Reflections on the teaching of the first volume of Chinese "Cow and Goose" in Grade Four.

In the ever-changing modern society, we need strong teaching ability, reflect on ourselves, and we must let ourselves get out to see events or scenes and ourselves during a period of time. So what is a good reflection like? The following is a model essay on the teaching reflection of the fourth grade Chinese "Cow and Goose", which I compiled for you. Welcome to read it. I hope you will like it. Reflections on the teaching of the first volume of the fourth grade Chinese "Cow and Goose" 1

"Cow and Goose" tells the story that "we" were chased by geese on our way home, and later with the help of Uncle Jin Kui, we were not afraid of geese anymore. In the words of Uncle Jin Kui, we are told that if we look at things around us from different angles, we will get different results. The story of this lesson is strong, and it is an article with vivid language, childlike interest and certain philosophy.

First, the teaching effect

According to the characteristics of teaching materials, students' life accumulation, and the training focus of this unit, the teaching process I designed has achieved ideal results, which are summarized as follows:

1. Starting with life, revealing the topic to stimulate interest.

First, guide students to communicate before class: What animals are you most afraid of in life? Say a reason or give a real example. As soon as this topic came out, the students talked noisily with their deskmates. During the tour, they found that many students were very afraid of snakes, and some were afraid of lions, tigers, wolves and so on. Show the picture of the goose conveniently. First, observe it carefully and remember its name. This link is very close to the children's life accumulation. Although they don't live in the sky where they can only see the four corners above the wall, as Lu Xun said, their common sense of life is very superficial. After understanding, I went on to write on the blackboard. After reading it twice, I stimulated students' desire to read: The author was afraid of geese when he was a child. Do you know why? Has the author's mind changed? Pick up the book and look for the key words in the text.

2, first reading perception, understand the story.

Give full play to the role of excellent students after students read freely with the help of Pinyin. The group leader will check the reading situation, summarize the wrong pronunciation or sentences that can't be read well in the class and practice reading in a unified way, so as to clear the way for understanding the text content. Please read the text again in your favorite way, and think while reading: What is the main thing written in the text? Students communicate in class after reading: What is the main thing written in the text? What did the text write first? What did you write next? What did you write at the end? Guide students to grasp the key causes and summarize the content of the article through the results. Cultivate generalization ability and improve Chinese literacy through experience.

3. Combine comments to understand feelings.

concentrate freely and silently on reading the text: combine the comments appearing in the text to understand what I felt when I saw the goose and was attacked by it. The first step of this link is for students to read since the enlightenment by themselves and find out from the relevant contents of the text. The second step is to communicate with the deskmate, to achieve * * * knowledge through the collision of thinking, and then to show it in the class, to enter the author's heart again through communication, to feel the author's mood, and then to cultivate feelings while cultivating the sense of language. Then guide reading aloud, imagining that you have met something that you are very afraid of tension and danger, putting yourself in the other's shoes and letting your emotions sing, so that you can read the author's voice.

4. Focus on the end of the article and sublimate emotions.

Focus on the meaningful words at the end of the article: "I still remember Uncle Jin Kui's words until now." Guide the students to know what it is in the context; What effect this sentence has had on me. In the process of communication, we should deepen our thinking and understand the meaning of this sentence: no matter what others think of us, as long as we can look at the problem correctly and comprehensively, we will have a correct understanding of life. What will we do in life? Guide students to practice speaking and further transfer and use it.

second, the advantages of teaching

the whole class is like flowing water, students will never attend the meeting, and the level from ignorance to understanding will change obviously.

Third, the shortcomings

The text is very long, and the details described are more delicate, but it is a pity that I can't read it.

Fourth, improvement measures

If I start again, I will focus on describing details such as actions and demeanor, and guide students to accumulate recitation on the basis of understanding. Reflections on the teaching of "Cows and Gooses", the first volume of Chinese in Grade Four. 2

Through this teaching, I have a further understanding of the text. The text is actually the person perceived through the eyes of cows and geese, which is different from the actual situation, resulting in different attitudes of cows and geese towards people. That is to say, cows and geese look at people from their own angles, so they get different results and reflect differently.

