Only One Earth Teaching Reflection

As an excellent people’s teacher, we need to grow rapidly in classroom teaching. Writing teaching reflections can summarize our teaching experience. So what issues should we pay attention to when writing teaching reflections? Below are examples of teaching reflections on Only One Earth that I have collected and compiled. You are welcome to read them. I hope you all like them. There is only one Earth teaching reflection sample 1

"There is Only One Earth" first talks about the beauty and hour of the earth, and compares the earth to a small boat. Through this metaphor, students can understand that the earth is like a small boat, traveling on In the vast universe, this leaf boat carries more than 6 billion people. The safety of mankind depends on this leaf boat. If humans destroy this "boat of life" at will, the consequences will be disastrous. The earth, the ship of life, will no longer exist, and humans will have nowhere to stay. Therefore, humans should protect the earth more carefully, which laid a solid foundation for understanding the text.

Next, when the text talks about the destruction of renewable resources by humans, in order to vividly expose the harm caused by humans to the earth, I start with the analysis of the word "series", and I ask students to carry out analysis based on the content of the text. Sentence practice to understand the subtlety of word choice: I am a __________ resource, which can be continuously regenerated and contribute to mankind in the long term. However, due to human destruction, I __________ cannot regenerate, causing __________ ecological disaster. like____,____. With more practice like this, a pattern will be formed in students' minds and they will learn to make the expression of sentences more concrete and vivid. The variety of answers to this exercise undoubtedly provides students with a broad thinking space.

Then teachers and students read in the classroom, making the classroom lively and interesting. Through reading, teachers and students are filled with love, forming a "similar and harmonious vibration". Emotion creates interest, and interest stimulates learning. During the process of reading between teachers and students, the students' learning mood is high, they are very involved in practicing reading, and their desire for expression and competitiveness are greatly satisfied. Before I knew it, I could read the text fluently and with emotion. When we implement language training effectively in daily life, we need to solidly implement it in the teaching of each lesson so that students can understand its breadth and depth and further develop the language and culture of the motherland. It will be the unremitting pursuit of our Chinese teachers to make our Chinese classes not only humanistic, but also instrumental, without losing the "Chinese flavor".

Finally, students were asked to pick up a pen and write a composition about protecting the environment. The students all understood the importance of protecting the environment. I decided to start from me, start from now on, and be a little environmental protection guardian. Only One Earth Teaching Reflection Sample 2

I finished the lesson "Only One Earth" last week, and as usual, I should also conduct a classroom reflection. In the first class, there was no problem with the introduction of the class. When I was talking about the style of this text, the students gave me a series of answers, which really shocked me. None of them gave me the term "expository essay." I was shocked by the answer. Fortunately, when I was preparing this text, I learned that a famous expository essay they had learned in the fourth grade was called "Huo Shaoyun". By contacting the text "Fire Shao Yun", they finally remembered the answer of "expository essay". It took me a lot of effort. Next, I explained and explained the popular science explanatory text and asked them to take notes.

In terms of reading the text aloud, I asked the students to read aloud one by one. When I read the wrong words or pronunciation, I had to correct them one by one. Definitely a place. But the teacher also raised a question with me, that is, after the students read aloud, there was no timely and appropriate evaluation of them, whether they had emotions, how can we get different emotions from this expository essay that are different from narrative essays, etc. guidance. This is where I need to improve in the future. After reading the article, I summarized the article, sorted out the text, and took notes using the drawing method. I taught them to use the drawing method to take notes. They all felt that this was relatively new, so they copied the notes with interest. , I was very pleased to see that they were all taking notes seriously when I was patrolling the classroom. However, when teaching explanation methods, especially when listing numbers, the students' thinking could not reach that point anyway, because there was something wrong with my guidance method. Of course, this was something I only reflected on after class.

In the second class, I felt that the class was relatively average, mainly because the speed was too slow. It took a lot of time to explain the methods, and it also took a lot of time to review before class, and When they asked them to answer questions, it was basically difficult to answer the answers I wanted. It seemed that their foundation was really poor, which was evident in their ability to answer questions. Therefore, answering questions also consumed a lot of time in class, which resulted in me having to finish the rest of the lecture in a hurry, with a feeling of anticlimactic, which made my own classroom experience a bit bad, which made me feel very frustrated.

