Reflection on zcs teaching

Part 1: Reflections on zcs teaching

The focus of this lesson is the pronunciation of z, c, s and the overall reading of zi, ci, and si, and the recognition of 5 characters. The class goal of this class is to learn zi, ci, and si. Read syllables and their four sounds; read 5 characters and read children's songs. In the teaching process, students are encouraged to take the initiative to participate in classroom learning, and feel the joy of learning and labor.
Through the “wearing a hat” game, students can easily master the four sounds in the whole syllable. However, there are many inadequacies: 1. Because the regular training is not in place, the teacher spends too much time to maintain the classroom discipline, resulting in the classroom task not being completed; 2, the four-note table learning should first clear the standard method and then ask the students to speak on the platform. Out of tune; 3, the overall recognition of syllables should be compared with the initials to deepen the impression of students. 4. When explaining the pronunciation skills, you can use several more intuitive methods to let students learn easily and happily. 4. Give time to students to read, and read in various forms. 5. In the picture-talking session, let Students who fight Pinyin instead of letting students guess are not guided by the teacher, but are spelled out.
Teachers should study more textbooks, see through the teachings, and have the textbooks in mind. The design of the teaching link should be more interesting. For first-year students, attention should not be concentrated for a long time, and teachers need to use vivid and interesting teaching links to attract students' attention. During the break, the game will be integrated into the game, so that students can learn or consolidate knowledge while they are resting, and learn to play and stimulate interest in learning.

Chapter 2: Reflections on zcs teaching

In this class, I can embody the new concept of curriculum reform and control the classroom flexibly. Students have a strong interest in learning, and the enthusiasm and initiative of learning have been fully utilized.
There are several advantages as follows:
First, be good at creating situations, so that the teaching of Pinyin is contextualized and life-oriented.
1. At the beginning, I used the song import method. Play the song "Outings", dance with the students, and walk into the Pinyin Kingdom in a beautiful song.
2. I can make full use of the situation map and effectively integrate the learning content, which is beneficial to learning pinyin, helping to memorize the sound and shape of the letters, and enhancing the interest in learning.
3, I can mobilize students to participate in a variety of sensory coordination through games and activities, such as: use matchsticks and red lines to put a letter, memory font. Do the game "picking apples", the back of the apple is marked with syllables or words, reading the right apple is his. Students' learning attitudes and learning emotions have been sublimated.
Second, be good at using incentives to make the classroom atmosphere relaxed, harmonious and enjoyable.
In order for a teacher to get a lively response from a child, it depends on his attitude towards children. In the classroom, my passionate language is not detached, such as: "You are awesome! Too great! Wow, you are really good!", etc., plus a thumbs up to them, one with an almost exaggerated expression of encouragement and appreciation. , always hit the unrestrained mind of the students.
In addition, the syllable spelling is rather boring, I use the red flag game, more than a group of red flags. The student’s sense of competition was immediately advertised.
Third, focus on guiding independent learning, so that students' ability to innovate and cooperate in research and development.
1. Let the students make their own jingles. The students will edit “like a 2 word Z, Z, Z, like a semicircle C, C, C...”
2. After the spelling of the first group of syllables in the teaching, I asked the four groups to cooperate and use the syllable cards sent before my class to learn to spell the second set of syllables. Although their cooperative inquiry ability is not very strong, their sense of cooperation has begun to sprout.
Of course, this lesson also has a lot of deficiencies:
First, regular culture needs to be strengthened.
Students are young and self-motivated, and they need to be effectively guided and regulated at all times. Especially for one or two students who are more active or introverted, they still have to work harder. The construction and strengthening of the cooperation team also needs to be improved.
Second, the difficulty of the breakthrough is not enough.
The three spelling method has always been a difficult point in the teaching of pinyin. Although the previous lessons have been learning three spells, students are easy to forget. In this lesson, my demonstrations are not enough, and the students’ reading is not in place.
In the future teaching, I will continue to learn and explore, arm myself with new teaching concepts, and constantly improve my business capabilities.

Chapter 3: Reflections on zcs teaching

It has been a long time since the children have been in the Pinyin Kingdom, from the simple "a, o, e" to the more difficult "z, c, s", all the way to the "dust" Although I smiled and graciously called these letters "pinyin friends" in the classroom, it is still a bit of a thought to let these "children" take root in the hearts of the children.
Today is the initials zcs. In this class, students have a strong interest in learning, and the enthusiasm and initiative of learning have been fully utilized.
At the beginning of the class, the courseware showed a little hedgehog. I told the children that we let the little hedgehog take us to the wild to play, okay, the children are very happy, and the interest has suddenly increased a lot. Then I showed the courseware and brought the child into a beautiful suburb. In this beautiful place, the children saw a young lady who loves to learn, saw the rolling hedgehog, saw the silkworm baby, and let them practice speaking. "A sister is writing" "Small hedgehog rolls on the grass" "Silkworm is spinning", thus exporting the initial "zcs". Many children have already known zcs before class, but the pronunciation is not accurate enough. I have saved the pronunciation of teaching. I think for the first-year children, let them imitate better, and there are still a few children. To read into a squeaky voice, you need more demonstrations and more guidance. In order to remember the record, I guide the child to make a jingle and help memorize. The student will edit "Like a 2 word Z, Z, Z, Hedgehog Hedgehog C, C, C, baby silk SS S..." Through the children's song, the child can remember the ZCS glyph faster.
Of course, children are still young and have poor self-control skills. Teachers need to be guided at all times. Especially for students who are more active or introverted, they still have to work harder. Chinese Pinyin is rather boring. In order to attract the children's attention, I set the game during the spelling of the syllables, evoking their interest in learning Pinyin and guiding them to learn Pinyin easily and happily in language practice. In this lesson, I told my child that the fruit of the small hedgehog has matured. He wants to invite us to eat the fruit. If you read it right, you can pick it up. The children are very active and want to try to pick them up. In the case of spelling zuo cuosuo, there are many errors, z-u-o-zuo, which is clearly flat, but when the child is spelling, there will be such a situation: z-u-o-zhuo, The spelling in front is good, but the final syllable is a squeaky sound, and it needs a lot of reinforcement.
Of course, there are still some places that need me to improve: regular training needs to be strengthened, students are young, self-control is poor, and they need to be effectively guided and regulated at all times. In the classroom to spell this key training, the child is always motivated and may be related to learning. If you let them read less, they always worry that they can't read well, and they are more annoyed. However, I also thought of a method. I divided them into study groups, and then let them practice in the group. One person read, and the other members listened carefully and found out the shortcomings. Of course, this should pay more attention to the cultivation of the habits that children listen to. I will strengthen this aspect of training in teaching.

