Reflections on the Teaching of Lonely Journey, the first volume of the ninth grade

As an excellent teacher, classroom teaching is one of the important tasks, and the shortage of lectures can be well corrected through teaching reflection. How to write teaching reflection? The following is my serious reflection on the teaching of Lonely Journey, the first volume of the ninth grade of Chinese, for reference only. Let's have a look.

Reflections on the Teaching of Lonely Journey 1 The teaching of Lonely Journey has always focused on the improvement of students' humanistic quality and the cultivation of Chinese ability. Reflect the idea of "student-oriented" in teaching, give students the opportunity to explore independently, effectively stimulate students' initiative and innovative consciousness, and advocate autonomy, cooperation and exploration.

The teaching of Lonely Journey always revolves around the teaching objectives, focusing on the improvement of students' humanistic quality and the cultivation of Chinese ability. The idea of "student-oriented" is embodied in teaching, which gives students the opportunity to explore independently, effectively stimulates students' initiative and innovative consciousness, advocates independent, cooperative and inquiry learning methods, cultivates students' interest in inquiry, and embodies the educational concept of the new curriculum. Now I will reflect on this lesson from the following two aspects:

First, the degree of task completion is outstanding.

A Lonely Journey is a story about a little boy growing up. The growth of Du Xiaokang, the hero, stems from the loneliness that even adults can't bear when he followed his father to the distant reed to release ducks after his family scenery "plummeted". Loneliness is a beautiful and cruel life test that life gives him. The novel, named Lonely Journey, has profound implications. Loneliness can be said to be a common feeling of modern people. Living in a one-child family, we don't lack loneliness, what we lack is sentiment. Therefore, from the conception of the whole class, it is clear to understand and analyze the text with the three elements of the novel (characters, environment and plot) as the main line, and it also reflects the instrumentality of the subject of Chinese. Among the three elements, the analysis focuses on the psychological feelings of characters in typical environments, with outstanding emphasis and remarkable teaching effect.

Second, the classroom generation effect is good.

1. In terms of introduction, before teaching, Mr. Qiu combined with the actual situation of students, so that students can understand both the background and the content of the text; Teaching with the help of film and television, turning abstraction into image, turning boredom into fun, giving students the way to understand the text, and drawing up the teaching process by introducing new lessons through the text;

(1) Perceive the whole and understand loneliness.

(2) Read the text quickly and feel lonely.

(3) Contact yourself and talk about loneliness.

2. From the perspective of guiding reading, our team believes that in reading teaching, if students want to really "feel" and "experience" the text, they must be given enough time and space to think independently, so as to get the most precious first feeling and experience of the text and achieve the best reading effect. This just corresponds to the suggestion in the Chinese curriculum standard that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice". Let students deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities.

Therefore, our team believes that "Plate 1" can guide students to understand the meaning of "Lonely Journey" by guiding students to summarize the text content in combination with the three elements of the novel and by means of dialogue between students and the text. After the students' performance, the teacher asked the students to read aloud, and the teacher skillfully prompted the students to successfully sum up that "Du Xiaokang and his father put ducks in reeds and grew up through wind and rain." This link not only stimulates students' enthusiasm for learning. Let the students perceive the text, initially perceive the text, and prepare for the following links. This routine teaching also teaches students how to read novels in the future, and cultivates students' thinking ability of screening information and language generalization ability.

In "Section 2", students browse the text quickly in groups of four. Students find key paragraphs to analyze the text deeply, pay attention to the protagonist's mental journey, feel lonely and break through the key points of the article. Our team believes that there is a certain time for students to read the text freely before asking any questions. That is, let students have a direct dialogue with the text with their original knowledge and life experience, fully and freely approach the author's mind and touch the author's ideological and emotional world. However, due to the limited classroom teaching time, and because this is the first class, Mr. Qiu rearranged the teaching materials, focusing on appreciating the psychological feelings of the characters in the typical environment, but the plot passed by without pursuing everything, but it also received a teaching effect from point to area. The setting of this link creates a stage for students to explore independently, stimulates students' enthusiasm for learning, sharpens students' Chinese ability, improves students' humanistic quality, and gives students the opportunity to find and solve problems in cooperation. In particular, the picture of Mr. Qiu in this link is accompanied by three simple questions: "Is it ok to stay for a day, a month or even a year?" Students naturally have the answer of "can't stand it". In an instant, students enter Du Xiaokang's heart.

