Reflections on the teaching of wind dolls

Reflections on the teaching of wind dolls

As an excellent teacher, teaching is one of the important tasks. We can record our feelings in the teaching process in teaching reflection and refer to the teaching reflection we need! The following is my collected model essay on the reflection on the teaching of wind dolls, which is for reference only and I hope it will help you.

Model essay 1 The Wind Doll is an easy-to-understand and beautiful fairy tale in the first volume of the second grade of People's Education Press. Its language is lively and full of children's interest, which is a reflection on the teaching of wind dolls. I intend to use the teaching language close to children, grasp word learning and sentence training, and understand the paragraph structure of the second and third paragraphs, aiming at initially learning to read the paragraphs described in the order of events, so as to strive to complete the teaching of this lesson and achieve the learning purpose, hoping to make students gain something.

1. Teach the words well. After reading the text for the first time, I mainly focus on the difficult words, quantifiers and "di" phrases related to this lesson. During the inspection, I pay attention to whether the students read the correct pronunciation and sentences, so that students can practice repeatedly and learn the words well, paving the way for later reading and reading the text, and reflect on the teaching of Reflection on the Wind Doll. I found that in this part of the study, students have a solid study of words, and there are basically no major pronunciation mistakes when reading the text. Moreover, students can correct themselves even if they read wrong words, and they have the consciousness of reading correctly.

2. Let students have a process of overall perception. Although this class only teaches the part of doing good deeds, before learning, I ask students to find out what wind dolls do and write them on the blackboard to distinguish good things from bad things, so that students can understand the general content of the text.

3. Grasp the thread of "development of things", keep the freshness of students' learning and pay attention to sentence training. Because paragraphs 2 and 3 are paragraphs with the same sentence pattern described in the order of events, I intend to make students understand "what was written first, then what was written, and finally what was written" in teaching. Because the sentence patterns in the second paragraph and the third paragraph are the same, I adopt the teaching method from helping to putting, pay attention to sentence training, and let students understand and read sentences well through teaching methods such as drawing, reading, speaking, acting and arranging. Students can basically read sentences and read different feelings.

Of course, this class also has some shortcomings, mainly the oral training is not in place. This is mainly reflected in the teaching of filling in the blanks in the third paragraph. Let the students talk about what the wind doll saw when he came to the river, how to do it and what the result was. Ask the students to say it in the sentences in the book or in their own words. But in the specific implementation, what I care most about is time, and the result ended hastily, and the training effect was very poor. In addition, there are some regrets in the details. When teaching the "tracker", I used a picture to let students know the senses, but I didn't make good use of this opportunity to take out the "tracker rope" and the tracker rope in the picture for effective teaching. I'm sorry.

Reflection on the model essay of the wind doll 2. The wind doll is Lesson 24, Unit 8, Volume 1, Grade 2. The text appears in the form of stories loved by primary school students, which is vivid, interesting and clear. Through the wind doll, both cute and naive, the advantages and disadvantages brought by the wind are vividly introduced to the students. At the end of the article, I left a question for the children to understand through thinking that it is not enough to have good wishes in doing things, but also to see if it is really useful to others.

In the teaching process, I mainly let students learn by themselves, communicate in groups, report and show, guide students to enter the text, learn to find relevant information in the text, and initially master some learning methods. Let the students read the text first, find out where the wind doll went and what it did, and distinguish which of these things is good and which is bad. Then let the students think: The wind doll was supposed to help people, but why did it do something bad? So as to guide students to understand what Ms. Feng said: "It is not enough to have a good wish to do things, but also to see if it is really useful to others." Finally, expand it: what else can you do with a stroke in your life? Let students know more about the function of wind, and let them know that wind has many functions. People can use the wind to help people do many things, but if the wind is too strong, it will bring disaster to human beings and nature.

Through the study of the text "The Wind Doll", most students can independently find relevant information in the text according to the questions raised by the teacher. However, some students with learning difficulties have little knowledge of words, have great difficulties in understanding the content of the article, and can't find relevant information according to the problems, so they need to strengthen counseling.

The wind doll is the text of Unit 4 of Book 3 of People's Education Press. The textbook of this unit arranges some enlightening idioms and stories around the theme of "How to treat and think about problems", so that students can feel the philosophy of life in reading.

In view of the characteristics of students' love for animated stories, I use multimedia courseware to stimulate their desire to read stories actively and guide them to correctly evaluate the people and things in the text, so as to understand the truth contained in the text; On the basis of correct reading, let students read the text with emotion through performance, action and imagination, and let students realize that it is a happy thing to help others through reading; Excavate the blank of the text, create situations in the study of the text, and train students' imagination and oral ability; Connect the story in the article with real life and feel the story and life.

