Reflection on the Teaching of "Xiao Xiao Looking for Mother"

Part 1: Reflection on the Teaching of "Xiao Xiao Looking for Mother"

The lesson of "Little Owl Looking for Mom" ​​is lively and interesting. It is mainly a dialogue and is a good material for reading and reading. After class, rethinking my own teaching, of course, there are still many deficiencies, but I feel that there is also a place for success. On the one hand, I can make full use of the characteristics of the textbooks, and read the book. The class is full of Lang Lang's book.

First, to stimulate students' interest in reading.
According to the unique age characteristics of the children in the lower grades and their love of thinking, they are willing to explore the characteristics of new things. I first give them an interesting question before I read the text or ask them to question the question themselves. Let them find the answer to the question in reading. For example, when teaching this lesson, present the subject, trigger the curiosity of the students, and ask the students what they think about the topic. After the children rushed to confess, I went with the flow and said, "Yes! Why did you find your mother? How did they find the **? Did they find the mother? Can you find the answer in the text? Come and read the text!” The children’s interest was suddenly ignited. With the premise of interest, let the students take the initiative to actively read, go to the preview, find the answers to the questions, and then assist in the specific requirements of reading, the effect is very obvious. Children will be excited when they find the answer to their questions through their own reading. The effectiveness of this self-motivation is limitless. At the same time of successful discovery, children often find new problems and cultivate their exploration and innovation spirit.
Second, to read and understand.
Reading feelings is a difficult point in reading requirements, but to read "love" must first understand the situation, the Chinese curriculum standards point out: "Reading is a student's personalized behavior, should not be replaced by the teacher's explanation." In the middle, I don't take my own standards to ask students, but let the students understand, feel, and read. For example, when studying the lesson of "Seeking Mom", there are many conversations, such as: When Xiaoyan mistakes the turtle as a mother, the turtle smiles and says something like this: "I am not your mother, your mother has four legs. , wide mouth, go there to find it." Children, we are old in the future, no, you? Who? You should also learn the skills of life and be a real lion! "The children have had different controversies while reading. Some children think that they should read slowly because he thinks that the tortoise is a chronic one, and the speech must be very slow. Some children think that the tortoise is a gentle animal, and it is kind when talking." The tone should be a bit more gentle and gentle. Some children think that the tortoise is laughing here. He thinks that Xiaoyan actually thinks of himself as their mother, which is a bit funny, but the turtle must not laugh at the meaning of Xiaoyan. Because the tortoise knows that Xiaoyan’s mother is very busy at work and has no time to bring her children. Xiaoyan’s own mother has never seen it! It’s normal to not know, so the turtle smiles and tells Xiaoyan about their information. These experiences reflect the children's different understanding of the text, and they can all be established. What is more valuable than the unique emotional experience!

Third, set up a stage for students to show, let the students proudly say "I will read."
1. Use the incentive evaluation to build a stage for the students' psychology.
The new curriculum standard puts forward: "Study in reading should use motivating comments, and try to guide them positively. In the evaluation, we should respect the individual differences of students and promote the healthy development of each student." The purpose of reading the evaluation is to promote students' reading. To improve, we must effectively address the situation of children's reading, face up to the differences in children's standards, adopt the principle of more encouragement and less criticism, more appreciation and less harsh accusations. For example, when teaching the lesson "Looking for Mom", I used a lot of different evaluation languages. "You read really well, let us think that these little sisters are really quick." "Listen to your reading, we really feel It’s so anxious to get to these little ones.” “It’s really good to read. If it’s a little louder, it’s even more perfect.” ------ This kind of evaluation language is not a general praise, but a commendation Insufficient, raised hopes, better stimulated the students' enthusiasm for reading, and made the children psychologically displayed, which is conducive to improving students' reading standards.
2, a variety of forms of reading, for students to build a stage for reading and reading.
In reading teaching, teachers should create opportunities for students to read aloud in various forms, so that they can enjoy the joy of success. For example, when teaching the lesson "Looking for Mom", let the students read the individual, read the characters, and ask the students to perform. If you want to perform well, it is a prerequisite to read the text, and reading the text must be the basis for understanding the content of the story. Finished on top. In this way, reading the feelings, enlightenment and passion, these vivid and lively forms will make children happy.

In short, teachers can only lay a solid language foundation for students under the guidance of new teaching concepts and with the advantages of teaching materials and creative teaching. I believe that as long as we guide ourselves in reading and teaching, children will love to read.

