Reflection on the teaching of Er Shang Yuan Di

Part 1: Reflection on the teaching of Er Shang Yuan Di

1. Let the students fully say:
In oral communication, teachers should give their students a clear request and the teacher's guidance should be in place. They should let the students fully imagine and fully speak. Students can be free to say, the group said, the whole class exchange said. Regardless of the form, the teacher must make specific requests to the students and cannot repeat them without any purpose.
2. Develop students' cooperation ability:
The new curriculum standard points to the development of students' ability to cooperate. The cooperation ability includes not only cooperation with partners, but also cooperation with parents. We must always create a certain situation for students to learn to cooperate in the interaction with others.
3. Help students form good cooperative behavior:
Students should be trained to develop the habit of "listening", the habit of "expression", the habit of "supporting" and "expanding", the habit of "helping" and "helping", the habit of "advising" and "accepting". The cultivation of students' good cooperative behavior is a long-term work. It requires teachers to start from scratch and teachers to demonstrate.

Chapter 2: Reflections on the Teaching of the Second Garden

First, the awareness of green environmental protection ignited in comparison
If I used to, I would definitely play the second set of "bad environment" pictures directly, so that students can directly feel the destruction of the environment. In doing so, it is difficult for students to enter the country and be united. The Chinese Curriculum Standards require us to “use a variety of strategies”. Before class, I carefully edited two different pictures—“beautiful scenery” and “bad environment” to create a communicative atmosphere for students. Two times of watching, the students are deeply intertwined with the emotions of joy and worry. The heart of the students is like the spring of the firewood, gently open, the strong expression of desire has been stimulated, a strong awareness of green environmental protection has begun to see.
Second, let the communication be carried out in the green
I think: "The green classroom" should first be the classroom of the teacher's life. In this session, I gently sat in the group and regarded myself as a student. Teachers and students practiced an equal dialogue. The atmosphere of democracy and harmony quickly pervaded every corner of the classroom. How can students not communicate and express themselves? Secondly, the “green classroom” should be a classroom for students to interact and cooperate. Oral communication not only requires training students to express their verbal ability, but also pays attention to cultivating students' awareness, ability and habits. I am here to become a small world, let the earth mother recruit environmental protection guards, and let every student become a practice. People, in this happy scene, with the environmental protection of the small guards announced that the seeds of "protecting the environment, everyone is responsible" have taken root, the students' minds have long been green like the classroom.
Third, the green home is built in the imagination
I believe that it is not enough for students to have environmental awareness. They should also look at the environmental achievements we have achieved and make suggestions for building a green home. I seized the topic that “the city is a national civilized and healthy city”, allowing students to build their own green home in their hearts.

Part Three: Reflections on the Teaching of the Second Garden

The garden is the classification, summarization and review of the whole unit knowledge points. In teaching, we should focus on guiding students to learn literacy in exploration and discovery, so that students can master the methods of learning and apply what they have learned, thus broadening the broader knowledge. In the process of coaching, I took the road of the park as the main line, and the group competed with the red flag game as a supplement, running through the entire teaching class. The whole classroom is lively and interesting, which not only stimulates students' interest in literacy and desire to seek knowledge, but also guides students to summarize literacy methods and laws, and students are happy. However, the whole class still has several problems:
1. The teaching concept of the garden is not clear enough. The garden and the text are different, it is the induction, summary and review of the whole unit text knowledge. Just as the garden can not be regarded as a new text, the teaching of the garden should have its own characteristics. At the same time, before the teaching field, we must first think about what our teaching objectives are. What knowledge points students should master, this should be clear.
2. In guiding the teaching of "My Discovery", although the students were guided to observe the method of literacy: familiar words and new ways to recognize new words. However, we did not continue to go deeper. Encourage children to use the familiar words and the methods of the sideways to find out in life. Whether there are any new words that they know, the students' knowledge will be expanded.
3. The teaching design of Garden 2 is not reasonable enough. The first lesson should be: From "My Discovery"
- "Calculation"; the second lesson: learning to look up the dictionary; the third lesson: oral communication. The garden is to reinforce the knowledge points as a review. It should not be taught as a new course. It should focus on guiding students to learn how to learn, and learn their own words!
In short, the whole class is very good in operation, but it must be strengthened in teaching theory!

