Reflections on the Excellent Teaching of Thunderstorm in China

As a new teacher, teaching is one of our tasks. We can record the new teaching methods we have learned in teaching reflection, so how should we write teaching reflection? The following are my serious thoughts on the excellent teaching of Chinese Thunderstorm (8 general remarks), welcome to share.

The excellent teaching of Chinese Thunderstorm reflects on the new round of basic education reform of 1, emphasizing that students are the masters of learning, Chinese learning is a personalized behavior, and individual differences and personalized learning methods of students should be respected. When I was teaching Thunderstorm, I changed the traditional receptive learning method and encouraged students to choose their own learning methods and strategies, and achieved good results.

After the training in this class, I feel that I have made great progress. In order to teach this course well, I have fully trained the students. In the process of cultivating students, they not only mastered certain literacy methods, but also possessed literacy ability, and their feedback also promoted my teaching methods to some extent. What students like is what we want to teach. Through this lesson, I have several feelings, and then I will talk about these aspects:

On the one hand, I think students can come to the front to focus on new words themselves, but some students' expressive ability needs to be trained later. Some students have good ideas, but they can't express clearly when they get to the front. I think they can be encouraged to read their favorite extracurricular books in the future, and the best way to read is to read aloud. Through this kind of training, they not only stimulate students' interest in learning, but also exercise students' ability to choose words and sentences, language expression and logical thinking, so that students can master what they have learned flexibly and skillfully, which can be described as killing two birds with one stone.

On the other hand, I see that my basic skills still need to be practiced. As President Li said, in order to have a successful literacy class, the teacher must first write beautifully. In view of this situation, I want to spend half an hour practicing chalk and pen writing every day, and encourage students to spend half an hour practicing pencil and chalk writing every day. And every day, whether writing on the blackboard in class or writing small things at ordinary times, I must first write neatly and carefully, so that students can understand how to write words and how to write well. I feel that after long-term training, both students and my calligraphy will be improved to some extent.

Besides, I think students have made great progress in group cooperation. I think their listening ability is stronger than before and they are getting better and better in group cooperation. Because they feel the pleasure of cooperation in group cooperation, they are willing to study in this form and have received good learning results.

"Chinese Curriculum Standard" points out: Chinese curriculum must pay attention to students' personality differences and different learning needs according to the characteristics of students' physical and mental development and Chinese learning, cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and learning methods. No matter in every class in the future, our teachers should fully respect students' choices and meet different learning needs. In this way, students can truly feel that they are the masters of learning and actively participate in the teaching process; At the same time, communication from different angles can not only make students realize the diversity of learning methods, but also make students pay attention to the optimization of learning methods, and also make teachers get inspiration and improvement from students' multi-angle thinking, so that the teaching process becomes a process of active interaction between teachers and students.

Thoughts on the Excellent Teaching of Thunderstorm 2 in China. Fortunately, I participated in the distance education resource teaching competition held by He Qian Central Primary School. I chose "Thunderstorm" as the theme of the competition, in order to describe the natural scene before, during and after the thunderstorm for us with refined words. I strive to create a relaxed and harmonious classroom atmosphere for students in class, which fully embodies the concept of "taking students as the main body and teachers as the leading factor". In class, students are active in thinking and teachers and students cooperate tacitly. I am satisfied with several teaching links.

Feel the changes before the thunderstorm first. In the design of this link, the characteristics of junior high school students' thinking in images are combined. First, I will take my classmates for an outing with a map of sunny days. Then when resting on the grass, the weather suddenly changed, and lightning and thunder made the students feel the obvious change of the weather before the thunderstorm.

Secondly, in guiding reading. In this part before the thunderstorm, I use the teacher to read aloud, and the students will be the small judges, so that the students can evaluate the teacher's reading aloud. Students know how to evaluate the teacher's reading, and lay the foundation for the later reading teaching. When guiding this part, I let the students feel the animation and do the action of "pressing" to guide, and the students are interested. When guiding the thunderstorm part, I caught the key sentence: "Whoa, whoa, it's raining." In this session, I advocate students' personalized reading, and students can experience the heavy rain through different voices.

In this class, I pay attention to students' language training. Say a word with "more and more" and "gradually". These two sentence patterns are what students have learned before. This is not only the students' review and consolidation of knowledge points, but also the best opportunity to enhance students' self-confidence. After experiencing the scene after the rain, let the students talk about what you would say if you were a cicada, a spider sitting on the Internet or a happy frog. Through watching animation and other activities, students have a profound experience and will not look pale when talking about sentences.