Chapter 2: Reflections on the Teaching of "Little Owl Looking for Mom"

The lesson of "Little Owl Looking for Mom" ​​is lively and interesting. It is mainly a dialogue and is a good material for reading and reading. I asked questions about the effectiveness of the experiment based on the subject of the school study. I designed several questions.

According to the unique age characteristics of the children in the lower grades and their love of thinking, they are willing to explore the characteristics of new things. I first give them an interesting question before I read the text or ask them to question the question themselves. Let them find the answer to the question in reading. For example, when teaching this lesson, present the subject, trigger the curiosity of the students, and ask the students what they think about the topic. After the children rushed to confess, I went with the flow and said, "Yes! Why did you find your mother? How did they find them? Did they find their mother? Can you find the answer in the text? We are coming soon. Read the text!” The children’s interest was suddenly ignited. With the premise of interest, let the students take the initiative to actively read, go to the preview, find the answers to the questions, and then assist in the specific requirements of reading, the effect is very obvious. Children will be excited when they find the answer to their questions through their own reading. The effectiveness of this self-motivation is limitless. At the same time of successful discovery, children often find new problems and cultivate their exploration and innovation spirit.

In short, teachers can only lay a solid language foundation for students under the guidance of new teaching concepts and with the advantages of teaching materials and creative teaching. I believe that as long as we use our heart to guide in reading teaching, children will love to read and like Chinese.

Chapter 3: Reflections on the Teaching of "Little Oysters Looking for Mom"

"Little Mother to Find Mom" ​​is a traditional text, which is loved by younger students because of its vivid and interesting content. In the classroom, I strive to stimulate students' interest, motivate students to learn, and change the disadvantages of students' passive and mechanical training. Rethinking the teaching of this lesson has the following characteristics:
First, the introduction of people's notices, stimulating students' interest and interest is a person's favorite emotions expressed in something. In the classroom, students' interest in the text has a direct impact on the quality of the class. At the beginning of the class, the teacher told the students mysteriously that I just saw a tracing notice at the school gate. Would you like to see it? In the strange voices of the students, the teacher used the slideshow to play "The Search for People":
Hello everyone!
I am a little sister, I am envious when I see other small animals playing with my mother happily! But I don't know where my mother is? I heard that the children in the second class are the smartest. Please help me find my mother!
The students suddenly realized that, after a while, they had a big smile on their faces. It turned out that the cute little sister came to help them. At this time, the teacher did not lose the opportunity to ask: "Would you like to help this?" The children shouted loudly and eagerly, and could not wait to open the textbook to read the text. There are no expensive introductions and no time-consuming exercises. Students naturally enter the text and enter the role.
Second, read, speak, post, discuss the text, and enrich the accumulation of language. Reading - stratified reading, reading the first reading of feelings. After the teacher introduced the text interestingly, the question was thrown. a. The courseware plays the full text, and the students think about Xiao Xiao’s process of finding a mother. b. Who is Xiao's mother, and find out the characteristics of her mother from the text. Students learn about the content of the story and gain an overall perception. Reading with questions makes reading no longer aimless and improves the quality of reading.
intensive reading. The basis of the student's overall perception of the content of the text. The teacher carefully guides the students and guides the students to understand the text in depth, while at the same time paying attention to the cultivation of students' various abilities. The second and third subsections of the text are the process of Xiaoyan’s search for a mother. It is the focus of the full text and is dealt with as follows: a. After reading these two sections, I answered Xiao Xiao’s first encounter and met again. b. Compare sentences. Say the order. Students are required to use the first, second, second, and last, to say the growth process of Xiaoyan. Fill in the blanks by the students.
Say the content. After the students know the appearance of the frog, they are asked to add the characteristics of the frog in the tracing notice. Combine the learned content with the actual application in a timely manner.
3. Posts - According to the text stickers, the teacher in the post is ready for five paintings, which are Xiaoyan, two squats with long legs, squats with long legs and hind legs, short frogs with tails, and small frogs. Through the student's picture, the student is guided to tell the change process of the child, and the teacher's camera posts the corresponding picture. This way, students can easily and freely master the process of becoming a frog.
4. Discussion - Diverse forms, in-depth guidance to the new basic education theory: "Any school education activities will have a multi-faceted or positive or negative impact on people's mind and body. Therefore, every school education activity should take into account the various aspects of students. Development." This is especially true for classroom teaching. The mother of squid said that her mother had four legs and wide mouth. The tortoise said that her mother had big eyes and green clothes. What did her mother look like? Who are the two of them right? When the problem was thrown, it immediately aroused great interest among the students. They actively discussed and fully mobilized the initiative of the students and became passive. On the basis of the discussion, the teacher then guides the students to tell the mother's appearance and to extend it. Through the search for students' pre-class materials and the exchange of materials in the class, students know that frogs are good friends of crops and use their brains to say a lot of protective measures. It enhances the students' awareness of protecting beneficial animals, promotes the healthy growth of students, reflects the nature of educating people and realizes the function of educating people.
Teaching is a regrettable art, and there are many regrets in this lesson. For example, students read the text, but the method of understanding the text of the students is not timely and unclear. In the future teaching, I will also insist on leaving the right to read to the students; handing over the right to ask the students; giving the students the opportunity to speak; returning the freedom of the evaluation to the students. Through the two fulcrums of perception and association, all students should participate as much as possible. Everyone is motivated, motivated, hands-on, full-time activities, and full-time activities become masters of learning.