I think the editor wants to tell the students through the language itself:

1. What everyone believes may not be credible.

2. We should look at things from the right angle, so as to treat people and things around us correctly and life correctly.

and these are highlighted by the contrast between the different attitudes of Uncle Jin Kui and me towards geese and the different attitudes of geese towards us. Therefore, paragraph 5-11 of the text should be the core paragraph of the text, which is the real reason for my attitude change. The content of the 1-2 natural paragraph is a fixed thought that binds my correct thinking. Because I am bound by this fixed thought, I unconsciously look at myself from the other side's point of view, which leads to the wrong result. However, Uncle Jin Kuishu's words are a highly theoretical refinement of what I have experienced, which is the "finishing touch". Uncle Jin Kui first proved his view is correct with his own behavior, which gave me a real experience, and then lit up my thinking with simple and reasonable words. Let me understand more from the goose incident, and at the same time, I have made measures to stop bullying cattle. Therefore, everyone's unanimous view and uncle Jin Kui's words are the key to my standing in the wrong angle and re-recognizing the angle.

So, I put the focus of the text in teaching "I'm afraid of geese and I'm bullied by them; Uncle Jin Kui chased the goose and the goose was scared away. I also give students a "communication" classroom to realize "text dialogue", "communication between teachers and students" and "communication between students". The design always allows students to become the masters of the classroom, so that students can find out the different attitudes towards cows and geese and the reasons for their changes after reading freely. Students can draw relevant sentences to feel and then communicate, and students can speak freely and express their unique feelings in the communication. In the whole classroom, teachers are a good listener and only make some small instructions and tips at the appropriate time. In addition, students can feel the emotional experience and psychological changes of "I" at that time through comparative reading, independent perception and psychological exploration, and then talk about what they have experienced and understood. Finally, uncle Jin Kui's words made the children's experience and feelings have a theoretical improvement. Thus, it reveals the truth contained in the text: if you look at the problem from different angles, different results will appear, and you can't be influenced by the inherent thoughts. Only by finding the right angle can you treat people and things around you correctly and treat life correctly.

In teaching, the guidance of teaching methods also runs through the whole teaching process. For example, grasp the key words to understand the content of the text, put yourself into the situation to experience reading aloud, and compare the different mentality of the characters by reading the words that Uncle Jin Kui and I expressed differently to the goose until the theme is revealed. Various methods permeate nature and the transition is ingenious. These methods are all extracted by my camera on the basis of students' full understanding, so that students can know that they are learning by using this method and apply what they have learned in their later studies. At the end of this lesson, I not only summed up the gains in ideological content, but also summarized the application of learning methods. In the long run, it will lay a good foundation for students' autonomous learning. Reflections on the teaching of "Cow and Goose" in the first volume of the fourth grade Chinese 3

"Cow and Goose" is a main text in Unit 6 of the first volume of the fourth grade Chinese published by People's Education Press. I wrote "I" because I believe that "cows look at people with their eyes, and people are bigger than cows, so cows are afraid of people; Goose's eyes look at people, and people are smaller than geese, so geese are not afraid of people. "This sentence often bullies cows and is afraid of geese. When attacked by a goose, he was timid and didn't dare to fight back. Uncle Jin Kui subdued the goose and encouraged me not to be afraid of it, so that I realized a truth: "Although it looks down on us, we are really better than it!" The story is strong, and it is an article with vivid language, childlike interest and certain philosophy. Especially when describing the part where "I" was chased by a goose, the author vividly showed the goose's arrogance and audacity, as well as "I"' s flustered and hurriedly fleeing to the readers through the detailed description of the characters' language, movements and demeanor, and through the vivid description of the goose's movements. Finally, with the help of Uncle Jin Kui's words, tell us that if we look at things around us, we will get different results from different angles.

in teaching this class, I first start with the unit theme, introduce the "angle topic", and lead to new lessons and blackboard writing topics. This may have two advantages. First, it will narrow the distance between teachers and students, eliminate the gap between teachers and students, and help students integrate into the classroom. The second is to introduce new lessons easily, so that students can initially establish a sense of "angle" and pave the way for the later teaching.

Then, starting with the author's brief introduction, the childlike features of children's literature works are introduced. On the one hand, students have some understanding of the author's life creation, on the other hand, they have successfully entered the study of the text.

From the perspective of "childlike interest", let students find out the paragraphs that they think are most childlike, learn the fourth paragraph and the fifth to eleventh paragraphs, deeply understand bullying and fear of geese, practice reading repeatedly, read out the indifference when bullying cows and the embarrassment when being bullied by geese, and strengthen the training of students' reading ability.