The teacher told me after class that when students read the text together, they should pay attention to who is deserting. After class, the teacher caught a few students who were deserting in class and punished them, but let I was surprised that I didn't notice any of these lists during class. I didn't notice any of them, which also made me very frustrated. It seems that my ability to control the classroom still needs to be improved. No, it should be said that I am still in the rookie stage, very poor. I can occasionally notice that students are distracted, but I cannot control the entire classroom in my own hands. I will have to work harder in this aspect in the future. OK. There is only one Earth teaching reflection sample 3

The lesson "Only One Earth" is the text of the fifth unit of the sixth volume of the primary school social studies course. The teaching focus of this lesson lies in the following two aspects: 1. Make students understand that the earth is the common home of mankind. The earth's space and resources are limited, and the population that needs to be fed is increasing. Rapid population growth, resource and energy shortages, and environmental pollution have become global social problems; 2. Make students understand that for the sustainable development of human society, we must protect the earth.

Through the pre-class design and teaching practice, I feel that this class has achieved the teaching objectives well and has broken through the teaching focus. This class embodies new concepts in the following aspects:

First of all, in view of the large amount of information in social studies classes, I use textbooks as part of the teaching content. Before class, I asked students to collect a large amount of information related to my country's resources and environment. In this way, it not only connects the classroom with extracurricular activities, enriches the capacity of the classroom, but also increases students' knowledge.

Secondly, in teaching activities, students are asked to read the information they have collected; when exploring the causes of environmental pollution, students are allowed to work in groups.

Once again, use courseware wisely. Playing dynamic images of the earth rotating in space stimulated students' interest in learning; a set of photos of environmental pollution touched students' desire to "hate destruction and protect the earth." The use of these means creates a good learning atmosphere for students.

In order to allow students to really take action, I let them participate in the entire teaching process: before class, students were arranged to collect various materials related to environmental protection; in class, students were asked to connect with the actual life, Talk freely about your understanding of the earth; collaborate and communicate in groups, explore the causes of environmental pollution, etc. These are all completed by the students themselves.

The collection of information before class reflects the knowledge-based characteristics of this course, and students also learned how to collect and organize information through personal participation, cultivating their hands-on ability and sense of cooperation. In addition, photos of environmental pollution were played through the courseware, allowing students to talk about their thoughts after viewing, which inspired students to feel sad about the destruction of the environment and to have correct values ????to protect the earth. There is only one Earth teaching reflection sample 4

"There is only one Earth" is an explanatory article. The focus of its teaching should be to guide students to understand the truth that there is only one Earth in the process of independent reading. I wanted to work hard to embody the new teaching concept in this class. However, after the introduction, when I looked back at the entire teaching process, I always felt that something was missing. Now I will make the following teaching reflections on this lesson and discuss with you:

1. In teaching, I adopted the variable-sequence teaching method according to the characteristics of the teaching materials to grasp that our earth is so cute. At the same time, it breaks too easily. This central sentence goes straight to the topic and then radiates to the whole text, avoiding trivial and step-by-step explanations of the text. At the same time, students are allowed to read independently and draw while reading, creating a loose and free space for students to directly dialogue with the text. Respect students' unique understanding and thinking, so students' enthusiasm for learning is high, and their opinions are more comprehensive and original.

2. Be able to make good use of multimedia-assisted teaching to break through difficult points, such as: when letting students experience the loveliness of the earth, after students have read the sentences and have a rational understanding, and then supplemented with courseware demonstrations, they can It more vividly displays the loveliness and beauty of the earth, making students' perceptual understanding of the mother earth more rich and vivid. When reading the text again, the understanding and reading are very good.