Chapter 4: Reflections on zcs teaching

It can be said that during the teaching of this class, the children's state is still a chicken-flying dog, and it is not completely hoisted. Therefore, when going to the class, the first one is the classroom discipline problem. As a young teacher, it is a lot of fire and energy, there is no time to precipitate, but in fact, I did not have a deep friendship with the children, so it is a little unprepared to organize the classroom discipline!
At this time, the teaching of Pinyin is still in the process of exploration. There is no fixed and effective mode, so the shortcomings are better than the advantages. Let’s talk about the problems again.
1, ZCS's writing strokes problem, from small to large, write everyone will, but according to the standard, it is not necessarily accurate!
2, ZCS and their overall recognition should be taught together, the effect will be better, easy to remember!
3. The four-line grid should be larger and wider. At the top of the blackboard, the children should see it clearly when they are on the board!
4, the child just picked up the pen, for the child's pen posture, the teacher must emphasize and correct!
5, look at the picture to speak with the effect of speaking, do not thank, is training said!
6, the transitional language should be more, such as "very important 喔", "seriously listen to 喔" and so on.
In the teaching of this lesson, I strive to make students' interest in learning strong, improve and give full play to their enthusiasm and initiative.
First, create a situation, so that the teaching of Pinyin is contextualized and life-oriented.
My introduction: There are a few new friends in our class today. Do you want to know who they are? Look, who is it? The curiosity of the students was mobilized by the teacher, very active, and interested in the study of the text.
I also make full use of textbook illustrations to effectively integrate learning content, which is conducive to learning pinyin, helping to remember the sound and shape of letters, and enhancing learning interest.
The form of jingle is also very interesting to students. Such as: like a 2 word ZZZ, half an 8 word SSS, like a semi-circle CCC, the students themselves edited, not only noticed the image, but also the pronunciation, and learned the jingle that I compiled is very proud, the class always keeps high. mood.
Second, use incentives to create a relaxed, harmonious and enjoyable classroom atmosphere.
The first grade children like to be praised by the teacher. The simple words of the teacher can inspire him for a long time. Therefore, in the classroom, I never admire their appreciation for them, such as: "You are awesome! Too great! Wow, you Really!" Wait, plus a thumbs up to them, an almost exaggerated expression of encouragement and appreciation, always hitting the unrestrained mind of the students. Under such incentives, it is a happy thing for me to see the small hands raised high.
Third, focus on guiding independent learning, so that students' ability to innovate and cooperate in research and development. In addition to letting students write their own jingles, they also give the initiative to them when they are writing letters, so that they can write the strokes of the writing, the places to pay attention to, etc. The students observe very carefully and naturally write better.
In the future class, I also pay attention to all students, strengthen the regular training of the classroom, so that they can observe discipline and improve classroom efficiency.

Chapter 5: Reflections on zcs teaching

When teaching this lesson, I made full use of the phonetic phonogram in the book to help students understand the sound and shape of zcs, and then let the students combine the phonetic genre map to talk about children's songs: like a 2 word zzz, cactus thorn Ccc, loofah whiskers sss, in this intuitive image teaching process, students quickly recognized zcs, remembering their shape. However, during the group's train reading process, I felt that the sounds of the zcs issued by several children were not very standard. Their tongues did not resist the lower back. A child's front teeth were broken and they always leaked. The pronunciation of z and c is almost the same, huh, what should I do? I couldn't help but think of the message from the "Huaxinfeng" netizen on the Nantong education blog. I want to pay attention to the student's mouth shape. I want to try it. So, I let the children use the stone to sharpen the back of the row of teeth underneath. And give them a demonstration, then let them listen to the sound of my zcs, listen to it, then try it yourself, then drive the train and read again, I feel this time is much better! Hey, learn! However, as for the leaking little hair, his pronunciation was not met when his mother came to pick him up in the evening. It seems that he only had to wait until the teeth grew out and then "competitive" with him.
When I was learning the overall syllables, some of the pioneers had already learned it. I took the opportunity to let them be the little teachers to read them. They wanted to show them and wanted to show them. It also saved me a lot of money. Let's take another shot. There is no problem in reading, but when I was driving the train, Wu Xinjie’s children didn’t know how to do it. It was read as zi-zi. I told him: This is the overall syllable, and the ant stood behind and dumb, unable to make a sound. Read zi directly, understand, read, read right, can be read for a while, and wrong! God. After class, I found him and asked him how he always read it like this? He said that he taught him at home, huh, the problem is here! It seems that this is "pre-emptive". Tonight, let him be a small teacher and teach his "college students". Maybe he can correct it.