Some people say that the classroom is an art of regret. After this class, I always feel that there are many unsatisfactory places. For example, guide students to say that when it is raining heavily, what else can't be seen clearly? The scope of students' words is relatively narrow, and I didn't guide them in time, which led to a bit of disconnection in this link. When students and teachers are asked to read the blackboard and repeat the text, the language is not refined enough and arbitrary, which leads to the failure of this link to achieve my preset effect. This is mainly due to the lack of teachers' own random education ability.

Reflections on the Excellent Teaching of Chinese Thunderstorm 3 Thunderstorm describes the natural scene before, during and after the thunderstorm with concise words. In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air and enjoying the beautiful rainbow, frogs croak in their ears, and naughty children play barefoot on the rain-filled road. This is what happens after a thunderstorm in summer. Thunderstorms add a lot of fun to our lives. I ask students to read the text silently, imagine while reading, read the text with emotion and show different scenes before and after the thunderstorm. According to the characteristics of junior students, I designed a teaching method suitable for my class, skillfully used multimedia combined with classroom teaching environment to create vivid, vivid and infectious text situations, guided students to read aloud repeatedly, and realized the vividness and vividness of the words used by the author when describing the scenery. I pay attention to the implementation of the following teaching strategies in teaching:

First, create a situation to stimulate interest.

Thunderstorm is a common natural phenomenon in summer. In order to make students feel the thunderstorm scene more truly, I designed the following situational teaching link: After students read the text, I will let them say that you have read a certain sentence first, and use the sentence "I read it as if I had seen (listened to)". Then I will enjoy the multimedia courseware, showing vivid pictures of the text situation and the changes of natural scenes before, during and after the thunderstorm. When I was studying Thunderstorm, I used multimedia, sound and atmosphere to make children feel happy and improve their reading ability. The rumble of thunder, the sound of rain and lightning make students feel the changes of natural scenery before and during the thunderstorm. It mobilizes students' visual and auditory organs, and also promotes the development of thinking in images, thus stimulating students' strong interest in learning texts.

Second, train language and guide reading aloud.

Reading the text with emotion and expressing the feeling of appreciating the beautiful scenery before, during and after the rain is one of the teaching objectives of Chinese training. Therefore, in this text, I instruct students to read their feelings from the aspects of tone, expression and action. In this part before the thunderstorm, I use the teacher to demonstrate reading first, and the students are small judges, so that students can evaluate the teacher's reading. Students know how to evaluate the teacher's reading aloud and lay the foundation for the later reading teaching. When instructed to read the sound of "wow, wow, wow", in order to prove that it is raining hard and hard, I read a little louder and pause a little shorter. "Gradually, gradually", the thunderstorm from big to small, from urgent to slow for a while, I learned a little slowly. So that students can feel the change after listening. In this article, the word "more" ... more ... "and" gradually "appears many times. I asked the students to say something with "more …" and "gradually …". These two sentence patterns are the knowledge that students have learned before, and they are the best time to review and consolidate students' knowledge points and enhance their self-confidence. At the same time, I grasp the key sentences and keywords in the text for students to read repeatedly, experience in reading and read again in understanding. For example, I asked why a spider hung down from the internet and used the word "escape" instead of walking. After reading the previous text, the students all know that heavy rain is coming, so they all know how to answer: if the spider doesn't "escape" quickly, it will be caught in the rain. In guiding reading aloud. I also help students understand and appreciate the vividness and vividness of the words and sentences used by the author when describing the scenery by comparing sentences.

For example:

1. The leaves on the tree don't move, and the cicada doesn't make any noise.

2. The leaves on the tree don't move, but the cicada doesn't bark.

Third, reading and writing should be combined to expand thinking.

In order to enable students to better compare the scenes before and after the thunderstorm, I chose the teaching method that teachers and students write the characteristics of natural scenery before the thunderstorm together, but after the thunderstorm, I sent out forms for students to fill in. After learning how to underline words and sentences before a thunderstorm, students can easily find out the characteristics of natural scenery after a thunderstorm.

