Reflections on "Who's Big Skills"

Part 1: Reflection on the Teaching of "Who's Big Skills"

I had the privilege of attending the 7th Young Teachers' Teaching Lessons in the school. This time, the text of the competition was "Who's Big?"
This is a very interesting fable story. The focus of teaching should be on guiding students to read the text emotionally. By learning the text, everyone understands that they have their own strengths and skills, and they must know themselves and treat them correctly. How to guide students to read aloud and understand the truth in the text? I have adopted the method of "thinking about it", "talking about it", "reading one reading", and "playing one performance".
“Think about it”: Before each game, let the students think about the psychological activities of the wind and the sun. This actually paves the way for students to read their feelings. For example, in the wind and the sun for the first time, in order to appreciate their pride and self-confidence, I designed this sentence: Compared to this, it is my ________, I only need _____________, this child is not yet _ _______________. Through training, help children accurately grasp the emotions, so that when they guide students to read aloud, they don't have to make great efforts, and naturally they will become natural.
“Talk about it”: Students are the main body of learning, the main body of development, and teachers should pay attention to student participation and practice. In the language teaching, let each student actively "speak" in the classroom is a way for students to actively participate in teaching activities. In the classroom, I strive to create a harmonious atmosphere of free speech, to stimulate students' desire for expression, and to improve students' enthusiasm for "speaking." At the beginning of the course, the main content of the text will be changed to fill in the blanks. On the basis of the students' free reading, the text will be understood through the completion of the exercises. At the end of the class, on the basis of the students' understanding, carry out outreach training, let the students perform what the Sun and Wind will say after the end of the two games, so that the center of the article will be sublimated.
"Reading": Lianshan courseware teaching should be screaming and full of fun. Teachers should lead students to understand and read in reading. When guiding students to read aloud conversations, paying attention to the evaluation between teachers and students, students and students, especially the encouragement of teachers, can not only mobilize the enthusiasm of students, but also cultivate their self-confidence.
“Let's play”: Let students understand “tightening” and “taking off” through performances and visually present some abstract things.
When I was teaching today, there were some shortcomings.
1. Instruct students to read a little hastily. Although there are many places for students to study in the whole teaching process, such as fast reading, free reading, reading between boys and girls, and expressions and movement reading, the intensity of teacher guidance is not enough, so students are less likely to read. Less, a bit like walking through the field. In addition, I am not very familiar with the students who are in class today. I have not been able to take care of the high, medium and low children. Because I think different students, the orientation of reading aloud is different and there are layers. Only by letting every child have income and fully developing on their own basis can the students' ability to read aloud constantly surpass the status quo in order to achieve the ability to read aloud.
2, the teacher's language is not refined enough, funny. As the saying goes: When the book is used, it hates less. I feel that I am "less hate when I use it." The language in the classroom is sometimes not refined and interesting.
Thanks to this youth class, let me face my own shortcomings, know the gap between myself and other teachers, and also determine the direction of my future efforts.
Under the illumination of the new curriculum reform concept, I hope that in the future, my Chinese teaching will provide a warm and harmonious human environment for the children, ignite the sparks of the children, and make the language a vitamin for children's growth; I hope that I The language teaching can use the charm of the whole human culture to nourish the children's hearts, lead them to the room, appreciate the grandeur and magical beauty of the human culture building, and fully enjoy the endless fun in the human culture; I hope that my language teaching can Let the students use the mind to embrace the language, the direct dialogue with the author as the soul, and the author's great personality, deep thoughts and good sentiments in the strong shock of thought and emotion. I also hope that my language teaching will enable students to experience the joy of learning in the process of learning Chinese, and look forward to the joy of lifelong learning.

Chapter 2: Reflections on the Teaching of "Who's Big Skills"

