Reflections on Chinese Teaching of "Four Suns"

As a people’s teacher who has just joined the post, we need to grow rapidly in classroom teaching. With the help of teaching reflection, we can quickly improve our teaching ability. So how should we write teaching reflection appropriately? The following are the reflections on Chinese teaching of "Four Suns" that I have compiled for you (8 general articles). They are for reference only. Let's take a look. "Four Suns" Chinese Teaching Reflection 1

In the text "Four Suns", the author relies on his rich imagination and unique creativity to draw four suns of different colors and give them to " "Summer, Autumn, Winter, Spring" expresses the author's hope that all four seasons of the year will be beautiful, and expresses the author's kind heart and beautiful wishes. The text makes people feel very friendly when reading it. During class, I asked a question: "Imagine how hot it is in summer. How do you feel?" I confirmed it in time based on the children's answers. The students rushed to express their feelings. The children also came up with clever ways to make the sun less hot. At this time, I showed the green sun picture in the book to let the students experience the coolness that the green sun brings to people. Through this contrast between hot and cold, the students' love for the green sun is increased, and then they can express their feelings by reading aloud.

Because there are four suns in the text, and each sun has its own paragraph. Therefore, when I teach, I let students choose their favorite sun and read this paragraph better. Which sun do students like to read and talk about? There are many shortcomings in this class. In terms of teaching new words, I first teach Pinyin literacy, then go to Pinyin literacy and word formation. The new characters are all concentrated, and students are memorizing meaninglessly mechanically for the purpose of memorizing the glyphs. There is no penetration of word meaning or word meaning. There are relatively few student interaction sessions.

There is no emphasis on students’ comprehension and reading training. Children in lower grades do not know many new words, so they are not very good at reading and understanding texts. This requires the guidance of teachers and more reading and practice by children. Let students perceive, experience and think while reading. But I didn’t focus on students’ reading. "Four Suns" Chinese Teaching Reflection Chapter 2

1. Create situations and overall perception

The famous special teacher Yu Yi once said: "The first blow of the lesson must be on the students. "Indeed, a good beginning is half the success of the class." Therefore, as soon as this class started, I first cleverly used the four illustrations in the text to create a scene to awaken the students' life experience. As soon as the students saw these four pictures, they immediately raised their hands and asked: "What is the sun we usually see?" "Red, why did the little artist paint it in different colors?" "Yes, go and find the answer in the text!" The students immediately read the text with interest. This is the first time I have guided the students. Read the text and ask them to find relevant words and phrases from the text to verify their guesses. The purpose is to let students touch and feel the language. Then, let students find beautiful words from the text to praise the four seasons, guide students to have close contact with the text for the second time, and accumulate a certain vocabulary from it, so that in subsequent studies, students often have "cool summer" in their mouths ", "Warm winter", "Sweet autumn", "Colorful spring"... It can be seen that this accumulation has been implemented. Then, ask each student to practice reading the full text by themselves. When reading aloud, they can choose a natural paragraph they like and practice more. While practicing, they can think about how to express their love. This is the third time for students to have close contact with the text. . Finally, use the method of group discussion for reading and communication, and let each student read the natural passage that he likes in the group. Other students in the group should listen carefully. After listening, talk about how this student reads. This item The main purpose of the training is to improve students' interest in reading aloud, so that students can learn to listen and cultivate a sense of cooperation. I remember Mr. Zhang Tianruo said that the first thing in reading teaching is reading, the second thing is reading, and the third thing is still reading. At the beginning of this class, I designed different requirements, different levels, and various forms of reading, focusing on reading and reading instead of teaching, so that students can perceive, experience, and think while reading, develop their sense of language, and at the same time improve their thinking and thinking. The emotional aspect is influenced by subtle influences. Creating such a good classroom start can deeply attract students' attention at the beginning of class, ignite the spark of students' desire for knowledge, and enable them to be emotionally full enough to actively accept new knowledge.