In this class, I think it is quite successful. Success lies in the infiltration of new curriculum ideas in the classroom.

First, in the whole teaching process, I always insist on taking students as the main body, and teachers play a guiding role.

1. In the first part of teaching, I introduced new lessons in the way of solve riddles on the lanterns to stimulate students' interest in learning, and then introduced a new friend, Feng Wawa, so that students could shout out the name of Feng Wawa together. This part of the design is mainly to let students have a dialogue with the text, so that they like the upper hand doll and want to learn the text actively.

2. When learning the part of Wind Dolls doing good deeds, I first asked: Where did Wind Dolls go and what good deeds did they do? Then ask the students to read the paragraph 1-3 freely with questions. This makes students clear what they want to learn, and many students with poor reading ability can answer it, which has achieved good results.

Second, pay attention to the emotional attitude and values of classroom reading.

1. Pay attention to cultivate students' good reading habits.

The new curriculum points out that Mandarin reading should be correct, fluent and emotional. Reading aloud should be on the correct basis, and gradually achieve fluency and affection. In teaching, I designed a link to review new words, so that students can consolidate words by reading names, driving trains and reading freely, and then read the text on the basis of accurate pronunciation. When students make mistakes in pronunciation in class, I am not in a hurry to complete the classroom task, but patiently correct the students' pronunciation. It laid the foundation for later students to read aloud.

2. There are various reading forms.

Reading is not only limited to reading aloud, but also should have experience and imagination. In teaching, I designed various forms of reading, such as reading by name, reading by introduction, reading by groups, etc. On this basis, I also asked the students to perform (the way the wind doll blows the car and the way the tracker pulls the boat) and imagine talking (what if the seedlings drink enough water? What will the tracker say to the wind doll? On the basis of reading aloud, students can understand the content of the text and feel the happiness of helping others.

Third, pay attention to creating situations while reading aloud in teaching.

1, read in many ways.

In the understanding of key sentences and paragraphs, I have designed many reading guides. For example, "the wind doll takes a deep breath and blows hard at the windmill." "They bent down, sweating and singing, but the boat went very slowly." I designed various forms of reading when guiding the reading of these two sentences. Such as individual reading, male and female reading, group reading, simultaneous reading and so on. Through various forms of reading, students can read their feelings and be very involved.

2. Ingeniously introduce breakthrough difficulties.

When I was teaching Feng Doll, I carefully designed several readings to learn the key paragraph "Feng Doll thinks that it is really easy to help people do good things, as long as they have strength." This sentence is actually to understand the main point of the article, that is, why the wind doll will do bad things with kindness. I read it from both positive and negative aspects, so that students can understand that it is precisely because the wind doll has such an idea that it will do bad things. Answer for the students behind, where is the mistake of the wind doll? This part is well guided and students will soon understand the truth contained in the story.

Fourth, pay attention to building a bridge between life scenes and teaching materials.

For the understanding of key sentences and paragraphs, in addition to various forms of reading aloud, I pay attention to creating situations, making the text close to students' lives, guiding and mobilizing students' emotional experience, and paying attention to students' inner feelings. I asked the students: If you are a tracker, what do you want to say to the wind doll? Children can feel the happiness of the tracker well and read it vividly and beautifully.

In the part of learning to do bad things, I asked the students: What do you want to say to the wind doll? The children all regard the wind doll as their friend, so they all speak well.

Of course, there are still some shortcomings in this course, such as not giving students more extracurricular reading to broaden their horizons. But people say that the classroom is an art of regret, and only by continuous reflection can we make greater progress next time. I will continue to work hard.

Reflection on the model essay 4 teaching of the wind doll Today, I took my children to learn the first lesson of the wind doll. The main task is to read the text and read. The literacy task of this class is heavy, and there are twelve words that need to be recognized, such as "smoking, continuation, extreme, smoking, husband, sweating, catching up, showing, being correct, trace, injury and responsibility". After introducing new lessons and listening to the old teachers read the text aloud, I use courseware to create a relaxed and harmonious learning atmosphere and stimulate students' interest in learning. In the beautiful and lively music, a picture appeared on the silver screen: the lovely wind doll came to the bright classroom, holding a stack of new word cards in his hand, and said to the children, "Hello, everyone, I am your study partner-wind doll, and I am a guest in your class today. I want to test you to see if you can remember the new word baby's name in the fastest time. " The children scrambled to answer, "I can!" " ""I can! " "Then please read the new word cards in the hands of the wind dolls first." So, I asked the screen to display twelve new words with pinyin one by one, such as "smoke, continue". Students' emotions are infected and they have a strong interest. The internal driving force of learning has been greatly stimulated, and they have been reading new words with great interest. As the saying goes, interest is the best teacher for students to learn actively. The vivid and interesting situation created by the courseware aroused students' great interest in literacy, made students actively participate in literacy teaching, and received good teaching results.