I think the students have done a good job in reading this text. Being able to read the text with emotion and give full play to their imagination is a teaching goal of our class. But I spent too much time in the front part, which led to insufficient time to write instructions later. I'll explain it simply and directly. If the students are instructed to observe new words first, then the students can communicate the problems that should be paid attention to when writing, and finally the teacher can demonstrate writing so that the students can understand what should be paid attention to when writing.

Reflections on the Excellent Teaching of Chinese Thunderstorm 4 This article is an unexpected gain, and it is a new lesson produced by talking with students. The children don't have much energy in the afternoon class. Before class, I used "You have ... I have ..." to communicate with students and stimulate their interest.

A little girl sitting in the front row is called Huang Ling. She wears glasses. I took off my glasses and said, "I have glasses, too." The little girl pointed to her little glasses and said, "I have glasses, too." I smiled and said, "Haha … We all have glasses." This boring classroom has come to life, and everyone is vying to talk to me. I took the opportunity to turn on the loudspeaker, louder and more exciting for the children. What did I talk to the students in turn: hands, eyes, eyebrows, mouth, books, clothes and an invisible home. Finally, I changed the subject and said, "I want to read lesson 18." The children all said, "We have to read lesson 18." I said, "I understand why it rains. Dragonflies can't fly high."

This time, the children scrambled to raise their hands and talked a lot about the weather changes before the thunderstorm. For example, dogs stick out their long tongues, mosquitoes form a ball to block their eyes, and leaves don't move ... As I said, this phenomenon generally appears more in "spring". Now I criticize. A boy stood up and said, "What the teacher said is a bit wrong. It is the most before thunderstorms in summer. " I am very happy to write about thunderstorm on the blackboard.

The children are eager to read and can't help reading the text. I also took the opportunity to put forward some reading requirements on the blackboard. For example, draw new words with words and beautiful sentence paragraphs. The text describes the scenes before, during and after the thunderstorm in a beautiful style, outlines the relevant natural paragraphs, and sketches the text of the scene changes with pictures and texts. This paper organizes the materials in chronological order, and the language is concise and vivid. Describes the hot summer, the sun is like fire, and the thunderstorm brings coolness, which inspires children's thoughts and feelings of loving nature. In view of the characteristics of this class, the writing is beautiful. In my teaching thought, I mainly read silently, clarify the thinking of the article, and then imagine the beauty before, during and after the rain. Finally, on the basis of a clear writing style, express your love for the scenery in the form of reading aloud, put down your books and recall your teaching, and grasp the following aspects:

Make full use of living teaching materials. Let students walk into life in class, and visualize, feel and love life in detail by magnifying the details of life. Promote students to combine life with Chinese learning, and lead students to feel and accumulate language in Chinese comprehensive activities with interest in life in class. Comprehend the writing method in reading and make his exercises wonderful. Let the students clearly feel how to write a landscape article. For example, this lesson is based on different characteristics of three different times: before thunderstorm, during thunderstorm and after thunderstorm.

Combine pictures and texts to help students understand the text. Stimulate students' imagination through pictures and sounds, and show students' oral expression ability. For example, why do you write lightning first and then thunder? Why does it thunder?

Stimulate students' memories of their original life experiences. It's going to rain. What are the other small animals doing? This link not only trains students' language expression ability, but also expands a knowledge point. When reading the text silently, with the help of the language and characters in the text, students are guided to imagine the scenes before, during and after the rain described by the author, thus producing the effect of seeing the scenery and smelling the sound. (For example, before reading Rain, we can vividly imagine that the dark clouds are rolling all over the sky, the leaves are motionless, the cicada is quietly lying on the trunk, and suddenly a strong wind blows the branches around, a spider runs away in panic, and a lightning flashes in front of you. Therefore, I realized that a heavy rain was coming. For example, when reading the scene in the rain, we can use auditory imagination and visual imagination. For example, after watching Wow, Wow, Wow, we can imagine the sound of pouring rain in the sky according to our own auditory experience, so as to realize that it is raining heavily and urgently. ) Encourage students to observe and discover at ordinary times.

The concise blackboard writing shows the order of the author's writing and the scenes described. The scenes before and after the rain guide students to understand which scenes the author is writing, and the focus in the rain shows the changing process of the rain.

In a word, interest is the best teacher. Only when students want to read and are willing to read, will they regard Chinese as a kind of need and fun. In this way, reading Chinese is naturally not a pain. Only when students are willing can they accumulate consciously and gradually form their own Chinese learning style.

