Grey Bird Teaching Reflection

Grey Bird Teaching Reflection 1:

In the article "Grey Finch", the great man Lenin, like an ordinary citizen, makes friends with the little boy, and it contains a strong humanistic spirit. When teaching the "Grey Finch" class, I mainly used the role performance and the situation simulation method to teach the group. When the class extension and deepening the sentiment, I consciously put forward several questions to give the child imagination space and plug in the child. Imagining the wings, the children in the classroom "independent, cooperative, inquiring" to learn, free to fly the soul, that one full of childlike answers let the teachers and students jointly feel that the language classroom is relaxed, lively and effective. The children rely on the text to create imaginative answers, which are the result of students' creative thinking. The emotional goals of the text do not need to be explained too much, and can be consolidated and sublimated in bold imagination, role performance, and situational simulation.
In the teaching, the students' inquiries are used to inspire the students' thinking, and then through the students' reading and thinking, the author understands that the boy who loves the gray finch, the Lenin loves the boy, the love of the boy, the harmony between the human and the nature. The harmony between people has a deep understanding and has been cultivated by the human spirit.
In the introduction section, I guide students to recall the texts they have learned, to arouse their existing feelings and experiences, and to stimulate students' interest in new texts.
In the process of literacy and literacy, the use of group cooperative learning and reference books to help students solve unfamiliar and incomprehensible words, through group discussions and exchanges, with excellent and poor, resource sharing and other ways, not only improved The enthusiasm for learning the poor students also makes the students feel happy. Finally, the whole class can not solve the problem in the communication group, and achieve the purpose of partially driving the whole. In the progressive progress, the students with learning difficulties have mastered the basic knowledge, and the excellent students have explained the knowledge, thus achieving the goal of “sufficient students can eat, and excellent students can eat well”.
The new language curriculum standard states that “student should have the ability to collect and process information.” Before the class, I collected some gray finch materials for students, although this strengthened the knowledge integration between the Chinese language and other disciplines. From the feedback of classroom teaching, it is better to let students collect data through multiple channels and multiple channels.
In the classroom teaching, the positive and effective evaluation among the groups is used to better arouse the enthusiasm of the students, to promote them to listen more seriously, to appreciate the merits of others, or to question the disputes, and to form a positive communication and two-way interaction in the classroom. It is conducive to the development of students' thinking, so that students can learn from each other in the evaluation and grow up happily.

Grey Bird Teaching Reflection 2:

"Grey Finch" tells that Lenin and the little boy like the gray bird, but they express different ways. Lenin liked it by letting the greyfinch be free, while the little boy wanted to take the greyhatch for himself, but in the end the little boy realized his mistake and corrected the mistake. Through this story, the students understand that Lenin is a great leader. He not only loves birds, but also loves the excellent qualities of the next generation. Let students know how to be honest.
In the teaching process, I first introduced the appearance of the three gray birds, let the students deeply understand the love of the gray finch, and laid the groundwork for the following boys to catch the gray finch. In the process of teaching Lenin to look for the gray bird, I first let the students read a series of words that Lenin said, and emotionally dealt with each sentence, so that the students deeply felt the urgency of Lenin when the gray bird was not seen. The complex mentality of worrying and regretting evokes the resonance of students. Then, ask: The smart child, do you know where the gray bird is? Did the gray bird really fly away or freeze it? Still... please come and help Lenin!
In this way, the enthusiasm of the students has come up, everyone has expressed their opinions, although half of the students have not really read this article, but also keep their minds on the surface of the text, but many students have been able to find the answer. And there is evidence to argue that the spark of thinking and the rendering of emotions have collided. The students are truly aware of the difference between Lenin’s love for birds and boys’ love for birds. At the same time, they are also impressed by the idea that boys are wrong. . Then, doubts again: Classmates, why don’t the little boy tell Lenin directly? I remind students that they can connect with things they have done in life, recall their feelings at the time, and then discuss them. I guess the students, like the little boys in the text, have had similar mistakes. Why don’t you take the opportunity to show them boldly? This reminder ignites the spark of the students’ thinking, like a stone in a calm water, "a stone stirs up a thousand waves. ". In the classroom, some of the students have a high level of interest and are eager to discuss... In addition, I further reflect on my own teaching, sometimes not as tolerant as Lenin, and not as respectful and caring as the child’s honesty and innocence. If you encounter something without thinking, you may hurt a vulnerable child. Sometimes I disregarded the child’s bad words in disregard of the occasion, and even said with anger: "I clearly saw it, you dare to do it, why don't you dare? You dare to..." Calm down and think about it, be a teacher. Most of them only know how to maintain their dignity, but often ignore the "face" of students. As the saying goes: The tree lives a piece of skin, and people live a face. Both students and teachers have their own self-respect and love face.
In the future, I must pay attention to the occasion, pay attention to the measurement, pay attention to the investigation and study, and will not let the students not get off the stage. If you can not criticize the name, try not to name the criticism, and try to criticize it individually when you criticize it.

