Reflection on my painting teaching

My painting teaching reflection on Fan Wenyi:

First, the joy of success
1. Inspire interest and read the text independently.
In order to arouse the interest of students in reading their own books, at the beginning of the teaching, I asked the students: What is the scenery of the season? What do you want to paint? Then I painted an autumn picture with the students. Today we will walk together in the fall and have a look. Students are interested. Then let the students read the texts with their favorite reading methods, you can read them with the same table, you can also find a good partner to discuss, and you can also discuss with the students of the study group. In this way, by creating an open and relaxed and innovative classroom atmosphere, students can read the text in the independent activities of interest and perceive the content of the text as a whole. When students have a passion for cognition, they will participate on their own and seek new knowledge instead of passively accepting indoctrination. After the students perceive the text as a whole, let the students learn literacy independently: talk about what words they remember and how to remember them. Then I learned the method of teaching students' words by Yang Yuting, cutting the words into the shape of sweet-scented osmanthus, apple, pear, and maple leaves, so that students can be attached to the corresponding positions, which not only increases the interest of students in literacy and typography, but also enhances their interest. The effect of literacy and typography.
2, read the text, read the sentiment.
This is a lecture text. In teaching, I let students self-read their feelings, and independently find out what they want to learn from the text, read more and think more; discuss and communicate independently, and practice consciously in the intensive reading class. Some of the learning methods of the study explore the texts, so that all students can self-read and actively develop in active participation and collaboration. For example: After reading the third paragraph of the text, I asked the students: How to draw the carpet of nature? Do you know that? Find out in the text to read and draw a picture. Then show this paragraph and read again, asking the students what it feels like after reading? Where is the most beautiful? The student said: "One touch of golden is the most beautiful." "So what is a touch of gold?" The students didn't understand, and I guided it properly: Think about what the autumn lawn looks like? Some said: "It is yellow." Some said: "It is half green and half yellow." I promptly dialed: "Half green and half yellow lawn is like a touch of golden." Students in their own discovery I fully understand the meaning of "a touch of golden" and do not need to explain it by the teacher. Another example: What do you like? Find out in the text to read it. Some students say they like stars. I know that he does not understand that the "star" in the text is a mature fruit. I asked him to read it again: "Where is the star in the text?" "In the fruit forest." "Is there a star in the fruit forest?" "No." What would it be? "That is pears and apples are cooked." "The student, under my guidance, understood what the "star" in the text is.
Second, the lack of regret After learning the content of the text, in order to cultivate students' innovative thinking ability and oral expression ability, I encourage students to boldly imagine and discuss: Do you like autumn? What do you like in the fall? The students are interested and say they like it, but they can't say what the scenery is in the fall. Perhaps it is not really fall until now, and students have not paid attention to the habits of the surrounding world. I think that in the future, we should focus on guiding students to develop good habits of observing and improving their language literacy. In addition, the evaluation of the students is not enough, such as the sound of his reading is too small, there is no feeling of reading. In the future, students should be trained to correctly evaluate, evaluate the success of the evaluation, where is not enough, and can tell why. In this way, students will further understand the theme of the article in the process of self-evaluation, improve the aesthetic taste, and make the static content on paper jump out of the textbook and transform it into a dynamic performance that conforms to the characteristics of children's personality, so that students can truly become the main body of learning and development.
Develop students' language and thinking, and develop students' creativity.

My painting teaching reflections on Fan Wen 2:

This is the first time I teach the second grade. How should I teach? How much has it been taught? There is still some blurring for me. But one thing I am very clear about is that the lower grades should focus on literacy and writing, with a focus on guiding students to read the text. Therefore, I designed a three-level reading, reading the words and reading the sentences. The second reading of the overall perception of the text content, the third reading to grasp the key words sentiment analysis text. In this way, it is done step by step, from easy to difficult, in line with the students' cognitive rules. It is under the guidance of this understanding that I completed the teaching design of this lesson and reflected on it as follows:
First, the introduction of conversation, stimulate interest
In order to arouse the students' interest in reading the text, at the beginning of the teaching, I asked the students: Students, the autumn has quietly come to us. At this time, if you let you draw a picture of autumn to your parents, you are the most What do you want to paint? The children were immediately spurred of interest and talked endlessly. So, now, let’s take a look at what kind of pictures are the young friends in the text ready to give to Mom and Dad? The teacher turned his mind and pulled their mind back into the text. Then I asked the students to read the texts with their favorite reading methods, and they can read them with the same table, or they can find a good partner to discuss, and they can also discuss with the students of the study group. In this way, by creating an open and relaxed and innovative classroom atmosphere, students can read the text in the independent activities of interest and perceive the content of the text as a whole.
Second, customary cultivation, focusing on
In the process of learning, I always pay attention to cultivating students' learning habits. For example, after learning the new words, I ask the students to take out the pens and use the straight line to draw the words with the words in the text. When understanding the text writing order, let the students in the text. In the middle circle, the relevant words are marked; when the content of the text is perceived, the students are allowed to draw the key words with the wavy lines. Although this process is very slow at first, I firmly believe that these learning habits are the necessary qualities for students to learn Chinese. They are of great benefit to students' solid and effective learning and cannot be ignored. The so-called "grinding the knife does not mistake the woodworker." When I was patrolling in the classroom and watching a small hand draw carefully on the book, I couldn't tell you happy. After the students finished painting, in order to let the students better understand the feelings and accumulate words, I said: "The students are really good at drawing. Let's make a small game. The teacher said that the first part of a word in the text, you take it. Part of it? The game is starting. "Golden--" "Osmanthus--" "transparent--" "deciduous--"... "It's so good, now, male students say the front, female students say behind of. "A childish voice, a happy childish voice flew out of the classroom cheerfully. I am happy to "play" with my classmates. I still have to say: "How beautiful the sentence is, the more you read, the more you read, the more we read it." Let's go! At this time, the emotional reading sound flew out the window...
Third, the end of the conversation, enhance the ability
After learning the content of the text, in order to cultivate students' innovative thinking ability and oral expression ability, I encourage students to boldly imagine and discuss: If you want to draw a picture of autumn, what else do you want to paint? The students are interested and say they like it, but they can't say what the scenery is in the fall. At this point, I timely guided the students from the autumn sky, vegetable garden, fields, chrysanthemums, festivals and other perspectives, the students' performance was not bad.
This lesson also allowed me to explore the status quo of many second-grade children, reminding me that in the future, we should focus on guiding students to develop good habits of observing and improving students' language literacy. In addition, the mutual evaluation between the students is not enough. It will only be a rough evaluation of "the voice he reads is very loud", "he reads very emotional", etc., but will not evaluate it in more detail. Guidance.

My painting teaching reflections on Fan Wensan:

First, the introduction of conversation, stimulate interest
In order to arouse students' interest in reading articles independently, at the beginning of the teaching, I asked the students: In this beautiful autumn, what kind of picture do you most want to give to your dear mom and dad? The children were immediately spurred of interest and talked endlessly. So, now, let’s take a look at what kind of pictures are the young friends in the text ready to give to Mom and Dad? The teacher turned his mind and pulled their mind back into the text. Then I asked the students to read the texts with their favorite reading methods, and they can read them with the same table, or they can find a good partner to discuss, and they can also discuss with the students of the study group. In this way, by creating an open and relaxed and innovative classroom atmosphere, students can read the text in the independent activities of interest and perceive the content of the text as a whole. When students have a passion for cognition, they will participate on their own and seek new knowledge instead of passively accepting indoctrination. After the students perceive the text as a whole, let the students learn literacy independently: talk about what words they remember and how to remember them. Then I learned the method of teaching students' words by Yang Yuting, cutting the words into the shape of sweet-scented osmanthus, apple, pear, and maple leaves, so that students can be attached to the corresponding positions, which not only increases the interest of students in literacy and typography, but also enhances their interest. The effect of literacy and typography.
Second, the United States read the text, reading the sentiment.
This is a lecture text. In teaching, I let students self-read their feelings, and independently find out what they want to learn from the text, read more and think more; discuss and communicate independently, and practice consciously in the intensive reading class. Some of the learning methods of the study explore the texts, so that all students can self-read and actively develop in active participation and collaboration. For example: After reading the third paragraph of the text, I asked the students: How to draw the carpet of nature? Do you know that? Find out in the text to read and draw a picture. Then show this paragraph and read again, asking the students what it feels like after reading? Where is the most beautiful? The student said: "One touch of golden is the most beautiful." "So what is a touch of gold?" The students didn't understand, and I guided it properly: Think about what the autumn lawn looks like? Some said: "It is yellow." Some said: "It is half green and half yellow." I promptly dialed: "Half green and half yellow lawn is like a touch of golden." Students in their own discovery I fully understand the meaning of "a touch of golden" and do not need to explain it by the teacher. Another example: What do you like? Find out in the text to read it. Some students say they like stars. I know that he does not understand that the "star" in the text is a mature fruit. I asked him to read it again: "Where is the star in the text?" "In the fruit forest." "Is there a star in the fruit forest?" "No." What would it be? "That is pears and apples are cooked." "The student, under my guidance, understood what the "star" in the text is.
After learning the content of the text, in order to cultivate students' innovative thinking ability and oral expression ability, I encourage students to boldly imagine and discuss: Do you like autumn? What do you like in the fall? The students are interested and say they like it, but they can't say what the scenery is in the fall. Perhaps it is not really fall until now, and students have not paid attention to the habits of the surrounding world. It seems that in the future, we should focus on guiding students to develop good habits of observing and improving their language literacy. The mutual evaluation between the students is not enough. If his reading is too small, he will lack the feelings, but he will not evaluate it in more detail. In the future, he should strengthen the guidance in this regard.

