Reflection on the Teaching of "Fun Discovery"

Part 1: Reflection on the Teaching of "Funny Discovery"

This is a short story about Darwin. I used the question-and-question method to teach. In the first lesson, I asked the students to ask questions and then asked a few key questions. First, where was Darwin discovered? Second, what was discovered? Third, how to find out? Then the teaching session in the second lesson is mainly to carry out these problems, and to learn the words in the process of solving problems.
Read aloud in conjunction with the question. When the students solve the problem autonomously, they ask the students to find the original sentence in the text and read it aloud, so that the training of the reading is combined with the explanation of the teacher, and there is no mechanical reading and speaking separately. Subjective needs, students have a purpose to read. For example, ask questions, what problem did you solve? From which sentences do you find the answer?
There are many ways to understand words. For example, in understanding "Either...or...", this word uses the guidance to understand and use, "repeated observation and comparison" in the form of questioning, ask, is Darwin observing and comparing once? Health: No, Teacher: Twice? Health: No. The teacher continued to ask questions, and the later division concluded that he used dozens of times, hundreds of times, such repeated observations,
Finally found the answer. The words "famous, gradual" use alternative methods to understand words. Pay attention to the understanding of causal complex sentences. In the lower grades, there is no need to understand the children's complex sentences. I used the practice of saying sentences to let students feel the relationship between causal sentences, use the content of the text to speak and train, understand the content of the text and conduct language training. For example, the different results of the three insects in the third natural segment.
Wings, windy, wind
No, no, no, it’s not likely to drown.
Big, withstand the wind, survive
Small, can’t hold the wind, fade away
Use because...so...and connect these sentences together.
Insects without wings are less likely to drown because they do not fly.
The insects with large wings survived because they could withstand the wind.
Insects with small wings, because they can't stand the wind, they are blown into the sea by the wind and gradually disappear.
Inadequacies:
First, the teacher still talks too much. After a class of dry mouth, I feel that I have committed an old problem. When I asked questions, I was always eager to find the correct answer. I kept asking a lot of classmates, did not give the students enough time to think, and then felt that they were repeating and guiding the students' answers. When the students answered, they told themselves to wait patiently, but they always rushed one after another in a row, for fear of delaying the teaching progress.
Second, the schedule is lacking. Before the loose and tight, this is a problem. The first two natural sections always feel more time, and they have a lot of ambitions. They always want to explain the problem thoroughly. In fact, sometimes it is futile. The density of the whole class arrangement is too large, and it feels too tight when I feel that the whole lesson is in the same class.

Part 2: Reflection on the Teaching of "Fun Discovery"

In the past, in the classrooms based on knowledge inheritance and skill training, teachers need to create a highly intense, serious and orderly learning atmosphere. Teachers should eliminate various external factors and strive to unify the students' intentional attention and behavior into the plan. In the learning needs, and through the reward and punishment means to maintain classroom discipline. However, in the new classroom with the active construction of learner knowledge and the positive development of learners' emotions, attitudes and will, the important duty of teachers is to help students create a relaxed and harmonious learning atmosphere, so that each learner can fully feel The safety, relaxation, and joy in the classroom release their subjective initiative and positive emotional factors to promote their personality.
These are all well reflected in this lesson. Whether the teacher asks questions kindly, such as "Let's come to this sentence together, think about writing a few insects here?" Whether it is a courseware designed by the teacher, or a classroom situation that the teacher is trying to create, no doubt Tell us something. That is, the activities of teachers in the classroom should obey and serve the creation of a relaxed and harmonious learning environment. Because only the learners' hands and feet are not bound, they will flash their spirituality and wisdom; only the learners' minds will not be suppressed, and they will return to the spark of their creation. This will enable active and effective learning.

Part Three: Reflection on the Teaching of "Funny Discovery"

"Funny Discovery" is the composition of the composition of the sixth unit of the Chinese S version, mainly to write interesting things that I found.
Life is the source of composition. The old saying goes, "Where is the channel clear, it is the source of living water." Without life, there is no composition, no source of living, and our composition becomes a stagnant water. "After I explained the essay requirements, I asked the students to carry out the work. The drafts submitted for the first time were of poor quality. The students did not know where to start. Most of the students did not observe, and nothing was discovered. There is no content to write. How can I choose a universal discovery to know how to make effective essays? After careful consideration, I finally decided to let the students observe the experiment that salt water can increase the density of water and increase the buoyancy of objects in water. Do an experiment yourself and then give an essay guide.
In class, I first put a nectarine into two cups of clear water, observe the nectarine sinking into the bottom of the water, then add a lot of salt to a cup of clear water, stir the salt water to melt in the water, then observe the change of nectarine, look at the oil Peach slowly floated into the water, and then asked the students what is the reason, I will introduce the scientific common sense, and finally, let the students do the experiment themselves. After the experiment, I opened a head for the essay, let the students continue to make oral essays, then ask the students to repeat the essay, and finally let the students carry out the formal work, so that the students will be more clear about the main content of the article.
After the composition was handed in, I found that the composition was generally very good, and even the students who did not normally write the text were clear in content and fluent in language. It can be seen that adequate pre-course preparation, adequate observation, effective method guidance, and language training are important. I hope that the next essay can let go of the students' greater initiative, and the composition can be diversified.

