Zhchshr teaching reflection

Part 1: zhchshr teaching reflection

Zh, ch, sh, r are the eighth lesson of the first volume of Chinese Pinyin in the first edition of the National Language Edition. This lesson consists of four parts. The first part is the four initials zh, ch, sh, r and the four whole syllables zhi, chi, shi, ri, each with a vivid picture. In teaching, I have clearly defined the teaching objectives: 1. Learn the four initials of zh, ch, sh, r, read the accent, recognize the shape, and write correctly. 2, learn zhi, chi, shi, ri four overall syllables. With the help of pictures and cards, the words and styles are learned from intuition to abstraction, which is in line with children's cognitive characteristics.
1. Review z, c, and s to introduce new grants. The zh, ch, and sh of this lesson are based on reading z, c, and s, so it is important to read z, c, and s. Therefore, reviewing the method of importing not only consolidates the knowledge of the previous lesson, but also links the teaching of this lesson. During the review, let the students review the pronunciation and pronunciation of z, c, s, emphasize the z, c, s pronunciation, the tip of the tongue stretched forward, against the back of the upper door, and then find the students to read three overall syllables Zi, ci, si, emphasize the sound to read longer, read louder, when these two exercises are completed, I will use the comprehensive review method to mix the initials with the overall syllables, and then find the students to listen to The card not only trains the students' listening and resolving abilities, but also further consolidates and deepens the knowledge they have learned.
2. In the course of teaching, I also took advantage of the courseware and introduced zh, ch, sh r in the storyline. A little lion was looking for prey in the forest all day. One day, it went out, found a piece of meat, and ate it beautifully. The initials appear in the storyline, and the students will sound more intimate. Then according to the appearance of the initial baby, then the teacher reads, students follow, read the positive sound, then find individual students to read, correct the incorrect pronunciation in time, so as to achieve the effect of timely feedback.
3. Because the life experience accumulated by students is still very small, the distinction between flat tongue and squeaky tongue is not very mastery, in order to enable students to correctly and clearly grasp the pronunciation method of flat tongue and squeaky sound, and accurate And fluently make these two sounds. Use the demonstration of the courseware to let the students correctly grasp the position of the pronunciation.

Part 2: Reflections on zhchshr teaching

The "New Chinese Curriculum Standards" clearly states: "Chinese Pinyin teaching is as interesting as possible, and should be based on activities and games." For the boring characteristics of teaching content, I have a few aspects:
First, use the situation map to teach in a story-telling manner.
Interest is the best teacher to learn. For first-year children, storytelling is one of the teaching methods, especially fairy tales. I used the situation map to create a situation, introduced a new lesson in a story-telling manner, and suddenly took the students. In the process of telling stories together by teachers and students, it is natural to complete from "branch" to "zh", from "eat" to "ch", from "lion" to "sh", from "day" to "r" The process of establishing new connections with learning objects through existing life experiences makes it difficult to teach pinyin and greatly improve their learning efficiency in Chinese Pinyin.
Second, contact the table tones, let students explore the pronunciation of letters.
In the teaching process, I use the spirit of student autonomy and cooperation, and also put forward the proposition of inquiry for students, let students try to pronounce themselves, experience the pronunciation process, explore the pronunciation method, find new unknown points in the familiar things. , thus generating interest in learning pinyin.
Third, use the jingle to remember the letters.
To remember Chinese Pinyin, remembering old is not an easy task. In order to avoid forgetting the Chinese Pinyin, I am asking students to remember the letters in their own way. This is a good opportunity for children who have some experience in reading Pinyin and like to explore. They will all be eager to try. Such as: people play lion sh, sh, sh, teacher teacher sh, sh, sh, lion lion sh, sh, sh, s + h = sh, sh, sh. . . . . .
Fourth, use the game to consolidate the letters.
For local children, it is difficult to make a flat tongue and a squeaky sound, because of the local voice. Use the game “See who can hear clearly” to let students master knowledge and consolidate knowledge in a relaxed and pleasant atmosphere.
Fifth, the use of "teachers and teachers" form of teaching.
In the teaching of the whole syllables to learn new syllables, and use my "small teacher" to teach each other, re-energize students' interest in learning, let students read the overall syllables and its four sounds.
Six, the shortcomings.
Recalling the whole class, it is not difficult to find some shortcomings: 1. Individual students are not sure about the pronunciation of sh and r, and the pronunciation of shi and ri is not accurate. In the future teaching, we should pay more attention to the undergraduates and use a magnifying glass to find out. Glittering points, giving praise in time, let them feel the joy of success, and enhance their interest in learning. 2, s and r are not written correctly, need patience and care, more practice is the key, but there are still some students who write poorly and need to practice a lot.