Then, the first paragraph of the text is derived from bullying cows and fearing geese: "People say that cows are afraid of people because they see people with their eyes, and geese are afraid of people because they see people with their eyes, and they think people are smaller than geese." Learning in this way may make it easy for students to have a clear understanding of the structure of this article.

The next step is to guide students to learn the last few natural paragraphs, focusing on Jin Kuishu's words, and learn how the author from Jin Kuishu's words changed from bullying cows and being afraid of geese at first to not bullying cows and being afraid of geese later, so that students can realize the same thing and how to have different results from different angles.

Finally, it is expanded from this truth to tell students a story: an old lady, her son dyed cloth and her daughter sold umbrellas. When it was sunny, she was careful for her daughter, and when it rained, she was sad all day, making her sick. Later, after listening to a philosopher's words, her mood suddenly brightened and she recovered. Then from this story, lead to the poems from the relevant angles that students learned in the past, lead to the reality of students' lives, put forward hope for students, and end this lesson.

The introduction of this course is relatively smooth, and the context of classroom teaching is relatively clear, but there are at least the following shortcomings:

First, there is not enough language training for students.

Second, there is no use of courseware for teaching, which makes the classroom less angry and affects the teaching effect.

Third, the allocation of teaching time is not reasonable. In the past, too much time was used in teaching the deceitful paragraphs, and courseware was not used, which led to the lack of time later. Uncle Jin Kuishu's words were not thoroughly analyzed, and the expansion part was not taught before.

Through this competition, I also deeply realized that:

1. Thinking and studying textbooks from multiple angles is a necessary process for preparing lessons. A text, just like the text "Cow and Goose". We can think from different angles, choose different starting points, organize teaching through different methods, and of course, the results are different. However, what is the best angle for students' psychological characteristics requires us to constantly study, explore, argue and reflect, so as to reach a * * * understanding.

2. Network, the platform of modern information technology, has become an indispensable part of modern education. It can cross the limitations of space and time, and bring people with the same goal together, with learning, research, mutual evaluation, mutual promotion and progress. On such a platform, people become simpler, comments become more sincere, research is closer to reality, and the results are more obvious. Reflections on the teaching of Cow and Goose, the first volume of the fourth grade, 4

With the attitude of appreciation, discussion and learning, Bao Daishi finished reading the relatively complete and in-place teaching design of Cow and Goose, and also "walked through" the text with them again. They presented a wonderful classroom record with bright spots. I also have a lot of feelings, and make some comments:

First, the context is clear and the training is moderate

From the design of the whole two class hours, teachers grasp the important and difficult points of the text, study and analyze the learning situation, prepare the text and prepare students, preset and generate many dialogue topics worthy of further study, and make the whole teaching process clear and rigorous, such as several links in the first class: "Reading the text for the first time." Clear the way of writing, walk into the text, get a preliminary understanding, etc., while in the second class, "go deep into the text, study and understand", "summarize and sublimate, extend after class", etc., and then combine the double-base training of Chinese word training, reading training and generalization ability training in each link to create the most natural, real and realistic learning state, which is what every teacher tries to follow.

second, grasp the key points and show the highlights

The highlight of Chinese teaching should be reading aloud first. We also believe that Chinese should have its unique sweet taste, which is hidden in every word and wonderful paragraph in the center of every article. This can't be preached, but can only be refined, chewed, tasted literally and tasted behind the words, just as Goethe said: read with two eyes, read literally with one eye, and look behind the words with one eye. This text not only contains truth, but also is full of childlike interest. Only by grasping the word training point, the teacher with a small treasure belt will grasp "Let's walk into the author's memory again and feel that experience." Please have a quick look at the 5-11 paragraph. How many pictures do you see? " To sort out this paragraph, and guide students to grasp the key words to realize that "I" is afraid of geese and dare not resist at all, to realize the arrogance and overbearing appearance of geese, to realize the courage of Uncle Jin Kui when driving geese, and then to explore the changes and explore the reasons for the changes. Communication after self-reading, discussion after reading together, re-reading and re-understanding, and various training forms believe that the revelation of truth will come naturally.

Third, combine reading and writing, and pay attention to expansion.

In the teaching practice, we are more and more aware of the importance of "self-seeking", and classroom writing is the most basic and important way. Baodai real primary school teachers not only provide students with such opportunities for practice, but also give students the autonomy to choose topics freely. No matter what you say to the cow, to the goose, to "me" or to people around you, I believe that students will have feelings, and such feelings are the most real and precious.

Similarly, I also want to discuss and discuss with Baodai Shixiao's teacher.