Reflection on the Excellent Teaching of Chinese Thunderstorm 5 is a lesson I taught in the departmental competition organized by the school. The text depicts the natural scene before, during and after the thunderstorm with beautiful and refined words. The three films have their own characteristics, detailed scenery, realism and fascinating. It has stimulated students' profound experience of nature and cultivated their enthusiasm for observing life and loving nature.

In class, I strive to create a simple and harmonious classroom atmosphere for students, which fully embodies the concept of "taking students as the main body and teachers as the leading factor". In class, students are active in thinking and teachers and students cooperate tacitly.

I think the teaching and reading of new words in this class is quite successful. Literacy is the focus of second grade teaching, with a large amount of literacy. When teaching new words, I not only let students read, but also let students learn methods. Every child is very active in communicating literacy methods and has his own unique methods. In fact, children can think of different ways for almost every new word, and even make up crossword puzzles or jingles according to the characteristics of each word. The children's whimsy surprised me. As long as you persist, over time, no matter how difficult it is to learn new words, children will try their best to remember them, so that the teaching of new words will no longer be a problem. When learning the writing method of "hanging", I first use multimedia courseware to make students remember the characteristics and position of each stroke of Tian Zi Gerry, and then write it on the blackboard. Therefore, students can better master this most difficult word.

The reading instruction of this class is also in place. I use multimedia courseware to reproduce the vivid picture of the text situation, fully mobilize the students' visual and auditory organs, promote the development of thinking in images, and stimulate students' strong interest in learning the text.

Grasp the key words to guide students to analyze sentences, and guide students to read the text emotionally by creating situations. After feeling the change of natural phenomena before the thunderstorm, the students asked: At this moment, dark clouds are pressing on you. How do you feel? Let the students read with this feeling, so they read with great interest. Guide the students to understand that "the spider hung down from the internet and ran away." The "hang" in this sentence is abstract and difficult to understand. I use multimedia to make action pictures of spiders hanging down, turning abstraction into intuition. Guide students to understand the sound of "wow, wow, wow" and prove that it is urgent and loud. Read aloud, the first "wow" is longer, and the last two pauses are shorter. "Gradually, gradually" proves that thunderstorm has a time from big to small, from urgent to slow, so read slowly. The language fragments describing the sunny natural scenery are beautiful. Let the students talk about what they want to draw, and then look at the pictures of Chu Qing after the rain carefully to stimulate students' aesthetic interest and emotional desire in reading the text.

The reading of each natural paragraph in this class has achieved the expected effect, and the children are very involved and read out the changes, which is what I am very satisfied with.

Some people say that the classroom is an art of regret. At the end of this class, I always feel that there are many unsatisfactory places. Because there is no trial lecture, the timing is not very good, and the literacy teaching in front is still a little loose, so the following links are a bit urgent. I originally arranged for three students to read the full text after learning the text. Because it was too late, I just made a simple summary. Su Shi's ancient poetry in the development department should also be read through, so that students can feel the thunderstorm again and appreciate the beauty of poetry.

Thoughts on the Excellent Teaching of Thunderstorm 6 in China. The new round of basic education reform emphasizes that students are the masters of learning, Chinese learning is a personalized behavior, and students' individual differences and personalized learning methods should be respected. When I was teaching Thunderstorm, I changed the traditional simple understanding learning style and encouraged students to choose their own learning methods and strategies, and achieved good results.

After this course, I feel that I have made great progress. In order to teach this course well, I have fully trained the students. In the process of cultivating students, they not only mastered the necessary literacy methods, but also their feedback played a necessary role in promoting my teaching methods. What students like is what we want to teach. After this lesson, I have several feelings, and then I will talk about these aspects:

On the one hand, I think students can come to the front to explain new words independently at present, but some students' expressive ability needs to be trained later. Some students have good ideas, but they can't express clearly when they get to the front. I think they can be encouraged to read their favorite extracurricular books in the future, and the best way to read is to read aloud. After such training, they not only stimulate students' interest in learning, but also exercise students' skills such as diction, language expression and logical thinking, so that students can master what they have learned flexibly and skillfully, killing two birds with one stone.