3. After the students fully understood the content of the text, I added relevant knowledge in a timely manner: my country’s forest resource crisis and the reasons for the reduction of cultivated land area in our country, which shocked the students’ minds and deepened their understanding of the text. In order to understand the article, I then presented some figures on my country’s ecological environment and the ranking of my country’s per capita possession of major resources among 144 countries in the world. This made the students deeply realize that the astronauts said that our earth is so cute. At the same time it breaks too easily! The meaning of the exclamation. At this time, based on the previous deep insights, students can express their feelings naturally. At the same time, they naturally quote the materials and stories they read before class and talk about their experiences from the environmental protection and real life around us. This link gives students a broad thinking space. Let students resonate emotionally with the author, so we only have one home - the earth, so protect it carefully! Finally became the voice of all students. The final extension allows students to organize the collected information about the mysteries of the earth and create a tabloid. This not only broadens students' extracurricular reading, but also cultivates students' ability to collect and process information.

However, looking back on this lesson, I also have some regrets:

1. The students' understanding of what the astronaut said was not comprehensive enough. The students' answers were a bit narrow, and I did not provide timely guidance. This proved that the pre-class preparation was not sufficient.

2． Reading texts with emotion is not enough training. When instructing students to read this type of work aloud, in addition to injecting their own emotions just like reading narrative works, they must also pay attention to the rigor of writing and express the logical power of this type of work. For example, yes, scientists have proposed many ideas, such as building immigration bases on Mars or the moon. However, even if these ideas can be realized, how many people can live there? Read this paragraph, but before it is at the same level, you can use a straighter tone and read the assumption a little heavier to emphasize that this is just an assumption; but it must be emphasized to attract people's attention. But the content after it, even if it can be emphasized, makes People feel that it is still unknown whether this idea can be realized, and how many people have emphasized it a little to make people realize that even if a settlement base is built on Mars or the moon, only a very small number of people can live there.

3． Cooperative learning can create more opportunities for students to participate in learning and express themselves. As for the current situation of our class: there are more than 60 people. During the learning process, the teacher asked a question, and dozens of people raised their hands. Only one person had the honor to express his opinion, and the others had no chance to show their faces. Cooperative learning can be broken down into parts to provide opportunities for students at different levels to participate and communicate. It can set up a stage to showcase talents and make students feel that they have a pleasant opportunity to be respected. But there are also imperfections, such as time allocation, imbalance of group time, differences in ability levels of group members, etc., which determines that I will work harder to explore and improve in the future. Only One Earth Teaching Reflection Sample 5

The teaching design of the lesson "Only One Earth" is guided by constructivist theory and based on the spirit of the new curriculum standards, so that Chinese teaching and media use form a new integration model: using Use online resources to create scenarios; use text information to understand and question; use collaborative learning to sublimate emotions. Finally, it achieves meaning construction and is committed to the formation and development of students' Chinese quality. Therefore, when teaching, I strive to embody the following teaching concepts:

1. Mr. Ye Shengtao once said: "Entry begins with relatives." While watching the beautiful scenery of the earth, I designed an introduction to activate students' thinking. , stimulated students' interest and reached the state of "interest begins at the beginning of class". Then, a seemingly casual question: "What kind of earth did you see?" The students' description narrowed the emotional distance between the children and the earth, and laid the emotional foundation for the subsequent teaching links.

2. On the basis of fully mobilizing students’ interests, I let the children read the text in their own way, guiding them to grasp the starting point that the earth is too cute and too easy to break. At the same time, I Give a lot of time to students, let them study, taste, understand, feel, and have personalized dialogue with the text. I only give inspiration or advice when necessary, and strive to embody reading-oriented, Understanding emotions through reading is the essential feature of reading teaching.

3. When students see the current situation of the earth, they can’t help but feel heavy. Let the children connect with their own life reality, communicate and discuss, what should we do in order to protect the earth and protect our beautiful homeland? . In the process of exchanges and discussions, they inspire each other and create sparks of innovation. The design of writing slogans, drawing posters, and writing proposals aims to cultivate students' ability to use language flexibly and innovate, and to improve students' environmental awareness as the goal of moral education.