Grey Bird Teaching Reflection 3:

The "Grey Finch" lesson is about the story between Lenin, the Greyhound and a little boy. When Lenin looked for one of the three lovable gray birds in the park, he met the boy who took the gray bird away. After talking, the moved boy put the gray bird back. This story reflects Lenin's understanding, respect for the boy, protection and the boy's honesty and innocence.
In the second lesson, we will mainly solve the heavy and difficult points of this lesson. The whole learning process is smooth and enjoyable. I can't think of such a text that I feel is uninteresting. Under the infection of my classmates, I can taste something different. When it comes to the sentence that Lenin likes the gray bird, the students' faces are filled with happy smiles, as if they also saw the little ash that is "live and jump, lovable." When reading aloud, I read the tone of Lenin's favorite grayfinch. Following the students' vision, we tasted Lenin's love for the gray bird and enjoyed the cute little grey bird together. When the cute greyhatch disappeared, it was logical to draw the focus of the article—the dialogue between Lenin and the little boy. First, let the students find the sentences of Lenin and the little boy's conversation, then practice the dialogue in groups, and finally the named group plays the dialogue. Through the dialogue, the students were asked to discuss the psychological activities of the little boy. The students discussed the heat, and the spark of thinking flashed from time to time. Some students put themselves in this situation, assuming that they are the little boy, why do the psychological boys who understand the little boy have to bow their heads? One of the classmates replied: "The little boy looked down because he felt ashamed, but he was a little bit reluctant. Another student replied: "Put the grey bird in nature and give it freedom. It is the real love bird." "My classmate's answer is that I was surprised. The answer to my question is to recognize my own mistakes. Although I changed it, I still feel very ashamed. It is because the students put themselves in the scene, so they can understand Different feelings.
In the bubble in the text, a question was raised. "Lenin came under the birch tree. Why did you talk to the gray-headed who could not speak, but not the talking boy?" I asked my classmates to study. Then, organize communication. Some said: "Lenin is afraid that the little boy is sad, so he doesn't ask the little boy directly." Some said: "Lenin is not willing to hurt the little boy's self-respect." Some said: "Lenin is afraid of the boy's embarrassment." "Lenin speaks to the Greyhound, and actually talks to the little boy." I feel that I use my classmates' questions to inspire my classmates' thoughts, and then I can think through the classmates' readings, so that I can understand the boys who love the grayfinch and Lenin. Love the gray bird loves the boy's emotions. The classmates have a deep understanding of the harmony between man and nature and the harmony between people, and they have been cultivated by the human spirit.
In fact, children's emotions are the most abundant, and children's feelings are also the most sensitive. As long as they can create a suitable scene for them, their emotions will be fully revealed.

Grey Bird Teaching Reflection 4:

The "Grey Finch" lesson is about the story between Lenin, the Greyhound and a little boy. When Lenin looked for one of the three lovable gray birds in the park, he met the boy who took the gray bird away. After talking, the moved boy put the gray bird back. This story reflects Lenin's understanding, respect for the boy, love and the boy's honesty and innocence.
When teaching the "Grey Finch" article, I will focus on the word "love" and guide students to discuss three kinds of "love" - ​​Lenin's love for the gray bird, the little boy's love for the gray bird, Lenin vs. the little boy Love. In the experience of these three kinds of love, let the students distinguish between Lenin and the boy's "love" to the gray bird, and focus on the love of Lenin for the little boy. Under the guidance of the teachers, the students have a comprehensive and in-depth understanding and feeling of the content of the text. The whole classroom teaching also showed a smooth situation. For example, in the bubble in the text, a question was raised. “Lenin came to the birch tree. Why did you talk to the gray-headed who could not speak, but not the talking boy?” Let students study and think. Then, organize communication. Some said: "Lenin is afraid that the little boy is sad, so he doesn't ask the little boy directly." Some said: "Lenin is not willing to hurt the little boy's self-respect." Some said: "Lenin is afraid of the boy's embarrassment." "Lenin speaks to the Greyhound and actually talks to the little boy." I feel that I use the students' questions to inspire the students' thinking and then think through the students' readings, so that they can understand the boy's love of the Greyhound and Lenin. Love the gray bird loves the boy's emotions. The students have a deep understanding of the harmony between man and nature and the harmony between people, and they have been cultivated by the human spirit.
In fact, children's emotions are the most abundant, and children's feelings are also the most sensitive. As long as they can create a suitable scene for them, their emotions will be fully revealed. But below this, I also found a lot of problems:
1, reading aloud, reading a lack of reading
In this class, my students and I were very successful in the discussion, but I ignored the reading of this piece. In the Chinese language classroom, reading aloud has a great proportion. How can we do a reasonable reading to achieve the development suitable for students? I think, first of all, we must be able to resonate emotionally with the characters in the text. On this basis, the students' reading can be traced. In the teaching, I completed the first step; the next step is to let the students integrate into the role, bring the feelings into the text, and read it passionately. In actual teaching, I consciously lacked a reasonable guiding method. Therefore, in the classroom, students could not read the tone that Lenin was anxiously looking for. At this time, although I reminded the students, I can imagine what my beloved things have been lost, and how I feel about myself, but the students are still not sure. At this time, I should have played a role in demonstrating reading, but I forgot to do so. It can be seen that my ability to respond on the spot needs to be greatly improved. Finally, in this session, when the students did not read well, I entered the next step. In the reading process, I will not teach in a variety of ways. This is one of the aspects that I need to learn continuously in the future.
2. Re-learning basic knowledge
Although in the first lesson, the first reading of words and texts has been thoroughly studied, this is not to say that the learning of words can be stopped in the second lesson. On the contrary, in the classroom, grasping some key words can better help students understand the text, and can also play a role in increasing vocabulary. In the "Grey Finch" article, there are many words that need to be understood in the text. But this step I ignored. Therefore, in this class, students are not very solid in basic knowledge.
......
The whole class is generally successful, but with careful analysis, the defects are not to be seen. However, teaching is a process of continually trying and then constantly discovering deficiencies and improving them. Therefore, I believe that we will do a good job of reflection and continue to improve in the future teaching. I will make progress and gain something!

Grey Bird Teaching Reflection Five:

Since the third grade, there have been only five sections in the language class after removing two essays! Obviously, the sensation class is not enough. I originally wanted to use the time of extracurricular activities. However, the mathematics problem is difficult. The mistake needs to be corrected. When English first comes into contact, there must always be time to practice. In addition, if there is a temporary meeting, what time is there? So it’s a bit late for school! The plan is to set two lessons for each lesson, but each time you have to leave a hateful "small tail"! I have been very anxious!
So I have been wondering how to make good use of each class time and improve efficiency. When I read the article "Grey Finch", I was deeply moved by Lenin's noble personality. Especially his love for the gray-headed, boy-derived heart, has always infected me. However, the language of the text is very subtle. It can be realized through a detailed analysis of the psychological activities of the characters, which is very difficult for the third-grade children. In my mind, I have been circling the teaching design of this text, thinking over it, and pondering it before I begin to prepare lessons. Let the students understand that after Lenin discovered that the gray bird was gone, let the child put back the gray bird through patient and decent conversation, so that Lenin understands and respects the child!
After reading the lesson in the first lesson, the students are guided to summarize the main contents of the text and to clarify the relationship between Lenin, the Greyhound, and the little boy. Let the students understand that Lenin likes the gray bird, and the little boy likes the gray bird, but the way they like it is different. Of course, this is only a shallow understanding. But the generalization of the children's ideas is gradually clear, and it is much easier to understand.
In the second lesson, through the role of Lenin and the boy's dialogue, comprehend the psychological activities of the characters. Most children have a foundation in front of them and it is easy to figure out the psychology of the characters. Just when I asked, "Why is Lenin not asking the little boy directly to ask the gray bird?" The children's answers mostly stayed "to make the little boy realize the mistake himself." At that time, I was really anxious, and I was going to get angry, but I thought about it when I thought of time. Because I know that there must be problems with my guidance, so I changed the question again. What if Lenin asked the little boy directly? This time the children "Mao Shou Kai" said that Lenin did this from the protection of the boy's self-respect, because he knows that the boy has been very self-blaming, Lenin loves the gray bird and loves the boy! This way, the understanding of the relationship between the three is closer! What's even more exciting is that at the end I asked again: "If the bird can talk, Lenin can understand the little boy. What do the birds say?" Many children said, "The bird will say: 'Lining grandfather, this The child took me to his house and went to the door. His family was beautiful. He also treated me warmly. He sent me home!" Look, even the little bird knows to protect the boy's self-respect! Ha ha! This lesson was finished in two lessons, no more dragging!
Now I have calmed down and thought a lot. It seems that to be "dangtang", we must start from ourselves.
1. Study the textbooks before class, grasp the key design issues, and change from a small number of questions to a question string that leads the full text. You have to know what tasks to complete in each class.
2. The lesson plan is dead, but the class is alive. Classroom guidance should be in place, and avoid getting angry because of student reactions!