Reflections on the Excellent Teaching of Chinese Thunderstorm 7 This paper describes the natural scenes before, during and after the thunderstorm with concise words. In order not to be similar, I choose different teaching methods for each paragraph. Before Lei, I used the method of appreciating American literature. "Let the children talk about which scenery is well written and why?" In Thunderstorm, "What questions can you ask to test everyone?" After the thunderstorm, show your understanding of the text by drawing. What impressed me most was the second period of teaching. This kind of teaching has aroused students' interest to the maximum extent. Every student wants to ask difficult questions to beat his classmates. Judging from the feedback of the questions, the students really thought about it and asked the same questions as they thought when preparing lessons. Some good students put forward the problem of "word weight", such as: "Look out of the window" Why not write "Look out of the window" What's the difference? I think we should try this kind of teaching more often in the future.

After reading this text, I feel that students have the best grasp of this part of Thunderstorm. The words at the beginning and the end are very vivid, but because I am always worried that students can't speak well and express clearly, I will describe them in detail when guiding my experience, which will limit students' thinking and not give full play to their initiative.

Although I have noticed the cultivation of students' sense of language, the accumulation of good words and sentences has not been implemented. Besides, the information in this essay is not interesting enough for the second-year students. If we grasp the performance of small animals before and after the thunderstorm and insert anthropomorphic language and psychological description training, I think it may arouse children's interest and strengthen the image understanding of words and expressions.

Reflections on the Excellent Teaching of Thunderstorm I. Selection of Teaching Materials

It's the annual quality class competition for young teachers again. What text should I choose? Open the fourth volume of the Chinese book, and finally focus on Thunderstorm. In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air, enjoying the beautiful rainbow, frogs croaking in my ears, naughty children playing barefoot on the rain-filled road ... My mind is like a movie, showing pictures one by one. I read the text again and again, and then the words "cloudy", "windy", "lightning and thunder", "downpour" and "sunny after the rain" seemed to jump into the text. Oh, Thunderstorm, seemingly simple without flowery rhetoric, originally contains a lot of remarkable information! Then choose. That's right!

Second, the choice of teaching methods

Still reading, trying to make students read deeply, read pictures and feel. Guide students to master key words and understand the characteristics and changes before, during and after thunderstorms.

Third, satisfaction.

1. Accumulate words and make the classroom full of Chinese flavor. At the beginning of the class, let the students talk about the members of the "rain family", and then sum up: there are Mao Mao rain, Mao Mao rain, Mao Mao rain, breezy, continuous spring rain; There are downpours, downpours, heavy rains and violent storms. In class, after reading paragraph by paragraph, let the students sum up this picture with a four-word word, and naturally accumulate "dark clouds are gathering", "strong winds are blowing", "lightning and thunder", "downpour" and "clearing up after the rain".

2, reading words, vivid. There is a sentence in the article, "The sky is full of dark clouds, dark and heavy." I grabbed the word "pressure" and asked the students to do a "pressure" action first. Then I asked: at this moment, the dark clouds are slowly and slowly pressing on you, as if to press on our heads. When reading aloud, students naturally read out that kind of depression and sultry. Another example: "suddenly, a strong wind blew the branches in a mess." The spider hung down from the internet and ran away. " In order to let the students understand the accuracy of the author's words, I deliberately typed it wrong and typed "Suddenly a strong wind made the branches sway." The spider jumped off the net and ran away. "Let students find mistakes, and then let them learn how to swing small trees. Then interview "Little Tree": Why are you swinging? The student dialogue is also very good: "because the wind is too strong, I can't control my body." "The word" Hang "is demonstrated by animation, so that students can understand that it is a frightened little spider and run away in a hurry.

Fourth, confusion

1, the teaching of several new words

The teaching of new words is also the focus of primary Chinese teaching, but I often don't know how to teach it well: it is time-consuming and inefficient, and the method is relatively simple. Emphasize pronunciation, analyze fonts, and then group several words. How to grasp the characteristics of new words and choose effective methods so that students can remember them quickly and firmly is something to be explored in the future.

2. To what extent should I learn after a thunderstorm?

Because it is the first class, the teaching focuses on "before thunderstorm", "during thunderstorm" and "after thunderstorm" in order to let students feel the changing process of thunderstorm. However, after that, there was plenty of teaching time, so the teaching was a bit casual. Music is played to create a situation, feel the beauty and freshness after the rain, and then help read aloud. But the students talked a lot about the beautiful scenery they imagined after the rain. Afraid of rock the boat, I closed the game hastily without giving good guidance. In fact, it is completely open to students' dialogue.