At the same time, I also discovered my own shortcomings in this class: I still had difficulty facing the generative factors in the classroom. My evaluation language seemed too bland for the students’ wonderful answers. These are exactly what I will work hard on in the future. There is Only One Earth Teaching Reflection Sample 6

"There is Only One Earth" is an intensive reading text in the fourth unit of the first volume of the sixth grade system of the People's Education Press. This text is combined with the texts "Funeral of the Great Falls", "This Land is Sacred", "Green Mountains Are Everlasting" and other texts. It wants to express this educational thought: cherish resources, protect the environment, and for the sake of a better tomorrow for our homeland, Do your part. "Only One Earth" is a science essay with a very clear context. The text starts with the astronauts looking at the Earth from a distance, and writes about the beauty, grandeur, and amiability of the Earth; then it writes about how small the Earth is compared to the vast universe; and then it writes about the Earth The natural resources on the planet are limited; finally, it was written that humans are currently unable to migrate to other planets. During the teaching, I guided the students to quickly understand and master the knowledge points in the text, but I always had a heavy feeling in my heart. This feeling occurs every time every student studies this text: Education should be Real! In fact, the ideological education of caring for the earth and the environment has been infiltrated into the study of the text. But looking at the students' performance and looking at their eyes, I know that they just regard my ideological education as As for the procedures that have to be completed in class, as for outside the classroom, all this ideological education has probably been left behind. I know this is a disconnect between the pursuit of education and reality. Although I don’t know what kind of seeds my pursuit of awakening beautiful thoughts and pursuing the truth of education in Chinese classes can sow in the hearts of my students one after another, I have still been persistent and working hard. So, I asked the students this question: As a primary school student, what can you do to protect the earth and the environment?

Narrowing the scope to what students can do makes the problem more realistic. After the students meditated for a moment, their little hands were like forests: they planted more flowers and grass; they did not spit or throw away waste everywhere; they tried not to use disposable chopsticks and used less plastic bags and more paper bags; they advised parents not to burn straw, but to crush it and return it to the fields. ; Don’t throw pesticide bottles into the river, collect used batteries, and never throw them away everywhere. Children’s understanding is getting richer and deeper! Their language is simple, and it is indeed something you can do by just paying attention. However, such an answer is not what I am pursuing. I want my questions to touch the hearts of children more. My question then deepened: What do you think you have accomplished in the things we just mentioned? This time, only two students raised their hands, one talked about how he collected used batteries, and the other talked about how he saved water, while more students were deep in thought

It is not difficult to ask questions in class. The rare thing is whether the questions we ask really touch the children's hearts, whether they really cause them to think deeply, and whether they can bring about some changes in their future behavior. There is only one Earth teaching reflection sample 7

Today, I took a Pinshe class "We Only Have One Earth". The moment I walked out of the classroom, my first feeling was: for teachers , the classroom is always the most testing and tempering stage. Before class, I first positioned the target, and then focused on the teaching focus of this class - understanding the serious harm caused by water pollution and sudden reduction of forest resources to human production and life, and establishing an environmental protection concept of saving resources.

I also learned that sixth grade students already have a preliminary concept of "We Only Have One Earth" because they have been exposed to such a set of texts in the first volume of Chinese teaching in sixth grade - "Only One Earth", "This Land" "Is Sacred", "Green Mountains Are Everlasting"... So I think teaching this lesson should be relatively easy.

In the teaching of this lesson, after raising the question "How should we treat Mother Earth" and having a simple exchange, the central issue was immediately raised: "How do humans actually treat Mother Earth, so that the Earth is facing What kind of crisis? How do you feel about this?" Organize students to conduct self-reading and group discussions. Through sufficient reading and discussion, students can fully and clearly understand that due to human beings' uncontrolled destruction of the earth, the earth is facing the crisis of resource shortage or even exhaustion, and realize the harm of destroying the ecological environment. In contrast with the content of the previous session, the students were greatly touched and naturally issued the call to “protect the earth”.