Part 4: Reflection on the Teaching of "Funny Discovery"

"Funny Discovery" is the third volume of the Jiangsu Education Edition.
First of all, re-reading and highlighting the subject is the breakthrough point in cutting into the text. The modern teaching concept emphasizes the importance of mobilizing the students' learning process, and believes that learning is the student's own main activity, and teachers cannot substitute for it. Repeated reading highlights the student's subjective status, and the cumbersome analysis of the traditional interpretation is the sound of reading. "There is a passion for him, and his euphemism is also a euphemism." The reading is free and unforgettable, and the students' participation and awareness of learning are enthusiastic. Gradually rising. Reading aloud has aroused the enthusiasm of students to participate actively, creating a lively and uplifting momentum. The language has a tone, the content is there, the mind is there, and the chapter is there. The student truly becomes the master of the behavior, the master of the mind, and the master of the emotion.
Secondly, it gave students a blue sky of innovation and created a world where students can express their opinions. The new curriculum standards require students to have their own ideas about the content and expression of the text, to present their own opinions and questions, and to use collaborative methods to jointly explore difficult issues. In this class, students have the freedom to choose the content of the study. They can choose the most meaningful verses as the object of thinking and reward, and take the initiative to independent experience, perception, thinking, and enlightenment; Boldly imagine Lenovo, put forward a different view, explain your own reasons, and then collide and exchange results in mutual communication. There is no standard answer to literary appreciation. They give them a space for artistic re-creation. Although the reasons for students’ talks are not sufficient or even superficial, they have formed enthusiasm in the eyes of teachers’ trust. They are actively thinking and enthusiastic. In the middle of the exchange, there is an unparalleled joy of learning and enjoys a lot of aesthetic pleasure. This not only satisfies the individual needs of the students, but also recognizes the students' own values. It can arouse the vitality of the students' active discussion, the students' awareness of participation is enhanced, and the subject status is respected.
Third, expanding thinking and developing reading ability are the main effects of this reading class. The new curriculum standards focus on changes in student learning styles, “changing a single way of learning, accepting, and passive learning, developing students' ability to collect and process information, acquiring new knowledge, analyzing and solving problems, and communicating and collaborating. ability."
This class is combined with thinking. Through a multi-level and multi-angle reading, they have a vague understanding; through imagining associations, enlightening thinking, perfecting understanding; through the careful design of problems, cultivating the ability to collect information and process information, forming a systematic thinking process. In particular, it is necessary to point out: according to the level of knowledge and acceptance of the students, design four topics that can be discussed, give the students room to think, and then discuss them. All of these seem to have no direct connection with the essay, but the four articles are expanded. An appreciation text with image thinking training. In this class, the essay training methods presented in the texts are both verbal and written. In any case, it is an attempt to write an appreciation of the text. Therefore, students are placed in an open and vivid learning environment, allowing them to actively learn and explore independently. Reading-thinking-exploring-expression constitutes a systematic learning style of the new classroom, and also gives the most powerful interpretation of "the process is more important than the result", laying a solid foundation for their lifelong learning.
Finally, the teacher presented to the students is a brand new image and a prerequisite for improving the effectiveness of this class. In this class, teachers are no longer the voice of knowledge, the dominator of classroom activities. The new teaching concept has changed the teachers' ideological concepts and ideal pursuits. Here, teachers have become the students' interest in learning and creating a suitable learning environment for students; it is a screenwriter who creatively understands and uses teaching materials and actively develops classroom resources; It is a director who uses a variety of strategies to encourage students to actively innovate; it is a helmsman who guides and guarantees the scientific and effective learning of students.
The teaching process is to use the language carrier of the text, from the text body, design the content of "writing" closely related to it, and combine reading, inquiry and writing, and finally understand the content of poetry and learn how to appreciate poetry. Learn to write poetry reviews. Because it reduces the cumbersome and trivial questions, the teacher himself speaks very little, which is equivalent to returning the time of the class to the students. This maximizes the status of the student learning master, reflects the people-oriented thinking, and the student activities are sufficient. Learning enthusiasm is high, and learning efficiency is evident.
“If a student is accustomed to simple acceptance and passive work, any method is bad. If it is to stimulate the initiative of the students, any method is good.” The revelation of Sisto will be in our teaching. There are deep marks on the road.

Part 5: Reflection on the Teaching of "Funny Discovery"

"Funny Discovery" is similar to a small scientific essay that tells children that only insects suitable for the island's environment can survive. The difficulty of the text is the third natural segment.
In the teaching process, I implemented it step by step according to the predetermined teaching program. When I understood the third paragraph of the text, I used the method of “creating situation and understanding words” and achieved better results. In order to enable students to better understand the performance of the three insects in the effective event, I first play the sound of the wind, and then describe: Children, now the wind is coming, what kind of insect are you? What are you doing when it is blowing wind? The children have moved, and some have become big-winged butterflies. The wind is coming forward with great winds. Some are small ants. When the wind blows, they hide behind the stones. Others become small wings. The wind, the wind blew up, because the strength could not stop the wind and was blown into the sea...
After the performance, I asked the children to say boldly: "Children, now you are all cute insects. What are you doing just now when the wind is coming?" The children are in high spirits, and some say: "I am a cute butterfly. The wind blows up. I am flying with my wings and I am brave. I am alive." Some said, "I am a small ant. The wind is blowing. I am going. The child hid behind the rock, and the phoenix couldn't blow me!" After a while, he learned how to climb the ant. At this time, a classmate stood up dejectedly. He said sadly: "I am a small winged insect. The wind is blowing. My strength is small, I can't stand it, and I was drowned by the sea breeze." After saying that I also made a move to the ground, the funny look made everyone laugh.
In such a classroom, the teachers are easy to teach, the students learn actively, and the difficulty of the text is solved in the process of students' performance and practice.