiring language, improve their writing abilities through mutual evaluation, and develop themselves through inquiry.

Let’s briefly talk about the experience after teaching:

1. Create situations and stimulate interest.

Third-grade students are particularly interested in new and interesting things. If we want students to be full of interest and desire to practice homework and give wings to their imagination, we must start from the student's perspective and give full play to multimedia The advantage of teaching is to use sounds, pictures, animations and other forms to create situations and let students enter a wonderful fairy tale world. This effectively improves students' intentional attention, stimulates students' enthusiasm for homework, and gives full play to their main role. Therefore, at the beginning of the class, I let the students watch the cartoon "The Wise Little White Rabbit", which brought the students into a mysterious and beautiful fairy tale world, reaching the realm of "the beginning of the class is full of fun".

Tolstoy, the master of Russian literature, once said: "What is needed for successful teaching is not coercion, but stimulating students' interest." Students have read many fairy tales in daily life, and they are also familiar with fairy tales. I have already had a strong interest in it. For this reason, I stimulate students' potential by asking them to talk about, look at, and tell about the fairy tales they know, so that they can better and effectively find * from their rich emotions. **Ming.

2. Review the questions independently and clarify the requirements.

For third-year students who have just come into contact with homework, it is indeed difficult to review the questions independently, but I have asked students to do this from the beginning. At the beginning, students may not be able to find the main point of the exercise, let alone the crux of the exercise. But I did not give up, nor did I do everything instead. Instead, I guided them again and again so that students could grasp the key points of each exercise.

Over time, students have developed a good habit of independently reviewing questions. Good habits will benefit students throughout their lives, making students truly the masters of learning.

3. Pictures and images inspire thinking.

Einstein once said: "Imagination is more important than knowledge." For composition, bold and reasonable imagination will make the article full of energy, thus giving the article new connotation. Speaking of small animals, students are all familiar with it, but when it comes to making up animal fairy tales, it seems like an exercise that should be easy to write, but when they actually start writing, they feel that their thinking is not broad enough. Therefore, pre-completion guidance is particularly important, and how to inspire students' thinking and bold imagination in pre-completion guidance is the key. Therefore, during teaching, I used some vivid animals with different expressions in the animated song "Animal Song" to appear vividly, allowing students to spread the wings of their imagination, inspire their thinking, deepen students' understanding and experience, and make them gain insights. and thinking, being influenced by emotions, gaining ideological enlightenment, and enjoying aesthetic pleasure. At the same time, in the process of guidance, the students' fantastic ideas are affirmed, making "teaching people how to fish" the main theme of classroom teaching.

4. Collaborate to learn and share happiness.

The "Chinese Curriculum Standards" require middle-grade students to "be willing to read their homework to others and share the joy of their homework with others." Because students have different emotional experiences, their understanding of the characteristics of animals also varies. There are differences, and the resulting stories are even more unique. Therefore, during teaching, I pay attention to guiding students to communicate. By telling stories in the group, selecting story kings, listening to stories as a whole class, and exchanging ideas with each other, I encourage them to tell their own stories, comment on other people's stories, and create interesting fairy tales one by one. Get joy from the stories, be inspired, understand the truth, and try to modify your own stories to improve your ability in oral communication and revision of exercises.

"The long wind drives the clouds and sails, and it is time to break the waves." The road to educational reform in the future is long and arduous. Through this practice of composition teaching, I feel that I need to learn more, practice more, and experience more to continuously improve the wisdom of classroom teaching, enhance the ability to control the classroom, and improve classroom teaching skills, so as to make the composition teaching in our school full of vitality. Vitality and vitality and unremitting struggle! I believe that as long as I work hard, I can use the magic wand of fairy tales to knock on the door of students' composition innovation, allowing them to fly freely in the magical and wonderful fairy tale world!

I think the most difficult thing to master is oral communication.

The topic of this oral communication is "Protecting Beneficial Small Animals". Once you have a topic, you must also be good at opening students' "chatterbox".

By playing animated courseware of various small animals or showing flip charts, the situation can be introduced to stimulate students' desire and impulse to speak. On this basis, let everyone speak. During the speaking process, the camera should be used to induce, activate thinking, broaden ideas, and allow students to think more broadly and further.