My painting teaching reflections on Fan Wensi:

"My Paintings" is a oral communication class in the first volume of the "Picture Garden 2" of the People's Education Edition. For children who have just entered the school, their language development is still at a very naive stage, and oral language is generally flawed. Such as: incomplete speech, lack of rationality, unsatisfactory words, repeated and so on. Even in the oral communication class, some children only said that they did not listen to others, and some students did not speak out and did not dare to express their opinions. How to change these phenomena so that students can truly achieve the goal of oral communication in the new curriculum? I think it is necessary to build a bridge of communication for the children in the lower stage and set up the platform.
First, create a communication situation, so that students are willing to say that Teacher Li Jilin said: "The origin of speech is a specific situation, generating language motivation in a certain situation, providing language materials, thus promoting the development of language." In the teaching, I created a situation in which students are interested in the teaching content, so that students can have a desire to communicate in these situational atmospheres, and they are interested in the training.
Second, to guide the communication method, so that students can say in the teaching that the reason why children do not know what to say, the reason is that the lack of reference system, the children do not know how to conduct oral communication activities, so, in In teaching practice, I first watched the dialogue performance, and initially felt the communication requirements--using the "red pigment" to summarize the main points of communication--the interaction between life and life in the practice of oral communication. The progress of the links is carried out, so that students can be creative in the practice of communication, innovate and apply on the basis of imitation, and learn to listen, learn to express, learn to evaluate, and improve students' oral communication ability step by step.
Third, form an interactive atmosphere, let students say
Oral communication is a two-way or multi-directional interaction process. It is a verbal communication between people. Only when an interactive atmosphere is formed can students really develop their oral communication skills. Therefore, in teaching, I try to highlight the characteristics of two-way interaction. Using a variety of interactive forms, each student is self-employed in oral communication, and strives to reflect the participation of all members of the learning process, and puts the requirements of "all for the whole" into practice.

My painting teaching reflections on Fan Wenwu:

"My Painting" is a oral communication class, and the oral communication class is a classroom for cultivating students' language. Therefore, in teaching, I actively advocated the teaching philosophy of “student training based on students and supplemented by teachers' guidance”, creating situations, inspiring students' desire to speak, and allowing students to communicate and learn in a relaxed and pleasant atmosphere. . When I imported the topic, I made a problem situation: Do you like painting? Then ask what else do you like to do? Through such a problem situation, the child's interest in speaking and the desire to speak are stimulated. Let the children train the language and develop the language in answering the questions. In guiding students' oral communication, I considered that the first grade children had just entered school, the literacy ability was poor, and the reading ability was poor. I didn't have more requirements for children to read oral communication. I permeated the requirements of oral communication in two situations. Learn about the event. I made full use of the color pictures in the book and my demonstration paintings to guide students to understand the theme of this oral communication and know how to make clear their own paintings in oral communication. I think that getting children to get information in specific activities is better than getting information from reading. Children can introduce their own paintings as required in oral communication, and they can clearly explain their own paintings. When others are talking about paintings, everyone listens very carefully. Under the guidance of the teachers, they can follow a certain order. Introduction, I think the children's performance is very good. In addition, in the process of talking about painting, I adopted a group cooperation and communication method to cultivate children's cooperation ability. When reviewing other people's paintings, I pay attention to the child's thinking development, enrich the child's imagination through the creation of the situation, and activate the child's thinking.
In the whole class, whether it is to introduce new lessons or to guide children to say their own paintings, to evaluate other people's paintings, or to carry out paintings and other teaching links, I always put "cultivating children's language expression ability" in the first place, reasonable Guide the child to talk and train, fully embodies the characteristics of oral communication class. Of course, there are also shortcomings: 1. The evaluation of students' learning is not effective; 2. When students introduce their own paintings and comment on other people's paintings, some say it is inappropriate, I did not guide in time; 3. The students speak little, Not bold enough. These problems are all my attention in the future teaching.