Rethinking than the teaching

Part 1: Reflection on the teaching of the subject

"Beyond the Skills" is a main text of the 9th unit of the second grade of the Compulsory Education Curriculum Textbook. The theme of this module is cooperation. Students are required to learn to establish a sense of cooperation with others, and strive to cultivate in study and life. The ability to work with people. In the form of fairy tales, this lesson writes about the golden monkey and the sika deer, and picks up the story of the fruit on the tree, telling students to learn to cooperate with others in life.
The theme of this town open day, "Sentimental Understanding of Words in Reading Teaching in Middle and Low Years", I determined the teaching objectives and teaching process of this course according to the topic of the seminar. I first check the wording with the fruit picking game and experience the joy of cooperation at the event. Then, through reading, combining context and life practice, creating situations, using illustrations and performances, I understand and accumulate words. Throughout the teaching activities, students can actively participate, actively speak and confidently express their views on the understanding of the text, the effect is still good, let students understand the importance of "cooperation" from the situation.
The first thing to be sure is that the learning tasks in this lesson have been completed, the goals have been met, and the theme of this seminar has been implemented. In the teaching of this lesson, I think it is worth mentioning that in the understanding of the key words of this lesson, "Fast", "light jump", "one breath", "satisfied" and "dejected", In the place of entry, the scene was created, and the children learned and understood the words through the role experience, and showed them through reading, and received good teaching results. The teaching of the Chinese language classroom is not easy to read. Because the articles in this lesson are easy to understand and the language is lively and lively, especially the mental activities of the sika deer and the golden monkey are very vivid. Therefore, in the reading of reading, the students are guided to experience the different moods before and after the sika deer competition, and the different moods before and after the Golden Monkey competition, and through a variety of forms of reading: contrast reading, role reading, reading, group reading, personal reading, etc. Fully integrated into the role, achieved a good teaching effect.
For a variety of reasons, the class was a bit nervous, and the students did not give a timely summary when they understood the word "one breath": "One breath" is that there is no pause in the middle to complete something. After reflection, I found that my own educational wit and classroom evaluation still need to be strengthened. In the future education and teaching work, we must work harder to make up for our own shortcomings, let the children shine every day, and make every class full of vitality!

Part 2: Reflection on the teaching of the subject

"Beyond the subject" is a fairy tale. It is mainly about the sika deer and the golden monkeys who feel that they have great skills. They pick fruits through competitions and they know that only cooperation can succeed.
When teaching this lesson, I first introduced the riddle with a stick figure to motivate the students to participate. Then look at the subject to ask questions, read the text in multiple forms of literacy, and then learn the text paragraph by paragraph, sum up and expand, and carry out happy accumulation. Strive to achieve unity of effectiveness and flexibility.
When I came down from this class, I always felt that I was still in the mood. I believe that the students will feel the same.
The first thing to be sure is that the learning tasks in this lesson are basically completed. In the teaching process, the riddles designed when the subject was introduced not only stimulated the students' interest, but also indirectly introduced the knowledge about the golden monkey and the sika deer to the students. I think the student’s interest in learning at the beginning was mobilized. Next, I will finish the problem very smoothly, and the student’s problem is very accurate. I can say that it is in one step, and I feel that my usual efforts are not in vain. When I was studying the text, I grasped the main line of the cause, the passage, and the result of the story, and grasped the characteristics of each paragraph to start teaching, such as the first training reading - confident reading. The second paragraph is a combination of reading and reading, with a focus on understanding "satisfaction, dejection" and so on. At the end of the course, we will focus on understanding, imagining, expanding and extending the text, and guiding students to accumulate vocabulary and infiltrate moral education. This step-by-step approach makes the classroom more dynamic, students learn actively, active thinking, and reading enthusiasm is particularly high, it is really fun.
In this lesson, I am quite satisfied with the design of the blackboard, which is relatively novel, mainly based on simple strokes, clear in structure, prominent in theme, and more vivid. In the second paragraph of the study, I watched Chen Shuo and Fang Chaoyang’s sorrowful contrast performance, so realistic, so vivid, and I was thrilled by the thorough understanding of the words. In addition, the end of the class contacted the actual talk about cooperation, and carried out cooperation to pick up Apple's recognition of the word activities, which not only consolidated the word and stimulated the cooperation between the groups, the students' interest is extremely high. When studying the text as a whole, the children can actively participate in and express their understanding of the text. The last few words about the content of cooperation are presented in the form of greeting cards, which not only accumulate words but also lay the foundation for the teaching of the next text "New Year's Eve".
Some people call reading a kind of guided creation. "Chinese Language Curriculum Standards" clearly states: "Reading is a dynamic process of thinking collision and spiritual communication. Teachers are not only the organizers of reading activities, but also the facilitators of students' reading." Teachers should act as an intermediary between text and students. The role of the guide is to actively create a relaxed, active and harmonious classroom atmosphere, and guide students to actively discover, construct meaning, and even create meaning. The teaching of this class made me see my weaknesses. In the teaching, it is not enough to let go, and the participation of the group in picking apples is not wide enough. In the future, we must pay attention to grasping the concept of the new curriculum standard and flexibly control classroom teaching.