Plate 3 is a writing platform for students, which guides students to pay attention to themselves, talk about their feelings about life, dare to face loneliness, and gain growth, courage and thinking in loneliness. Thus, it embodies the humanity of China people and achieves the goals of emotional attitude and values. The setting of this link reflects that the teacher returns the classroom to the students, and the students are the dominant and the students are the masters of the classroom. Students have been trained in their positive speeches, and at the same time, they have a sense of accomplishment and physical and mental pleasure when showing the results of cooperative learning.

3. Judging from the use of multimedia, Miss Qiu doesn't like gaudy things, but she should make good use of all good songs, movies or pictures that conform to the text, such as the reed color pictures used in this class and the song "Start over" played before class, and inserting the video related to the movie "Grass House" in the new class is conducive to guiding students into the teaching situation and using multiple senses to feel the beauty of literature!

Third, after careful consideration and reflection, our team also found such imperfections:

1, the schedule is not enough. It takes students a long time to quickly read and summarize and find key sentences, while students have less time to show their inner feelings. This is a great pity.

In order to highlight the taste of Chinese, reading aloud is essential. To this end, teachers organize students to read aloud in transposition experience, so that students can cultivate a sense of language and enrich their experience when reading aloud. There is not enough guidance for students' reading evaluation, which is also the deficiency of this course.

3. Due to negligence, when designing and starting homework: If you are Du Xiaokang in the text, you want to write to your teacher, father, mother and classmates ... When you are lonely, you accidentally put your father in the courseware. It would be better if your parents were relatives directly.

Mr. Qiu mishandled the accident. Boys are afraid to talk. Teachers should encourage students. It doesn't matter, but it's important to participate and let the boys answer.

In short, through this activity, our team benefited a lot. In the future teaching, we should always tell ourselves: "Dare to face up to your mistakes and dare to try!" In this way, we will make continuous progress.

Reflections on the Teaching of Lonely Journey Part II: Lonely Journey Teaching I closely follow the principle of "following the law of students' physical and mental development" pointed out in the new curriculum standard, respecting students' personality, starting with stimulating students' interest and cultivating their sense of inquiry according to their personality characteristics and psychological development needs, and adopting various methods to guide students' emotional and thinking activities in the process. In realizing the basic goals of knowledge and ability, process and method, emotion and values, formative evaluation and summative evaluation should be given in due course. Reading is a personalized behavior. There are some positive factors and some negative factors in understanding loneliness. I helped them understand that growth is like "become a butterfly of silkworm chrysalis" and "Nirvana of phoenix", and they have to undergo painful tempering before they can see the rainbow.

In teaching, we should pay attention to the law of cultivating students' feelings, understanding, appreciation and evaluation, set the target slope reasonably, and pay attention to the interaction between teachers and students. Through silent reading, skip reading, learning and other ways, we can feel that Chinese teaching educates people with emotion, and comprehensively improve students' Chinese literacy with beautiful and pleasant humanistic connotation.

Reflections on the teaching of Lonely Journey, the first volume of ninth grade Chinese, 3. The teaching of this course always focuses on the teaching objectives, focusing on improving students' humanistic quality and cultivating Chinese ability. In line with the principle of "following the law of students' physical and mental development", stimulate students' interest in learning, take teachers as the leading factor and students as the main body, and effectively stimulate students' initiative consciousness. It advocates independent, cooperative and inquiry learning methods, fully displays students' individual thinking and innovative spirit, and embodies the educational concept of the new curriculum. The next interview will reflect on the following two aspects.

First of all, this river crosses the heaven and the earth, where there are both colors of mountains and there are none-the teaching design is based on China.

The extension of Chinese equals the extension of life, and life is full of Chinese. Great Chinese education is to explore and extend all fields of students' life with Chinese classroom teaching as the axis, organically combine students' Chinese learning with school life, family life and social life in an all-round way, organically combine Chinese teaching with life, organically combine the development of Chinese ability with the development of intellectual quality and non-intellectual quality, organically combine reading, writing and listening and speaking training, and let students receive comprehensive, holistic, dynamic and online training. In my opinion, the limitation of words is just an example. Teachers should grasp the text, look outside the classroom, guide students to dabble in relevant language materials extensively, accumulate and use them, stimulate students' interest in learning, expand the vast space for Chinese learning, and strive to build an open and energetic Chinese course. Therefore, I closely follow the perspective of "growth" and "loneliness" in teaching, and design "empathy experience", "comforting oral expression", "lonely image example" and "talking about lonely heart melody" from students' favorite songs to stimulate students' learning enthusiasm, temper their Chinese ability, improve their humanistic quality and break through the teaching difficulties.

Second, far knowledge is not snow, because there is a faint fragrance-classroom teaching highlights the taste of Chinese.