Then, I asked the children to teach themselves new words in groups. I patrolled the line and dialed the camera. For a time, the children talked about it in succession, and they all thought seriously and put forward their own views. After five minutes, I let the children freely report how they remembered the new words. Because in the usual teaching, I always guide the children to write their own jingles, crossword puzzles and children's songs to read and memorize words, and everyone's active participation is very high. In today's class, children also spoke enthusiastically, scrambling to tell their unique methods of literacy and memory. For example, a child writes the word "sweat" as a jingle: dry mouth and drinking water will sweat; A child writes the word "injury" as a jingle; Everyone's efforts have also been hurt; A child wrote the word "drive" in a jingle: horses also love to learn history. A child made up a crossword puzzle to remember the word "husband": two people broke the sky together. There is also a child who writes children's songs and remembers words: mouth and inhalation, inhalation; Wood and pole, excellent pole; Two husbands, the doctor's husband; Two small signs, indicating signs. This unique memory method belongs to children who love to use their brains and their learning enthusiasm is fully mobilized. I gave warm praise and full affirmation to the children who love to think.

When the child talked about remembering the words "suck, Zheng", I immediately asked: "Where did you see these two words?" "I saw a sign in the cinema that said: No smoking." "I saw a billboard in the building next to the school gate, which said' Zheng Aiyi is a student'." I cast a satisfied look at the children who spoke and said to the whole class, "You should be conscientious people in life like those two students just now and study in life at any time."

Next, I asked the children to find friends for the three new words "continuity, trace and responsibility" and encouraged them to expand more words. The children came up with the words "no trace", "intermittent" and "sense of responsibility". I asked them to use these words to say sentences and enrich their language accumulation.

Then, I asked the wind doll to show three sentences to consolidate the new words I learned:

1, Wind Doll saw the water pump pumping off and on, and immediately ran over, gave a strong breath, and the clear water immediately began to sing.

2. The sweaty farmer finished smoking and continued to drive.

The kite was blown away, and the child cried sadly, but his mother scolded him for not crying.

Finally, I let the children read the text by train, and the children read it fluently. I think today's literacy teaching is quite successful, which not only cultivates children's self-study ability, but also exerts their infinite imagination in the process of literacy, cultivates children's innovation ability and exercises their oral English ability. It is precisely because the obstacles of new words have been cleared that children can read so enthusiastically and smoothly and achieve good learning results.

Literacy is a key point of Chinese teaching in the lower grades of primary schools, and it is also the basis of reading and writing. According to the curriculum standard, in grade 1 ~ 2, there are 1600 ~ 1800 commonly used Chinese characters, of which 800 ~ 1000 can write. It is not easy for junior students to achieve this goal. In the future teaching, I will use various methods and channels to cultivate students' interest in literacy, so that students can combine extracurricular activities in class, seize every opportunity in life, and strive to achieve better literacy results.

Reflection on the model essay teaching of Wind Doll 5 The new curriculum advocates students' autonomous learning, and teachers are the organizers and guides of learning activities. Chinese teaching should be based on students' since the enlightenment and self-study. There is still a certain distance for grade two pupils to achieve this goal, so the guidance of teachers is more important. In this lesson, what did I do to guide the students around the "wind doll"? What did you do well? What is not done well? "Start classroom learning. In Feng's mother's words, "Go to the fields, where you can help people do many things. "First of all, let the students find out what the wind doll did in the text. Students can quickly find out what the wind dolls have done: blowing cars, sailing boats, flying kites, blowing clothes, blowing small trees and so on. Then a point: which of these things is the good thing that the wind doll did? What bad things did he do? The students solved the problem easily. At this time, students' learning initiative is brought into play, and they are active in thinking and speaking.