2. Create an open learning environment and stimulate creative potential

Only with openness can there be vitality, and only with openness can there be a classroom full of vitality. The Chinese language classroom should not be a closed system, because students, as living individuals, have their own thinking, their own knowledge base, and their own life accumulation. The interaction between teachers and students and students in the classroom will make classroom teaching rich. diversity, multilateralism and complexity. For example, when teaching "Colorful Sun", students are asked to talk about "In spring, the sun is colorful. Wherever it shines, what color changes." Some said: "In spring, the sun is colorful. It shines When I reach the willow tree, the willow branches turn green." Some said: "In spring, the sun is colorful, and it shines on the peach trees, and the peach blossoms turn red." Some said, "In spring, the sun is colorful, and it shines on the rapeseed. On the flowers, the rapeseed flowers turned yellow. "Some said: "In spring, the sun is colorful, and it shines on the sea, making the water bluer." This design allows students to return to the world of life from the book world, allowing them to be free. Flying in the vast world of creation, showing off your elegance. When students realize the "colors of spring", the courseware demonstrates the picture of "spring scenery" and encourages students to use the four-character phrases they have learned to describe the scenery of spring. In the process, students can realize that spring is a colorful season and realize To the beauty imagined by the little painter. In this way, there is not only a connection between old and new knowledge, but also a sublimation of reimagined imagination.

3. Put students’ development first and let students become the masters of the classroom.

Looking at the teaching of this course, I mainly base my design on the basic point of putting students’ development first. , try to let students do, think, ask and speak on their own, let students take action in the classroom, "practice brings true knowledge" and "come up with more wisdom", and strive to cultivate students' intuitive thinking and group cooperation spirit, Do not deny students easily, let students truly become the masters of the classroom, so that students can not only be books, not just teachers, but can observe with their own eyes, imagine with their own minds, express with their own language, and become a unique student. self. I think that as long as teachers can respect students, respect their needs, and build teaching that is based on value guidance and independent construction, we have reason to believe that students trained by such teaching will be more confident, optimistic, dare to imagine, and dare to innovate. Aren’t they exactly the talents that the future society needs? "Four Suns" Chinese Teaching Reflection Part 3

"Four Suns" is the 18th lesson in the second volume of the first-grade Chinese experimental textbook published by the People's Education Press. In the article, the author relies on his rich imagination and unique creativity to draw four suns of different colors for "summer, autumn, winter, and spring" respectively, showing the author's hope that the four seasons of the year will always be beautiful. A kind heart and good wishes are comfortable everywhere. The text is beautifully written, the language is lively and interesting, and the structure of each natural paragraph is similar. It makes people feel friendly and comfortable to read, catchy and suitable for memorization.

First-grade students are very familiar with the characteristics of the sun and the four seasons of the year, and have rich life experience in the connection between the sun and the four seasons. Therefore, multimedia courseware is used to create scenarios to awaken their life experience, and then when reading It is very easy to understand this article, so I have grasped the following teaching links during teaching:

1. Focus on key words to determine teaching based on learning.

I grasped the four key words of "cool, sweet, warm, and colorful" to let students relate to the actual feelings of life, such as how you feel when walking on the street in summer, and those sweet fruits you have eaten, Play a sound of howling cold wind and ask students to talk about what they seem to see and feel. Through named reading, reading by train, primary school teacher reading, etc., we guide students to read these four words accurately and read out their feelings, thereby promoting students to read aloud in the text, etc., so that students can read in a pleasant atmosphere and in a beautiful situation. I picked the "golden fallen leaves", smelled the "sweetness of the fruits", and experienced the joy and joy of the "golden sun".

2. Situational performance to cultivate abilities.

The Chinese curriculum standards propose that while developing language, thinking skills should be developed and imagination and creative potential should be stimulated. The most important thing in classroom teaching is to cultivate students' independent learning ability and innovative qualities, which are the fundamental potential for students' development. In view of the strong desire of students in my class to express themselves and the needs of the content of this lesson, I designed the performance link. When teaching "Golden Sun", I asked students who liked this text to finish reading it.