In the process of collecting and preparing information, I tried to start from three dimensions: first, resources from my hometown; second, resources from our motherland; third, global resources. After all, what we are discussing today is a global issue, and we cannot be limited to the resources around us. Because, as a problem of limited resources, it is relatively difficult to reflect. Therefore, speaking for myself, I collected a relatively rich collection of pictures and text materials, and made choices through repeated comparisons. However, as the main body of learning-students, I ignored their reserves. It can be said that I am lazy and did not go there in person a day in advance to understand the students' lives deeply. It can also be said that I overestimated the knowledge of the sixth grade students, thinking that with the study accumulation of one unit of Chinese in the first volume of the sixth grade, the students' The understanding will be deeper... In short, I still "take it for granted" too much before teaching, which ultimately leads to the students' speeches in class not being broad enough or deep enough. To create a "smart classroom", as everyone said, preparation before class is essential, which will undoubtedly pave the way for intelligent guidance and clever handling in class. In this class, I deeply realized this and will work hard in the future.

In this lesson, let students fully understand that the daily necessities of life for each of us are closely related to the earth. Every time we throw a piece of paper, spit, or break a branch, we are destroying the environment. To let students know how to care for the earth, protecting the environment should start from every little thing around them, develop good habits, and influence the people around them. There is only one Earth teaching reflection sample 8

The teaching focus of this lesson "Only One Earth" is: to understand the fact that there is only one Earth for human existence through in-depth text and connection with reality, and to know how to cherish resources, The importance of protecting the earth's ecological environment.

Based on the age characteristics of the students in our class and the relatively narrow knowledge base of rural children, their perceptual understanding of the universe and the earth is very shallow. If you don't have a deep understanding of the content of the article when studying this lesson, it will be difficult to be emotionally responsive, and the learning experience will not be profound. Therefore, I decided to divide the teaching of this lesson into the first lesson, which focuses on the loveliness of the earth, so that students can experience the loveliness of the earth through speaking, seeing and writing. The second lesson mainly allows students to understand the fragility of the earth. Because only when students truly realize the loveliness of the earth in their hearts can they inspire students to love the earth and protect its resources.

I first used the courseware to show pictures of the Earth taken by astronauts in space, so that students could initially experience the loveliness of the Earth. Then I asked the students to talk about their understanding of the earth, and then I asked the students to read the text independently and then talk about what they have added to their understanding of the earth. Secondly, I quoted the words of astronauts to introduce cuteness, and asked students to find sentences or paragraphs from the text that describe the cuteness of the earth around the word cute, and guided students to read aloud emotionally, talk about their experiences, etc. Finally, I used pictures of the earth’s seasons to inspire students to protect the earth. This not only allows students to understand the text content, but also cultivates students' independent inquiry ability, aesthetic ability and language expression ability. More importantly, it cultivates students' emotions of loving and protecting the earth. Looking back on the teaching process of this lesson, I think there are several points worth reflecting on, and I will reflect on them now.

1. During teaching, I use the word "Earth" in the text title to organize teaching, so that students can gradually deepen their understanding of the earth, feel the loveliness of the earth, and let students read independently and think deeply in connection with the text. It creates a relaxed and free space for students to dialogue with the text.

2. Be able to make full use of modern information technology to effectively break through key and difficult points and improve the effectiveness of classroom teaching. For example, in order to make students feel the loveliness of the earth and its relationship with human beings, I show pictures of the earth seen in the universe, so that students' feelings for the earth will arise spontaneously.

There are still many shortcomings in the teaching of this class.

1. There is not enough time for students to read independently, comprehend independently, and cooperate in inquiry. When students understand the second paragraph of the text, their understanding is narrow and they do not understand it in connection with life.

2. The training in reading texts emotionally is not in place. When teaching the second paragraph of the text, because the students did not know enough about the earth, the reading of the text could not be integrated into the situation, and the reading of the text lacked beauty.

3. Due to unskilled courseware production methods, the courseware effect is not ideal. For example, the overall picture of the earth is not very clear. The content of some life pictures is similar, resulting in students giving similar answers or being unable to answer, which wastes time and does not achieve the expected results. Regarding the shortcomings in teaching, I will work hard to correct them in the future, and will continue to explore and improve teaching. There is Only One Earth Teaching Reflection Sample 9

This week, we have entered the fourth unit of the Chinese textbook. The four articles in this unit guide students from multiple angles and levels to feel the importance of cherishing resources and protecting the environment. meaning, understand people's efforts to this end, so that the awareness of "cherishing resources and protecting the environment" can be rooted in the hearts of students and transformed into daily behaviors.