The so-called Chinese flavor refers to a kind of aesthetic pleasure and freedom which is rich in teaching personality and cultural background, and intoxicating at the same time, based on the symbiotic relationship between teachers and students and the infiltration of teachers' life experience, with the main contents of improving students' Chinese literacy, enriching students' survival wisdom, enhancing students' life realm and stimulating students' interest in learning Chinese, mainly through emotional stimulation, language taste, ideological interpretation and humor. In view of the above understanding, I try my best to infect students with vivid language and high-spirited passion in teaching, and introduce students' language and style into cultural and humanistic levels. The author grasps the characteristics of novel style, starts with the description of characters and environment details, and makes students feel the humanistic atmosphere carried by novel language through careful reading of key words, thus feeling the rich Chinese flavor. Of course, in order to show the taste of Chinese, reading aloud is essential. Because the text is long, it takes time and effort to read it all, and it may not be effective. Therefore, I adopted the skip reading method, grasped the key paragraphs (detail description and environmental description) and carefully read the text, organized students to read the text in a different position, so that students could cultivate a sense of language and enrich their experience when reading. However, due to the defect of my reading level, I don't have enough guidance for students' reading evaluation, which is also the deficiency of this class.

Reflections on the Teaching of Lonely Journey; The fourth volume of the first volume of ninth grade Chinese is an excerpt from Cao Wenxuan's novel Caotang. The text shows readers that Du Xiaokang, the protagonist, overcame fear and loneliness in the life of duck farmers and grew up mature and strong. This is a growth story of a little boy. The growth of Du Xiaokang, the hero, stems from the loneliness that even adults can't bear when he followed his father to the distant reed to release ducks after his family scenery "plummeted".

"Loneliness" can be said to be a common feeling of modern people. Children living in one-child families are not lack of loneliness, but lack of sentiment. Therefore, before teaching, combined with the students' existing experience, I drew up such a train of thought, with a poem about "loneliness" as the introduction: first, I felt and understood loneliness as a whole. Second, read the text and feel lonely. Third, contact yourself and talk about loneliness. "Plate 1" guides students to feel "lonely journey" and cultivates students' generalization ability by means of plot overview, sub-drafting points and scenario imitation. "Plate 2"

By reading the text, pay attention to the protagonist's mental journey, break through the key points and difficulties of the article, lead students into "loneliness", and experience the loneliness of the protagonist and the hardships and pains of growing up. "Plate 3" guides students to appreciate language and understand "loneliness". Plate 4 encourages students to pay attention to themselves, talk about their feelings about life, dare to face loneliness, and gain growth, courage and thinking in loneliness. The whole classroom teaching is clear and full of faint poetry, and students' enthusiasm for learning is stimulated, and they have a real feeling and experience of the text and loneliness, and they have gained a lot.

I think that in reading teaching, if students want to really "feel" and "experience" the text, they must be given enough time and space to think independently, so as to get the most precious first feeling and experience of the text. The ideal state of reading teaching should be that students should have a "dialogue" between teachers and students and between students with their own preliminary understanding and feelings. This is also in line with the suggestion in the Chinese curriculum standard that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice". Let students deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities. Therefore, I think students have some time to read the text freely before asking any questions. That is, let students have a direct dialogue with the text with their original knowledge and life experience, fully and freely approach the author's mind and touch the author's ideological and emotional world. However, due to the limited classroom teaching time, I can only put reading in the third class after class. In the second class, I adopted intensive reading and appreciation reading to make students aware of their loneliness and understand the text more deeply. However, due to the tight classroom teaching steps, there is still too little time for students to think, and even some students have no chance to answer. It's a pity that the teacher still can't let go of his hands and feet and let the students have fun.

Because this lesson is only planned to be completed in one class, it is impossible to cover everything. For example, the detailed description and environmental description in the text are worthy of appreciation, especially the gripping language description at the end, but I gave up these wonderful descriptions for the sake of orderly teaching procedures and prominent teaching themes.

There are still many imperfections in this class, such as not creating enough scenes in the classroom, and because the topic of "loneliness" is too serious, the classroom atmosphere is not active enough. I think I will always tell myself in the future teaching: dare to innovate and dare to try! Believe in students and respect students! In this way, teaching will learn from each other's strong points.

The Lonely Journey is a novel, which is easy to understand for a junior three student. However, what is the starting point for students to combine their own growth with Du Xiaokang's growth experience? Because there are rich psychological descriptions and environmental descriptions in the text, I start with movies (find a movie that describes the growth experience of teenagers), so that students can write their own reflections by watching movies, perceive the text with the help of movies, and start with the senses, so that they can naturally dissolve into the text.