An educator has said that he can jump out of beautiful dances by giving the students a big stage. What is the classroom? Classroom is a dynamic zone of passion burning. It is a stage for them to seek knowledge, to show themselves, to experience success, and to be a place for students to grow up healthily. The potential of students is unlimited. The key is whether the teachers give students enough stage.
In order to build this stage, I mainly do the following aspects in teaching:
1. Fully trust students, make students learn and return blood, and let students become the main body of reading. Reading teaching should be student-oriented, so that students have more time for self-discipline and inquiry to study the text, chew the essence of the text, and understand the connotation of the text. For example, the design of this lesson allows students to be judges, read the texts fully and autonomously on the basis of the students' desire to be judges, actively dialogue with the text, and actively explore the text. In the process of letting students judge the "Feng" and "Sun" wins and loses, they will understand the text and understand the meaning of the text. Through role-playing, let the students once again deepen the text and understand the meaning of the meaning. When you boast your skills, let the students learn the results of the appropriate soldiers. In particular, the change in students' reading status encourages students to produce a domestic demand for reading.
2, pay attention to the main line of reading-oriented training, reading teaching is based on reading, especially for the lower grade ear students can not do too much explanation, but should let students feel more in reading, cultivate language sense in reading, received in reading Emotional edification. Students read aloud, pay attention to the eyes, out of the mouth, smell the ear, remember in the heart, you can deeply understand the thoughts and feelings of the article. In this class, reading training runs through the entire process of reading comprehension, not only allowing students to read more, but also guiding students to read. For example, what kind of tone should the wind and the sun say should be read, and the guidance should be stopped properly, the accent should be prominent, and the speed should not be too fast. Combine the overall reading with the key reading, let the students read again, read the Chinese language, and read the Chinese. In the classroom, the use of reading, name reading, role reading, teacher and student competition reading, reading and other forms of reading, so that students in the middle of reading, reading the realization, while cultivating the sense of language.
3. Pay attention to the implementation of basic knowledge in the language. Such as the combination of reading and writing of raw words, guide students to use "...more...more...", "surprise" to make sentences.
4. Highlight the communication between language and life. In this class, the students read the judges and read their feelings, knowing that the wind and the sun have their own abilities. At the same time, we seize the opportunity to let students praise their own skills and mutual exaggeration between their peers, so that they can correctly understand the strengths of life affairs, and once again deepen their understanding of the meaning of the text, so that students can be more profoundly Knowing yourself and treating others more correctly.
5, pay attention to the cultivation of students' good habits. Such as writing the posture of the word: the feet are flat, straight, arms open, head positive.
despite this. Many times in the classroom is not like the teacher's wish, its generation is impossible for teachers to presuppose, I will listen to your suggestions humbly, throwing bricks and jade, and sharing with everyone.

Chapter 3: Reflections on the Teaching of "Who's Big Skills"

Language is an art and a course that students are interested in. Someone once said: "Teaching that enables students to develop actively is a successful teaching." Only when students are in a relaxed and happy state, their visual, auditory, and tactile sensations will be more sensitive and their memory will be greatly enhanced. Imagination will also be more abundant. Especially for the children in the lower grades, the classes they need are not dead, which not only does not meet their age characteristics and cognitive characteristics, but they are not able to sit for 40 minutes, the efficiency of learning can be imagined. . So in my class, almost everywhere is full of energy, so that the classroom is beautiful because of the activities.
"Who's Big" is a very interesting fairy tale. The texts and mouths are anthropomorphic, and the fierce scenes of the hands and mouths are vividly portrayed. The text is in the form of dialogue, and the language is concise and easy to guide students to read according to the prompts. However, because the children are younger, they have difficulty understanding the meaning of the prompts, then the teacher needs to be instructed at this time. So how can we use the easiest way to let children read the text?
Almost all topics are unsigned, but symbols are an aid to reading aloud, so we can remind students to read the tone by adding some symbols.
For young children, "who is big" is just a few words. It is difficult for them to grasp the meaning, so it is relatively dull and has no emotional color. In order to allow them to change this dull tone, I added a question mark to the back of the subject, which not only helps me to introduce the text, but also helps the child to read the subject with the tone of doubt. Through this small addition, the students immediately understood how to read the subject, and then through the demonstration of several children and teachers, the effect became better immediately, and the tone of the doubt came out.
The rich facial state and body language can especially stimulate the visual feeling of the students, so that he can experience the emotional changes. In the process of reading aloud, students move their eyes, move their mouths, hands-on, and brains. In the process of “moving in middle school” and “learning in the middle of school”, they feel emotions and experience emotions, which can make reading a new level.
Students can understand the meaning of words by doing actions, but in terms of reading aloud, students will still be in place. At this time, individual students can be invited to read, so that they can imitate reading by understanding the tone of their peers. Because the child and the child are the easiest to exchange feelings. However, sometimes the child's experience is still not deep enough, and the reading still does not achieve the desired effect. Therefore, the teacher reads this time to give the students an inspiration, so that the students can taste different moods and should be in the teacher's reading. The effect achieved. In addition, the teacher can make the facial expression richer when reading the class, which can trigger the students' visual experience, and let the students realize the same emotions as the teacher after the experience, "furious and sorrowful, overflowing in words".
“Vivid and vivid” is indispensable in the teaching process of lower grades and is equally effective for reading aloud. I believe that in a lively, vivid, relaxed and enjoyable reading atmosphere, students will have more interest, more passion and better results.

Part 4: Reflection on the Teaching of "Who's Big Skills"

