Reflection on the Teaching of "The Image"

Part 1: Reflection on the Teaching of "The Image"

When I was teaching this text, I let the students go to practice and think for themselves. The effect of the students mastering the content of the text is good. Here are some reflections after the teaching:
First, I broke the original teaching methods and organized students to carry out learning activities of self-reliance, cooperation and inquiry. The teacher and the student are equal dialogues and truly return the subject status to the students. For example, when a student reads a text, the student likes how to read it and how to read it. Let each student learn in fun and enjoy the joy of success.
Second, in the classroom, I will return more time to the students as much as possible, use the questions I raised as bait, guide the students to think and explore, and give timely guidance to help students summarize. For example, I asked the students: "What method does Cao Chong use to make up the weight of this elephant?" Let the students understand the content of the text through discussion. This is conducive to cultivating students' ability to solve problems.
Third, teachers are the guides, collaborators, and organizers in teaching. Let the students say freely, let other students help when they find the problem, or solve it with teachers and students. In the classroom, students' enthusiasm for learning is high, students' ability to solve problems has been improved, and new knowledge has been learned together with everyone's efforts. At the same time, the spirit of unity and cooperation among students has been cultivated.

Part 2: Reflection on the Teaching of "The Image"

The text "The Image" is to let students feel that Cao Chong is a smart child who has a brainstorming problem and can find a solution to the problem. In this lesson, I designed the students to read the texts first, and on the basis of the students' full reading, asked questions: "Why do Cao Cao claim to be like? What methods do the officials use to refer to? What is Cao Chong's method? Is there any more? Good way?” Then, the teacher sorts out the students’ problems, adjusts their teaching methods, arranges the teaching ideas according to the students’ questions, and answers the questions one by one.
Cao Chong said that this paragraph is the focus of this article. I will first let the students find this paragraph to read, demonstrate the courseware, understand the content of the text, use the words of their own words to explain the steps of the title, practice the blanks, and then try to memorize this paragraph, give The students have a step, let the students look at the videotape, do the little commentator, and strengthen the understanding. Through these links, the students have basically broken through this difficulty, and also trained the students' ability to analyze and memorize. The effectiveness of the classroom.

Part Three: Reflection on the Teaching of "The Image"

Let every student move. In this lesson, students are allowed to do experiments by themselves. At this time, the students are very motivated and interested, and their thinking is active. Students can really understand how the weight of the elephant is called. Only in this way can the student's subjective consciousness be truly reflected. In the class, the students were deeply infected by the 7-year-old Cao Chong in the discussion. They not only realized the wisdom of Cao Chong, but also aroused their richer creativity.
On the basis of Cao Chong's method of imagery, a student made another idea: Cao Chong's father, Cao Cao, had a million soldiers. If Cao Cao ordered the soldiers to act as stones, it would be better to save the manpower and material resources of the stone. ? Another student immediately stood up and said, "It is not very easy to use soldiers. What if the ship is full of people and can't get the position of the line? If so, it is better to get a group of elephants, no small Like a group of cows, let them act as soldiers, because the weight of a small elephant or a cow will be heavier than the sum of the weight of several stones or several soldiers." Warm applause echoed in the classroom, admiring the eyes again and again. It’s exciting to cast a vote on the students who spoke! How excited is this! What a big push this is!

Part 4: Reflection on the Teaching of "The Image"

Through this lecture, I have made a big improvement, I feel that I have been trained and improved. In particular, there has been some progress in the ability to manage the classroom and the processing of the process. Now I reflect on the gains and losses in order to guide the future teaching.
First of all, for this lecture, I dig deep into the textbooks, refer to a lot of designs, and finally develop a method that meets the students' actual situation and is more acceptable to students. In the introduction, I used the "Blind Man" that I had learned before, so that the appearance of the elephant appeared clearly in the students' minds, solved the understanding of the tall part of the elephant, and also produced the students. How to call the like. In the difficult point of breakthrough, I used the steps of understanding the image by the students' silent reading, sketching the words describing the action, exchange report and courseware display, and understanding the cleverness of Cao Chong's image and learning Cao Chong's troubles. Method.
Secondly, in the teaching of words, I have adopted the interest and enthusiasm of literacy of students through literacy, literacy, literacy and literacy in combination with specific situations. At the same time, I have accumulated literacy methods to lay a good foundation for reading and literacy.
Third, after learning the method of Cao Chong's image, I expanded the question of how to call if you are. I did not expect the students to propose ways to use people instead of elephants to go on board, make large seesaws, use scales to scale, etc., to disperse the students' thinking, not to take Cao Chong as a god and dare not to break through, and to establish students' confidence.
I think that the improper treatment in this lesson is: when the students sketch the verbs of the title, they do not give the students enough time to communicate. One is that they are anxious, and the second is that the students are not good, so they want to reduce the difficulty of the students. The courseware is played directly. In addition, when teaching "weighing" and "scale", we should compare the difference between the two words again, so that students will not be misunderstood in the process of reading the text in the future. Also, when learning Cao Cao and Cao Chong, it would be better to do a brief introduction.
In short, through this lesson, I realized that in order to speak a successful lesson, in addition to the need to carefully prepare lessons, it is necessary to have a multi-faceted quality of teachers. Only by constantly exploring and accumulating, improving and innovating in practice can we become An excellent teacher.

Part V: Reflection on the Teaching of "The Image"

In the old textbook, "The Image" is arranged in the third-grade Chinese textbook, but the Newcomer Edition put this lesson in the language textbook of the first grade. During the course, students encountered some difficulties: the text was longer and difficult to read; there were more words in the text, such as the words "called" and "scale", the words were similar, the fonts were similar, and the students learned some. Unclear.
According to the characteristics of students who have more students in the class and the difficulty of learning, it is necessary to lower the difficulty in teaching:
1. In the first reading of the text, in order to allow each student to read well and achieve correct and fluent standards, I will let the students read the natural paragraphs, read a natural paragraph and read the next paragraph.
2, learning the word and the natural section of the reading link, each reading a natural section first learn the new words in this natural section, such as "scale" and "weighing" separately to reduce the difficulty.
3. When understanding the text, the students did not understand the method that Cao Chong thought. I asked the students to observe the experiment and help understand the text.