Part 3: Reflection on Teaching

When I was studying the lesson, after reading the text, I said, "Students, if you have any questions, please tell me what you have to say. Let's try to solve it." When I first fell, there were several students who raised their little hands. I was so happy. "Is it good? My class students can ask questions after they first read the text. It seems that the pre-study is in place." So I called one. He said: "Why, why do the sika deer run fast, and the monkey runs slow?" I was surprised when the question came out. How could students ask such questions? Is this a problem, and the feeling is Competing with others. However, I think that I can't dispel the enthusiasm of the students to ask questions, so I said: "This is related to its physiology and is born." This problem is how to deal with the past. After class, I seriously thought about it. I think that for the students' questions, I should be effective as a teacher, so that this will not happen.
First, instruct students to ask questions
We know that Chinese language teaching content has rich humanities knowledge, involving astronomy, geography, nature, society, ethics, morality, etc., can be said to be all-encompassing. Although the language is rich in humanities, the language has the characteristics of language, and the language class cannot be used as an ideological education class or a natural science class. Therefore, it is important for teachers to infiltrate the way students ask questions and focus on them. Generally, students are asked to ask questions about the content of the text. The problem is to serve the understanding of the text, and it is impossible to arbitrarily ask questions. There are many ways to ask questions, such as analyzing questions, grasping the main words, and asking questions about the characters' characteristics. Students should be encouraged to ask questions, and students should be asked to deal with the connection between problems and language knowledge, the connection between problems and life, and the connection between problems and natural sciences.
Second, instruct students to explore problems in cooperation.
In the language teaching, let the students study hard and ask again when they don't understand. This avoids the blindness of the problem. And there are problems in the group discussion first, so that the shallow problems are solved within the group, reducing the useless consumption, while optimizing the problem and making the problem more valuable. Questions that cannot be solved within the group can be asked by students to encourage different opinions.
In short, students should be encouraged to ask questions in classroom teaching, but there must be ways and means to let students closely follow the texts they have learned to raise appropriate questions and achieve good learning goals.

Part 4: Reflection on the teaching of the subject

In the course of this teaching, I asked the students to recall and summarize the article as a whole, and presented the cards of the image of the sika deer and the golden monkey. The design of the review was straightforward. In addition, when studying the text, I use the story structure of the cause-process-end to analyze the text piece by paragraph and read the text one by one to start the teaching. The students learn actively and have active thinking. When studying the text, the children can actively participate and actively express their views on the understanding of the text. The focus of this article is the second paragraph, but the idea of ​​sika deer and golden monkey is also a key point, can not be ignored, only understand that they began to feel that their own skills have even failed, and then experience the difference in mood, in order to read their later Delighted and lost, even read the last embarrassed smile. In this lesson, I used to read the text, read the answer, and read the text in aloud. Such as: several questions of the elephant uncle; the answer of the sika deer and the golden monkey. The key sentences and paragraphs are read by self-realization, and the other parts are taken by the method of teacher introduction. At the end of each session, there is more or less a summary. At the end of the course, we will focus on understanding, imagining, expanding and extending the text, and guiding students to accumulate vocabulary and infiltrate moral education. I designed a thinking session to let the sika deer and the golden monkey perform at the same table to realize what they will say after the mistake. At the same time, they also showed the cooperation between the students and realized that the cooperation is around us. This class combines the ability to listen, speak, read, and write, and develops all aspects of the child's development.
After completing this lesson, I have seen through reflection that I still have many shortcomings in this lesson:
1. When explaining the first paragraph, the students can only understand that the sika deer run fast, the golden monkey will climb the tree is their ability, and can not understand more deeply that these are their advantages, because the reading is not enough, so the understanding is not enough . Moreover, the first paragraph is not a key paragraph, too much explanation, and the focus is not prominent.
2. When the guidance was “satisfied” and “dejected”, the students did not read aloud. There are few ways to read aloud. In fact, during the trial, I used a lot of reading styles. Because the students did not understand the position, it caused my confusion, which led to the missing group reading and competition reading.
3. In the fourth paragraph, understand that "why laughed" is not in place, combined with the picture to understand correctly.
4. When the students played the sika deer, the golden monkey and the elephant uncle, my summary did not highlight the importance of cooperation.
5, interest is the best teacher, I try to use every opportunity to stimulate students' interest in learning to find problems, think about problems, solve problems, but the feeling is not in place.
6, my evaluation and praise in this class is not enough, my passion is not enough, plus the fourth class, the students' attention may not be concentrated, resulting in the atmosphere is not active, students answer questions The sound is not loud enough, and there is no passion for reading.
7. The teaching speed is too fast. The main reason is that the key points are not deep, which is the biggest failure of this lesson.
The above are some simple opinions and evaluations of this class. If there are other problems, I hope that the seniors can give me corrections. I will try my best to improve myself and constantly improve the teaching level in my work.

Part 5: Reflection on Teaching

When I came down from this class, I always felt that I was still in the mood. I believe that the students will feel the same. Every innocent child likes stories, so I bring them into the world of fairy tales. Adding a stick figure is my strength. I watched the teacher's vivid little animals jump on the blackboard, and the students' interest in learning was suddenly mobilized. In the following process, the students were very satisfied with the teacher's key words, because they were able to "speak up the class", and our usual effort was not in vain.
When I was studying the text, I used the story structure of the cause-process-end to start the teaching. The class was more energetic, active in learning, active in thinking, and very enthusiastic in reading. It was really fun. When learning "satisfied" and "dejected", the students' sorrowful contrast performances are so realistic and vivid. Of course, what I am most proud of is the question of "the elephant uncle is not the skill" proposed by the students. Such a good student is my pride. Every class I like to ask the students to ask questions because their wonderful performance makes Everyone is happy and makes my teacher very happy.
In the last part, I originally designed a link: What do the students say about the sika deer and the golden monkey? However, on the one hand, time is already too late. What's more important is that since the students have said so well, there is no need to add more snakes, so simply remove them and leave more time for the students to study.