After teaching the second lesson of "Who's Big", he hurriedly wrote down the most direct feelings. However, I always feel that the expression is not comprehensive enough and not accurate enough. Just calm down and think carefully, or maybe what I want to express is not that complicated. Just as the child is taught to learn the text and understand the principle of “everything is great,” the process does not need to be too complicated.
When I get a text, the first thing a teacher should think about is what I should teach the students or what the students can get through this text. After reading the text, I will set the teaching objectives as follows: 1. Be fluent and fluent. Have aroused the role of reading the text; 2, understand the role of the exclamation mark, experience the mood of the speaker; 3, read the fable story, know that everyone has their own strengths and skills, to treat themselves correctly, to see others. It seems that for such a simple fable story, such a target expression is too cumbersome. For the reprocessing of the target, there is such a statement: 1. The character is read aloud to understand the inner part of the character; 2. Understand the strengths of each and each has its own merits. Perhaps, the revised statement is not so "round", but for me, it is more clear the goal of this class, in short, read the second text. The goal 2 can be achieved smoothly, depending largely on the achievement of goal one. Therefore, "reading" became the sole central goal of this class.
Reading aloud is a requirement for students to understand and express their texts while studying texts. At the same time, it is one of the important goals of language learning. Reflecting on this lesson, I used the form of free reading and sub-role reading in the form of reading aloud. In the process of free reading, I mainly lead through problems. Design one: Free to read 1-3 summary, thinking: Who is the first time to test the skills? What are the skills of the sun and the wind? Design 2: Read another 1-3 sections. What do they say in the course of the comparison? Before the students read aloud, the teacher mainly strengthens the students' problem awareness and guides the students to read the purpose and improve the reading effect. These are not esoteric questions. They don't need too many students to think. They are completely serving my teaching goal - "reading". As long as the students read it carefully, they can find the answer. Sub-role reading is done in the classroom by group reading. I designed a small link before the group read aloud, that is, "the group reports on the division of roles", which is mainly to strengthen the division of labor members' awareness of division of labor, and to make the group's reading more directional. However, due to the lack of my own teaching experience, some places still did not read in place, and did not read "through". For example, the sun said: "Who can take off the child's coat, even if it is a big man." The children read in the reading that "the sun is very confident" "the sun feels that he will definitely win", and I also showed the camera "a well-being" The word. Here is a natural opportunity for education in the classroom teaching process. If teachers can make rational use of it, they can take advantage of the classroom learning atmosphere to generate a "flaming fire". Unfortunately, I was still immature when I was reading aloud. It is a pity that there is a sporadic "fire".
Waiting for students, giving more time to think, so that group learning is no longer in the form. Recalling the past public class, in order to prevent the toss, I have always gone through some scenes in some teaching sessions. In particular, group activities are often activities for activities. It is often a “placement” in the classroom. This time, I also set myself a goal for myself: giving students plenty of time to start group learning. When the group read aloud, when I was about to stop, I even told myself to wait a little longer and give the students some time. I gave the students "ample time" and the students gave me a big surprise. When the group read aloud, the children’s reading exceeded my expectations. In the subsequent group performances, the children’s performance made me more determined. Sufficient time, the children have a space for personal reading, and with independent thinking space, our teaching will receive unexpected results. At the end of the lesson, "Hey, let's take a look at the illustrations on page 39 of the book. Let's listen to what the sun and the wind are saying?" Sheng Yi: "The sun said: 'Mr. Feng, you are awesome.', the wind said: 'Mr. Sun, you are also very good.'" Health 2: "The sun said: 'Mr. Feng, you are really amazing!', the wind said: 'Mr. Sun, your skill is not small!'"... This time The teacher has not needed too much expression, and the children have already realized the rationale of the text.
Learning civilization is not too complicated. The goal of teaching is clarified, and more learning time is left to the children. Their performance is the best evaluation of the classroom.

Chapter 5: Reflections on the Teaching of "Who's Big Skills"

"Who's Big" is a fable story about the fact that the wind and the sun begin to think that they have the greatest skills. Both of them have realized the truth after both of them. Tell us that everyone has their own strengths and skills. It is necessary to fully and correctly understand yourself and treat others. The text is compact and dramatic. The characters are vivid, the language is lively and quite individual, which is suitable for students to read the experience.
This lesson is written because the wind and the sun "have said that their own skills are big", whoever does not accept anyone, has to compare with the test. Whoever has the greatest ability, I guide the students to grasp the wind and the sun twice to read the different ways and results of the skills, and exchange their views. Guide the first time than the ability -------- who can take off the child's coat, first guide the students to read the wind said "it is not easy" and the sun said "look at me", experience them Self-righteous, numbness and despise the look of others. Next, I read the practice and results of the wind: "When you whisper blow"; "Who knows that the child wraps his coat tighter." The word "who knows" shows that the result is out of the wind. The practice and result of reading the sun: "Send a strong light", "The child feels so hot, he took off his coat." It is not difficult to see that the sun's ability to "take off the child's outerwear" is greater than the wind. Guide reading the second time than the ability ------
When anyone can let the boat go fast, first of all, I will guide the students to grasp the word "satisfied" to guide students to read the arrogance after the victory of the sun, and not to put the wind in the eyes of the arrogant arrogance. The words "but", "the stronger", "the more hot and uncomfortable", "surprise" and other words show that the results are out of the sun's expectations, but also hinted at the changes in the feelings of the sun in the game, guiding students to read repeatedly, to experience . While reading the words "the wind pushes the sails, the sails carry the boat, and advances like an arrow", the speed is faster, people feel the boatman "happy", the wind is also "happy", with the practice of the sun The results contrast.
On this basis, we will guide the reading and discussion. The students feel the vivid image of the characters, the vivid and lively language, and thus gradually realize that everyone has their own strengths and skills. A good teaching effect has been achieved.