The article "Only One Earth" explains the fact that there is "only one Earth" for human existence, and calls on humans to cherish resources and protect the earth. I hope that through the study of this article, students will be inspired to become more aware of environmental protection and actively participate in environmental protection. Now I will talk about my reflection after finishing this class:

One of the teaching points of this class is to let students establish the awareness of "cherishing resources and protecting the earth", but during the teaching process, I There is a lack of introduction to students’ knowledge that the current environment is polluted and the earth is being destroyed. Moreover, although today’s students always talk about protecting the environment, their awareness of environmental protection is still not strong. They feel that what is shown on TV I understand, what I read in books, and what the teacher introduced about the consequences of environmental pollution are far from me. Without personal experience, it will be difficult for them to pay attention to them. Therefore, after this class, although the slogan "Cherish resources and protect the earth" is on their lips, it is difficult to integrate into their hearts, let alone implement it in their hearts. in action. Therefore, I personally think that I can make improvements in the following aspects:

1. Sixth-grade students already have the ability to collect information on their own, so before class, I should let the students go online by themselves Look up information or read books to collect examples of environmental pollution and its impact on our human lives and the earth, and communicate with each other within the class.

2. Let students start from their own side and look for the phenomenon of environmental pollution. On the one hand, it can exercise students' observation ability. On the other hand, what happens around them can trigger students' concern about the environment. Protection attention.

3. Create an atmosphere of environmental protection in the class and let students think about what they can do to protect the environment, such as writing slogans to protect the environment, starting from small things around them to protect the environment, and doing things about Environmental protection handwritten newspaper, issuing an appeal to my relatives and friends to protect the environment...

I hope that through the above methods, students will no longer become their slogan "protect the environment", but implement it into action , isn’t this the theme and purpose of our study? There is Only One Earth Teaching Reflection Sample 10

1. Analysis of teaching materials

This article is a relatively vivid science popularization work. It also closely follows the theme of environmental protection, explains the profound things in simple terms, and is thought-provoking.

2. Default goals:

1. In teaching, I pay more attention to the pre-study guidance for students, and guide students to fully collect relevant information. Students are familiar with our only home - ―I have a better understanding of the earth and have a strong interest in studying the text.

2. During teaching, I use vivid multimedia courseware demonstrations to allow students to fully appreciate the beauty of our home planet, and their affection and love for Mother Earth arise spontaneously.

3. On this basis, through many visually stunning pictures, students learned about the very serious resource crisis and environmental pollution we are facing, and naturally developed a strong desire to protect the environment.

3. Specific measures

The astronaut’s lament quoted in the text, “Our earth is so lovely, but at the same time too easily broken,” is a difficulty for students to understand. When teaching this part, first let the students find this sentence, read it, talk about the situation under which this sentence was said, and then grasp the key words in this sentence, "lovely", "broken" and "at the same time" , connect the whole class, and talk about where the "loveliness" of the earth is shown, where it is easy to be "broken", and why it is necessary to emphasize "at the same time". When experiencing the "loveliness" of the earth, the rich natural resource pictures and breathtakingly beautiful natural scenery in the multimedia courseware arouse the excitement of the students' hearts. In order to help students understand how easily the earth can be "broken", by completing the table-format thinking questions, students can realize that if resources are "randomly destroyed" without restraint, the lovely earth may become "broken".

IV. Shortcomings

1. For example, the training in reading texts emotionally is not enough.

Instruct students to read aloud such works. In addition to injecting their own emotions into reading narrative works, they must also pay attention to the rigor of writing and express the logical power of such works. For example, "The water resources, forest resources, biological resources, and atmospheric resources needed for human life can originally be continuously regenerated and contribute to mankind in the long term." Reading this passage, the word "original" before "original" is a level, which can be used more generally. In a straight tone, the word "original" is pronounced slightly heavier to emphasize the non-renewable nature of resources.

2. The direction of the question is not very clear

For example, when asking students to find sentences that represent the views of this article, my personal statement was not clear enough: "What kind of earth is described in the article?" "The students can all find one of them, but the general sentences are not found quickly. This will be strengthened in the future.