Part 3: Reflections on zhchshr teaching

I have been teaching Pinyin for a while, and I have gradually felt the teaching of Pinyin, and I want to be sensible and interesting. Because the teaching of pinyin is the key point, it is also difficult. The boring learning in the past is easy to make students feel tired of learning and affect future learning. To this end, I follow the concept of the new curriculum reform and the spirit of quality education. In the Pinyin teaching class, I reasonably use various forms of teaching methods to motivate students to participate in learning, and create a good learning environment for students. Happily swim in the Pinyin Kingdom to achieve better learning results.
In the course of teaching this class, I made full use of syllables and context maps for speech training. For example, when teaching the syllable "rì chū", the textbook is accompanied by illustrations. The picture shows a red sun rising from the east. So after the students use their own words to describe the picture intermittently, I pointed out two pictures. Sentence: "A round of red days slowly climbed up the hills to the east." "The red sun sneaked out of the head." These two sentences seem difficult, but with the figure and the teacher's gestures and expressions, It becomes cute and vivid and easy to master. When teaching the syllable "rè chá", I asked: "Children, who do you want to give a cup of hot tea?" The students replied, then let the students carry a cup of hot tea for a simple performance and think of him. The person who sent the person said a word: “×××, please have a cup of hot tea.” The students grasped the pronunciation of “rè chá” easily and accurately, and learned a preliminary communicative language.

Part 4: Reflections on zhchshr teaching

I feel that the children's squeaky tongues are much more difficult than the flat tongues. It may be that most of the squeaky tongues in the Kaihai dialect are read as flat tongues. Therefore, distinguishing the flat tongues is a difficult point in teaching. .
In teaching, I mainly took such a few tricks to let the children consciously distinguish between the flat tongues.
The first trick: learn to listen
I think that it is very necessary for children in the lower grades to learn to listen. Some children often feel that they will, and they will not listen to others. I really ask him to stand up and make mistakes. Therefore, I usually have classes, I have been Students are required to pay attention to listening to others, and listening is also learning. Moreover, when listening, you should pay attention to thinking, and find that the wrong place or the place that you think is different from others can stand up and supplement.
Therefore, when teaching Zhchshr, I asked the students to listen carefully to how the teacher pronounced them. They should pay special attention to the position of the teacher's tongue in the pronunciation process. The tip of the tongue should be as far as possible, but not too late. I made a stroke: there is a "ceiling" in our mouth, and the tongue is rolled to the middle of the "ceiling". Oh, I hope this metaphor allows the children to know the general position of the tongue. Then I pronounced myself, listened to the teacher's pronunciation, and the Bibi pronunciation was similar to that of the teacher. Then I read the train and everyone listened to his pronunciation. Look for gaps in the process of listening.
The second measure: comparative reading
After most of the students can read the accurate squeaky sound, my camera shows the three letters of zcs, let the students try to read, read a squeaky sound, read a flat tongue, pay attention to the position of the tongue. Then the camera shows the three sets of flat tongues behind the book to let the students try to read, and the phonetic observation of what is drawn in the picture, read a syllable group of words, such as: zhu, bamboo zhu, zu football zu, etc. . In the comparative reading, the pronunciation is further distinguished.
The third measure: group words
The syllables on the language documents are limited after all, and we learn Pinyin, not only to read the words on the book, but to communicate with others in the life. It can be seen that learning Pinyin should also "Looking for life", so in the teaching process, I designed a link, let the children use the four voices of zhi chi shi ri to group words, or talk, as I expected, in this part, the students exposed Many problems have arisen, and the usual dialect words have emerged. Correction one by one is inevitable!
It seems that learning Pinyin and learning Mandarin can still be a long way to go!

Part 5: Reflections on zhchshr teaching

Today, when I coached the first lesson of the 8th Pinyin teaching initials, Zhchshr, the pre-design of the whole class was arranged like this: reviewing the flat-tongue, watching the picture, telling the story, and quoting the syllable zhi chi shi ri The situation, thus entering the teaching of the initials of the course content, the next should be the overall recognition of the syllables and its four learning, review and consolidation, I arranged to distinguish the initials, syllables, single vowels, find the chord in the pinyin sentences Classroom exercises, it is reasonable to say that my classroom design should be very good, but did not complete my teaching process in the classroom. In the evaluation, everyone said my strengths, but the shortcomings did not talk about, and avoided the number of students.
In retrospect, in fact, the number of students is not the main reason, but my teaching wit is immature, and the teaching ability is poor. At the beginning, I used syllables to introduce the initials teaching. It should be said to be a bold and better attempt. At that time, I can also do it from demonstration, explanation, support to release, and to teach the whole syllable and four sounds, but this shows that my teaching is not smart enough, but also need more experience, if at this stage I can put it aside, there will be no problem with insufficient time, and there will be more highlights in the classroom.