Part 4: Reflections on the Teaching of "Xiao Xiao Looking for Mother"

In the minds of young children, mother is the most important person, but Xiao Yan is not with her mother. They swim and swim, and go everywhere to find their mother. Many young children have heard the story of "Little Owl Looking for Mom" ​​and I like this story very much. Language Communication The lesson of the lesson "Looking for Mom" ​​is to tell stories in order, to describe animal characteristics in appropriate language, and to develop children's ability to understand, imagine, remember and express.

This lesson is divided into two classes. The first lesson focuses on understanding the dialogues and storylines between animals, and learning the dialogue between animals, especially the words describing the characteristics of frogs. I first arrange the children to listen to the story tape, and then the teacher presents the teaching wall charts one by one to help the children remember the story content. Then the teacher tells the story in a complete and complete story and guides the children to talk about the dialogue between the animals. After the teacher finished speaking, ask the young children to try to speak for themselves, especially if they want to say the characteristics of the frog. This lesson laid the foundation for the next class of children's performances.

In the second lesson, first combine the teaching wall charts and recall the story together. Then ask the children to listen to the teacher to tell the story completely and encourage the children to talk about the dialogue between animals. Finally, let the children wear a headgear performance. Because of the adequate preparation in front, the children have something to say, and the performances are free and smooth. From this teaching, I deeply realized that the performance of the children's role can be smooth, mainly in the children's understanding of the story, the language learning, so that the language exchange class can train the children's language solidly.

Chapter 5: Reflections on the Teaching of "Xiao Xiao Looking for Mother"

"Little Mother to Find Mom" ​​is the last lesson in the first grade of the first grade. It is a picture of the text from the pinyin. It is an interesting fairy tale. A group of innocent and lively little sisters are searching for their mothers. It became a small frog and helped her mother to catch pests together, presenting the scientific knowledge of the frog's growth process.

Since this class is a rural child, it is no stranger to you. I will introduce this lesson directly in the class. Q: Who have seen you, where have you seen it, what does it look like? Students scrambling to answer, triggering their life practices and arousing their interest in learning texts. After importing, let me carefully observe each figure. Guess what you know from the picture?

Reading aloud is the foundation of reading teaching and an important means of understanding articles. The text is mainly dialogue, and I am mainly reading. There is no phonetic transcription in this lesson. It is difficult for students to read aloud. I read the text in the form of teacher reading, so that the students can perceive the content as a whole. Design question: What are the characteristics of Xiao Yan? How did they find their mother? Who did Xiaoyan find for her mother? Who are their mothers? What are the characteristics? What changes have happened to Xiaoyan in the process of finding a mother? Let students read a variety of forms around the problem graphic. Such as: free reading, named reading, male and female students, group role reading. And ask the students to pick up the pen in their hands to find, draw and mark, and develop a good habit of reading and leaving marks. Students learn about the content of the story while reading, gaining overall perception and improving the quality of reading. The second and third sections of the text are written by Xiao Yan to find a mother, which is the focus of the full text. I first read the two sections, let the students think about who Xiao Xiao first met, and who they met. In the process, what changes have been made to Xiao Xiao, and the context of the article has been clarified. Then guide the students to read aloud, focus on guiding the dialogue between Xiaoyan and the squid and the tortoise, and understand the urgency of Xiaoyan’s mother. Finally, I asked the students to read and perform the roles and further experience. Reading aloud not only promotes the students' understanding of the content of the text, but also makes the students' emotions sublimate in reading. Throughout the teaching process, students are allowed to learn independently by their own reading, and the teacher's design problems are completed at the same table or in the group, and the initiative of learning is given to the students.