In the process of training, I pay attention to building a bridge between life and teaching materials, guiding and mobilizing students' emotional experience and paying attention to students' inner feelings. When learning the second paragraph, let the students understand the sentence "He took a deep breath and blew hard at the windmill". Do the action first: how to blow hard at ordinary times? The children showed great enthusiasm and good movements, and then asked the students to express this feeling by reading aloud. After learning the second paragraph, from helping to letting go, let the students follow the sentence pattern "The wind doll is coming and I see him." Self-study is the third nature, because with the previous foundation, students can learn easily. Then, the speech "What good things will the wind dolls do for people?" After the question was raised, the situation in the classroom was that students did not open their minds in time and did not fully speak. According to the sentence "the wind doll is coming, see him." Have difficulty in speaking. So I showed two pictures to guide the students to describe. They said it very simply. Later, I learned oral training when doing bad things: what would you do if such a thing happened? It also provides a sentence for students: "If I were a child flying a kite, I would. If I were a dryer, I would. If I were a small tree, I would. " At this time, the students spoke very well. And carry out "what bad things will wind dolls do?" In this language training, students are scrambling to speak one by one, which is quite a lot. After class, I thought: If you can count on students to speak well, you can tell other good things that the wind doll has done according to the sentence pattern, because I am eager to achieve success and guide the students to say it, which makes this outward bound training ineffective.

Reflections on the teaching process of model essay 6 in the teaching of wind dolls

teaching process

Design concept

First, guess the import

1. The puzzle arouses interest: the cloud sees it give way, the young tree sees it wave, the young seedling sees it bend over, and the flower sees it nod. (answer: wind. )

2. Writing on the blackboard, interesting dialogue: Have you ever experienced the wind? What does it feel like when it's windy? What if the wind is too strong? Play the courseware and let the students talk about their feelings. Let's see how the text is written.

Second, read the text for the first time and feel the main idea of the text.

1. The teacher reads the text with music, requiring that students listen to the teacher carefully and circle the new words in the text.

2. Students spell new words by themselves and learn from each other at the same table.

3. Check the mastery of new words. Word reading competition: pumping, intermittent, inhaling, extremely happy, tracing, sweating, expressing, flying kites, disappearing, sadness, blaming.

Tip: "responsibility and trace" are flat-tongued sounds; "Whip, obvious, Zheng and injury" are tongue sounds. "Zheng" is very light in the word "kite"

4. Reading the text in various forms requires fluency, and teachers should pay attention to pronunciation.

5. Read the text and think freely. What good things did the wind doll do? Read it. What bad things did the wind doll do? Read it too.

6. Students report, and the teacher writes on the blackboard:

Good thing: (1) Blower (2) Sailing boat.

Bad things: (1) Flying kites (2) Blowing clothes and trees.

Third, ask questions and questions and study the text.

1. Learn the second paragraph.

(1) Play the courseware. Wind doll hair dryer )

(2) What did the wind doll do? What was the result?

(3) Read in groups, and then send a person to read in competition and guide reading. Understand "pause" and "deep breathing", and students cooperate with the action performance. )

2. Learn the third paragraph.

(1) Play the courseware. (The wind doll blows the sailboat. )

(2) What did the wind doll do? What was the result?

Reflections on the teaching of model essay 7 of "The Wind Doll" is a text in the second grade of the experimental textbook of the curriculum standard, and it is a fairy tale. The text is lively and interesting, with distinct levels. Looking back on the teaching process of this class, I think there are some satisfactory places in the teaching process. The following are my thoughts on the teaching of this class.

1. Stimulate students' interest in learning and make them the masters of learning.

Interest in learning is the premise of students' active thinking and participation. In order to stimulate students' interest in learning, I introduce this lesson with a riddle: come without a trace, shake the tree when you come, and cross the wave when you go. In this way, students' interest is mobilized at once, scrambling to tell the answer. Then I said: Do you still know those myths about "wind"? Now students' thinking is more active. It is said that "flowers see it nod, seedlings see it bend, white clouds see it give way, and young trees see it wave." Then I introduced a new lesson: today we are going to learn a text about "wind" and see how the wind doll is described in the text. With questions, the students threw themselves into their studies with great interest, read the text carefully, and quickly summed up what the "wind doll" did for people and what was not.

Second, contact with students' reality, expand students' thinking space and cultivate students' comprehensive Chinese quality.

Chinese teaching is linked with students' real life, which can fully mobilize students' learning enthusiasm. Therefore, on the basis of students' understanding of Chinese, I designed such a question: Wind is closely related to human life. Besides the things mentioned in the article, what good things can it do for people? Let the students communicate in groups first, and then summarize. Many students answered: Spring breeze blows a hundred flowers, the wind can dry clothes, and the wind can also raise wheat. ...

This class is over, and the enthusiastic participation of the students has made me unforgettable for a long time, and it also made me deeply realize that to have a good Chinese class, teachers must have solid teaching basic skills. In the future, I will constantly enrich myself, improve myself and devote myself to education and teaching.