The basic content of this oral communication includes the following three aspects: first, "saying names", that is, saying the names of small animals you know, the more you say, the better; second, "telling the truth" ", explaining how the listed small animals are beneficial; the third is "thinking of ways", that is, imagining specific methods on how to protect beneficial small animals. Some students' methods may be naive. Teachers do not need to be critical of their feasibility. What is important is to enhance students' awareness of protecting useful small animals.

Teachers should create communicative situations in various forms and angles to achieve true student-student and teacher-student interaction, allowing students to fully "dialogue". For example, arrange exchanges between deskmates, group discussions, voluntary group dialogues, and small "debates".

The following links can be arranged.

1． Demonstrate pictures or videos of "Birds Soaring" and "Animal Paradise" to create situations and introduce new lessons:

Which small animals do you recognize in the picture? Besides these little animals, can you name other little animals?

2． Let’s ask each other at the same table: What benefits do these small animals have to humans?

3． Four-person group discussion: How should we protect these cute little animals? (Students themselves decide which small animals to discuss; the teacher patrols, randomly encourages all group members to participate, and provides guidance with camera calls)

　4. Feedback exchange: The group sends a representative to introduce the results of the group discussion to everyone. (Teachers should encourage students to express boldly, and the methods discussed by students can be eclectic, as long as they are reasonable. The other students can question the classmates who spoke)

　5. Hands-on practice, such as making placards and painting posters.

Reflection on class teaching:

Success: The composition without topic restrictions stimulated students' interest in writing.

Disadvantages: Students cannot clearly express what they want to express, and plagiarism still exists.

Improvement measures: Collect more themes from life and write about your own real situations. And be able to use the good words and sentences accumulated in daily life, carefully revise your own exercises, and cultivate the habit of writing the exercises.

Teaching reflections on the third and fourth lessons of Chinese Garden 7:

Success: Through the study of this lesson, students can understand the characteristics of AABC-style words, accumulate words, and develop diligent Good habits accumulated.

Disadvantages: There is expansion of the words and expressions, but not deep enough.

Improvement measures: It can be extended to every word: words for laughter: smile evilly, laugh wildly, laugh without laughing, etc. Make appropriate extensions to stimulate students' interest. .

Word training points lay a solid foundation, and at the same time help students reveal patterns and expand learning paths, allowing students to learn and use Chinese in daily life. Let the Chinese language garden become a "paradise" for students to learn.

"Chinese Garden Seven" closely follows the main line of the growth story and arranges comprehensive learning (display stand). The flexible structural model of main line + display stand allows students to fully perceive and experience life. , think about life, understand life, and experience the fun at the same time. In the "My Discovery" section, the editor has brought some inspiration to the students in the form of "dialogue". In the display section, Chinese learning resources inside and outside the classroom are integrated, and Chinese practice activities such as reading, oral communication, homework and comprehensive learning are organically combined. Due to the existence of the display stand, students' enthusiasm for learning is fully mobilized, and the knowledge in class is extended to extracurricular activities. Students' creativity, innovation awareness, and practical ability will be fully utilized.

What teachers have to do is to boldly let go and guide students to discover and create on their own.

In these two classes, I paid attention to the following aspects to give good lessons:

1. Recall the texts learned and summarize the reading methods

First of all, let Students recall the texts they have learned in this unit, think about what they discovered during the learning process (tell about how they thought deeply and discovered problems when they were reading, and what methods they used to solve the problems after discovering them.) and describe themselves Share your findings with everyone. Let’s take a look at the findings of Xiao Lin and Xiaodong. Let’s share their findings together. Then, let teachers and students summarize reading methods. For example: when reading, think deeply, don't think superficially, and often ask "why", and you can often find problems. When solving problems, you can use methods such as searching for information, understanding the background of the times, and contacting the author about the actual situation. Finally, let students summarize reading methods from their own reading examples. Cultivate students to be thoughtful people in their studies, discover more, and gain more.

2. Accumulate growth quotes and inspire students to grow