By asking students to think about which fruits are ripe in autumn, what do you most want to do when your favorite fruit is ripe? Based on the students’ answers, let the students guess that the fallen leaves will invite their friends to taste the sweetness of the fruit, which will pave the way for the subsequent interactive performance. Then I invited the students to come on stage and perform with me "Falling Leaves Inviting Friends to Grow Fruit." This teacher-student interactive performance not only served as a demonstration and guidance, but also stimulated students' interest. Seeing that the students' performance emotions were suddenly aroused, I immediately asked the students to invite their good friends to "taste the sweetness of the fruit". Whether it was a teacher-student interactive performance or a student-student interactive performance, the students were in a pleasant atmosphere. In the beautiful situation, I experienced the joy that the "golden sun" brings to people. I feel that this performance not only exercises students' oral communication skills, but also fully develops students' individual thinking and creative thinking abilities.

3. Connect with the text and expand your imagination.

Einstein once said: "Imagination is more important than knowledge." "Chinese Curriculum Standards" also pointed out: "While developing language ability, develop thinking ability, stimulate imagination and creative potential." This class Students have good pre-school education and are quick-thinking in class. Lively, bold and strange imagination. I have strong learning ability in understanding and self-reading, and some students like to read extracurricular books. They often combine their extracurricular knowledge in class to understand the text content and talk about their own understanding. Therefore, after learning the text content, I Ask students to talk about the sun they want to draw. After the language comprehension and reading training in this lesson, the students' imagination has undoubtedly gained wings, their eyesight has brightened, and their language has also shone. Some said they wanted to draw a red sun and give it to their mother so that her hands would not be cracked by the cold in the winter; some said they wanted to draw a black sun and give it to their gray-haired grandma so that she would always be young and healthy; Draw a sun with wings and give it to the children, so that they can fly freely in the sky like birds... The students spoke freely, and their words full of childlike interest and love added a lot of vitality and color to the classroom.

4. Read aloud and gain insights, focusing on accumulation.

In the process of content learning, I design different requirements, different levels, and various forms of reading, focusing on reading and reading instead of teaching, so that students can perceive, experience, and learn while reading. think. For example: When teaching "The Golden Sun", I first ask students who like this text to read this paragraph, and then ask the students to talk about "In autumn, why did the little painter paint the sun golden?" Then use the courseware to demonstrate The scene of "autumn orchards full of fruits and falling leaves" is used to guide reading in an invitation-to-talk situation, so that students can better appreciate the joy and joy of the "golden sun". Another example is teaching "red" in winter. "Red Sun", after I fully let the students experience the scene of ice, snow and biting wind in winter, I used the demonstration of the courseware to guide the students in reading aloud.

I also pay attention to the students' reading in many links. Accumulation. For example: When teaching about the heat of summer, I asked students to talk about what words can be used to describe the hot sun. The students said words such as "scorching sun", "scorching sun", and "scorching hot". When the sun shines in spring, students are encouraged to connect with old knowledge, such as reciting "Literacy 1" in the first unit and the poems, articles, words and sentences about spring that are recited daily. In the process, students can realize that spring is a colorful season. I realized the beauty of the author's imagination, and at the same time further consolidated my old knowledge and accumulated vocabulary.

Of course, there are still many regrets in the class: when creating situations to talk about the heat of summer, the students' ideas are relatively narrow. It was just that I was very thirsty and hot. At that time, I did not guide the students well and open up their minds. In addition, when Luoye invited the children to taste the fruits, the number of participants was too small. We should invite more students to speak more differently. The statement may be more effective. "Four Suns" Chinese Teaching Reflection 4

At the beginning of this class, I used pictures to elicit the topic and use the pictures to stimulate students' curiosity. What is the text? The "Curriculum Standards" emphasize that the teaching reform of Chinese subjects should focus on the integration of literacy with other subjects. "" game consolidates students' word recognition. Based on the formation rules of Chinese characters, students are allowed to find rules to memorize glyphs, master literacy methods, and develop literacy skills. The design team collaborates to learn and solve problems together.

Use the "Word Tree" to create teaching situations and mobilize students' enthusiasm for learning. Take out five words that are difficult to remember and design animations to allow students to obtain information through their own hands-on operations and find methods and rules, reflecting the integration of Chinese language and information technology. "Four Suns" Chinese Teaching Reflection Part 5

1. Since the structure of these four paragraphs in the whole text is basically the same, I designed to guide students to learn the first natural paragraph. Then let the students work in groups to self-study the second and third natural passages, and check the effect of self-study by checking the reading aloud. Give students the opportunity to study independently, so that students can operate the courseware and appreciate the four seasons pictures by themselves during the self-study process. The last paragraph allows students to fully use their imagination to draw the sun in spring, allowing students to experience the nature of spring immersively.

2. Read to speak, think deeply and be empathetic

The language of first-grade students is still in the development stage, and they do not have many language materials, so it is difficult for them to express their meaning completely. It is more difficult to answer the questions asked by the teacher. I first guide students to read out the sentences in the text. After repeated reading, I teach them to use the sentences in the text to guide their answers in the form of questions. In this way, students can answer questions accurately and speak fluently, helping students understand the content of the text on the basis of fluent reading, and also practice speaking based on understanding the content of the text, so that reading and thinking can be organically combined, and reading and speaking complement each other. I asked the students: "Do you have any questions to ask the little brother?" Let the students read the text first, and then let the students think about it before answering:

1. Why did the little brother draw a green sun to send? To Xia Tian?

2. Why did the little brother draw a red sun for winter?

3. Why did the little brother draw a golden sun for autumn?

4. Why did the little brother draw a colorful sun for spring?

Asking questions to promote reading, combining asking and reading, thinking while reading, allowing students to read and think with questions, read and then answer. The questions designed in teaching are conducive to students' reading and speaking training, and reading leads to speaking. . Reflections on Chinese Teaching of "Four Suns" Chapter 6

"Four Suns" is a text in the fifth unit of the second volume of primary school Chinese published by the People's Education Press. The author expresses his beautiful and kind wishes with his rich imagination and creativity - he hopes that there will be four different suns in four different seasons, so that our world will be more beautiful and life will be better!

The learning process should be a process in which students actively participate and acquire in a happy mood. When studying this text, let students remember the glyphs and understand the meaning of the words through familiar street signs, intuitive riddles, rhymes, movements, expressions, etc. Under the cheerful music and beautiful pictures, students can enter the context of the text. Artistic conception, comprehend the meaning of the text and accumulate language; encourage students to create boldly in an open state, create a teaching situation with language, color and sound, so that all students can effectively participate in the whole teaching process.

The following is a summary of the six teaching links of this lesson:

(1) Appreciating music, cultivating emotions and guiding learning

Play "Planting the Sun" "The video creates a situation and introduces the "sun", a familiar thing to children, through the song, which can not only stimulate students' interest in learning this lesson, but also attract students' attention and increase students' excitement. After showing the topic, guide students to read in a questioning tone, there is obviously only one sun in the sky, why are there four suns here? This question is like a magnet, attracting students' curiosity and thirst for knowledge, prompting them to read the text for the first time with a positive attitude.

(2) First reading of the text and independent literacy

In the feedback of new word learning, various forms of reading new words are mainly used, such as reading with pinyin, reading without pinyin, and students acting as primary school teachers Reading, reading with word cards, reading loudly and quietly while driving a train, etc., allow students to experience the joy of reading; when students share their literacy methods, teachers guide students to classify which words can be memorized using the same method. There are many ways to learn words, including "add one plus", "subtract one minus", "change one change", "decomposition method", "movement demonstration method", "anagram method" and "song method" and so on.

Encourage students to carefully discover the characteristics of literacy methods, pronunciation and glyphs, and radical structure. As long as students can discover it, teachers will look at it with the eyes of an appreciator, praise it with a tone of joy, and truly let students experience it. It is such a proud thing to realize that "you can discover and discover by yourself"; in the consolidation of new words, games are mainly used - the little sun rises, reading in different contexts and other methods, so that students feel that literacy is full of fun all the time.

(3) It is fun to read and understand the text.

When checking the students' reading of the text, four students read it in sections, and other students acted as small judges to evaluate the reading. Through guidance on reading long sentences, the reading of the second natural paragraph of the text is introduced, and then the preliminary understanding of the text is entered. Let students choose the sun they are most interested in to practice reading. When demonstrating their reading skills, the teacher posted four pictures on the camera: "red sun, green sun, golden sun, colorful sun" and wrote on the blackboard behind the corresponding pictures. In spring, summer, autumn and winter, let children understand the main lines and general outlines of the text, gain an overall impression, and enjoy visual beauty.

(4) It is also fun to guide writing

In this class, we will guide you to write the three words "garden, cause, and face". Before writing, the teacher first praised the students: "Students, you read so well! It seems that you really like these four suns. There are four seasons in a year. The suns drawn by the children in the text are so creative! Read beautifully After passing the text, now we also need to write beautiful and beautiful words." This will combine writing with the image of the text, so that students can feel that reading is a kind of happiness, and writing will bring another kind of happiness. When instructing writing, teachers can give full play to students' autonomy and allow students to observe the structure of new characters and the positions of strokes in the grid, and then write in red. When students write, pay attention to their writing posture.

(5) Consolidate literacy and change context

After learning to write, change context again to consolidate literacy: in autumn, the fruits are ripe. The friends came to the orchard with sweet smiles on their faces because they tasted the sweet fruits. How great it would be if I could come here every day! "A word cannot be separated from a word, and a word cannot be separated from a sentence." Combining literacy teaching with reading practice is a good way to consolidate literacy. Recreate the learned characters into words, form sentences, and connect them into paragraphs, so that the new characters can be reproduced in different language environments, consolidating and deepening students' impressions of them, thereby improving the efficiency of literacy.

(6) Use pens to express wishes

The teacher guides the students to read the summary of the text on the blackboard: classmates, send a green sun to summer, send a red sun to winter, Send a golden sun to autumn and a colorful sun to spring. How beautiful the world will become! I also send you a happy sun, wishing you happiness every day. I think you must also have many wishes. What kind of sun do you want to draw for whom? Go home and draw it with colored pens. We will discuss it in the next Chinese class.

Although get out of class is over, the teacher does not interrupt the children's imagination space, but continues to expand it after class, allowing the children's childlike innocence to fly to the world outside the window with their imagination, using colored pens to depict , express your good wishes. Although the teaching effect of this class is good, there are still some deficiencies in the handling of details:

1. Although there are many ways and methods used in the literacy process, most of them appear in the form of words, which is difficult for students. It is not too difficult. After exchanging literacy methods, the difficulty should be increased and presented in the form of word games to reflect the learning process from easy to difficult, step by step. It can be designed in this way. The game link of the little sun rising can first appear in the form of words, and then let the little sun set in the form of single words. This is not only interesting but also checks the students' memorization and consolidation of single words.

2. The writing process adopts the four steps of reading and observing posts - teacher's model writing - drawing red and copying posts - communicating and commenting. When communicating and commenting on students' handwriting, if the teacher can use a red pen to correct it immediately, let other students see that the word should be written this way to be more beautiful. Although I only corrected one child's handwriting, I was able to guide the entire class. This method is both simple and very effective.

3. The teacher’s evaluation language is motivating and can stimulate children’s enthusiasm for learning to a greater extent.

Overall, my comments are quite accurate. Every gesture, every move, every look, and every smile is so kind, natural, and inspiring. However, it is not always appropriate and harmonious. It needs further consideration, research, and practice. . When students' enthusiasm for learning reaches an all-time high and teachers need to adjust and stabilize it to ensure the orderliness of the classroom, teachers should praise students who perform well and use their role models to make other students realize what they should do, so that The whole class sat upright.

We say that details determine success or failure. Today I not only took a class, but through this class, I exercised myself and improved myself, which laid the foundation for my future teaching path. Base. In the future, I will pay more attention to details, pay attention to details, and handle detailed issues more carefully and skillfully, so as to keep teaching excellence. "Four Suns" Chinese Teaching Reflection Part 7

The Chinese curriculum standards propose that while developing language, developing thinking ability, stimulating imagination and creative potential. When teaching about the golden sun, I first asked the students who liked this text to read it, and then asked the students to talk about why the little painter painted the sun golden in autumn. Some said: The leaves are yellow. Some said: The pears are ripe and turning yellow. Others said: The rice in the fields has turned yellow. This question is like a stone that stirs up thousands of waves and activates the students' potential imagination. Then the guide read aloud In the orchard, the fruit is ripe. Name students to read. For students who read well, I randomly make such reading evaluations to stimulate students' interest in reading aloud through evaluation words and pave the way for subsequent interactive performances. Then I used the courseware to demonstrate the scene of an autumn orchard with abundant fruits and falling leaves. I asked students to come on stage and improvise with the teacher to imagine and perform the scene of Luo Ye inviting his friends to taste the fruits. When I said: Hello, Luo Ye sister! I am Sister Xiaoyu. I heard that there are many fruits that are ripe in the orchard. Can you introduce them to me?

The students immediately understood the treasures: there were red apples, yellow pears, and bunches of purple grapes. From the students' answers, I felt that the teacher's evaluation words in the classroom were used appropriately and had the effect of killing two birds with one stone. At the same time, I felt that this teacher-student interactive performance not only served as a demonstration and guidance, but also aroused students' interest in performance, allowing students to experience the joy and joy of the golden sun in a pleasant atmosphere and a beautiful situation. "Four Suns" Chinese Teaching Reflection Chapter 8

The text "Four Suns" is a rich and interesting text in the second unit of the second volume of the first grade. It tells the story of a child who drew a The story of four different suns bringing joy to people shows the childish love of children. For students in lower grades, this text can greatly broaden their thinking and enhance children's imagination. I will reflect on this lesson from the following aspects.

(1) Use pictures and music to enrich teaching content and arouse students' interest in learning.

At the beginning of the explanation of the text, the song "Planting the Sun", which is familiar to children, is used to attract students' attention. At the beginning of the explanation of the text, a video sample reading method is used to calibrate the pronunciation of the characters. When explaining the text, four Pictures of suns in different colors to enliven the classroom atmosphere. The reason for adopting this method is that first-grade students are more likely to accept intuitive and visual things, and using pictures and music can effectively help students enrich their knowledge and understand the text content.

(2) Create an environment, recreate imagination, and exercise the ability to think divergently.

The Chinese Curriculum Standards propose that while developing language, students should develop their thinking abilities and stimulate their imagination and inventive potential. Therefore, when designing the teaching of this course, I tried to allow students to learn the teaching materials in an active teaching time and space, without being limited to the teaching materials, integrating the teaching materials, and transcending the teaching materials, creating an open classroom environment for teachers and students, providing stimulating imagination, improvisation The space of creation allows students to run in their own imagination kingdom. For example, in the section about teaching about the golden sun, students are asked to imagine, "These ripe fruits are used by golden fallen leaves to entertain friends. Please ask the students who will be the little fallen leaves to invite friends. What will you invite?" "Friends come and eat these fruits together." Students can give wings to their imagination and "open their brains" at will. When students name various friends, the concept of "friendliness and hospitality" is subtly instilled into the students. .

(3) Create situations to guide students to experience the text content from life

In the teaching of this class, I focused on starting from the reality of life and awakening students’ experience of the seasons. and focus on current life, allowing students to start from their existing life experiences, recall fragments of life, and create situations that students can experience. For example, when teaching "The Red Sun in Winter", I focused on letting students experience the meaning of the word "frozen" and asked students to demonstrate a freezing action in front of them to make them understand. meaning of the word and being able to recall the word in life. For another example, this period of learning also involves a process of experiencing warmth. Students are asked to close their eyes. The teacher uses a paragraph of language to describe the warmth of the weather. The children recall the experience of the warmth of the sun shining on their bodies, and thus fall in love with the red color written by the author. sun.

Dissatisfaction:

1. Too much emphasis on "teacher's teaching" and no outstanding reflection on "students' active learning". This class is still too lacking in the reflection of students' independent learning. There is no process of group discussion, research, reporting and speech. Mainly because I still lack a grasp of the learning characteristics of lower-grade students. I one-sidedly believe that first-grade students have limited ability to learn independently, and I dare not let them read freely. In fact, students' imagination ability is very rich, and their vocabulary mastery can also reach a certain level.

2. The design of teaching links is not compact enough, and sometimes it is difficult to grab students' attention. This aspect is mainly due to the lack of thorough grasp of the teaching materials.

3. There is a lack of training in students’ speaking ability, that is, consciously and unconsciously training students to speak a complete sentence. There should be some exercises in the text to complete the sentences, or to practice speaking with the same sentence structure. This is also a foreshadowing training for lower grade children in writing.