Part 4: Reflections on the Teaching of the Second Garden

I. Understanding the language garden The language garden is neither equivalent to a lesson in the unit, nor is it a review lesson. Due to the role of the language garden, the language garden has the ability to inherit the past and the future. The language garden is not only a summary of the previous learning knowledge, but also continues to learn new knowledge, new learning methods, etc. based on the students' original knowledge, and infiltrate the learning methods and knowledge to be learned later.
When we are teaching Chinese language gardens, we must pay attention to the "front and back links" of teaching. We should not only teach teaching materials, but should learn to use teaching materials to teach. Ask the teacher to be familiar with the textbook and clarify the intent of each question. Try to discover the inner connections of each question and systematize the teaching.
I teach the language garden 2, according to the teaching content can be divided into three lessons. I am teaching the first lesson, including the two major questions of "My discovery, accumulation of time". Since the radical search method is a new knowledge, a class is arranged, and the oral communication and display stand are placed in the third lesson. This is not an open class, but an attempt to communicate with everyone about the teaching of weekdays.
Second, the description of the teaching design of the language garden
1. Let the language garden become a paradise for students to learn Chinese knowledge:
Each unit language field appears in the form of a question, which is boring for the lower grades. Through the creation of the situation, I have brought the learning camp of the language garden into the paradise of learning, and the process of literacy of students has become a journey in the Chinese character kingdom. Students are happy in middle school and enjoy the joy of self-learning.
Designing the appearance of each question strives for fun. “Reading and reading” appears in the form of self-introduction of surnames by students, placing literacy in a certain context. Let students combine their own surnames to make a jingle glyph. In the "I will read" question, I use the "send home, I play you guess" and other small games that students like. Using a small game, the verb words for the previous literacy 2 are introduced, and on the basis of the review, the students are guided to discover the new knowledge to be learned. In understanding the nine verb words in this question, I use different forms to help students learn. Some students combine the life experience of students to make small games, let a student look at the cards, do the exercises, and let the students below guess the verbs. Some help students understand through the map, and some appear in the form of fill-in-the-blank. I will boring the words, while distracting the difficulties, helping students to strengthen their understanding and improve the fun and effectiveness of learning.
2. Let the language garden become a paradise for students to discover the laws of Chinese:
The curriculum standards point out: actively promote learning methods of autonomy, cooperation and inquiry. I did not explain too much in the teaching of Language Garden II. Instead, I fully mobilized the enthusiasm of students to learn, guided students to explore and discover independently, cultivated the awareness of learning the laws of Chinese language, and guided the literacy and writing.
3. Let the language garden become a paradise for students to discover, accumulate, and use:
The "Course Standards" states: "Encourage students to learn literacy in multiple ways and literate in life". The purpose of literacy is not only to understand more Chinese characters, but to stimulate children's interest in literacy, to learn literacy, and to be able to learn independently. Rich in accumulation, used in life to help them read and write.
In the "I will recognize", the words "knit sweater, Taiwan" are accumulated. The word "knit sweater" is used to practice the sentence of "who is doing what". The term "Taiwan" is unfamiliar to some students. Presenting: A map of China, which enables students to understand that Taiwan is an island and that Taiwan is an inseparable part of the motherland. In particular, it is linked to the text to be learned in the next unit of literacy 3. "Taiwan Island, across the Straits, and the mainland, is a family." This design allows students to remember the word "Bay" while understanding why the Bay Word is related to three points of water and Taiwan. In Garden 2, students are instructed to learn to distinguish between homonyms and near-words, and then present a few sentences to enable students to further understand the meaning of words in context and to guide students to use them in their lives. I encourage students to accumulate more words in their lives. "I will recognize" in teaching, the accumulation of verbs is linked to the actions often done in life. Let students read words and think about which hand-related actions in life, and use the verbs in this question to expand the verbs.
3. Supplementary explanation for the teaching design of the language garden
1, about writing:
In each class of the Chinese language class, we strive to make the children move the pen and use the teaching materials flexibly without the written content of the textbook. In the title of “Reading and Reading”, the selection of the number is filled in. Help students further deepen their understanding of words and strengthen their accumulation in context. In the “Reading and Reading”, the word “Zhang” was written. This word is the word that is required to be written in the 22 lessons of this book. Here, the Chinese character glyphs have been memorized and the writing has been guided. If you want to arrange the instructions for writing, you can't pass it through, but you should be solid. Focus on new studies when guiding the word
2. Arrangement on the order of teaching topics:
Each topic seems to be independent. In the teaching, I fully explore the internal relationship between the questions, and a ring is attached. For example, the three questions “I will recognize, read and compare, read and read” will guide students to discover and accumulate a variety of literacy methods and learning methods. I did not follow the order of the questions, and linked the three questions with the students' cognitive support. I will recognize one question, the students think of other methods of literacy. The students use the "change for one" literacy to mention a lot of similar characters, so as to introduce the "reading and reading ratio" of the homophone and the near-word comparison. Study of the subject. In the "Reading and Reading", the methods learned are applied.
3. About “front hook and back link”:
In the "I will recognize", the method of learning new words by reviewing the familiar words in the language garden. It is found that learning the language garden 2 is a way to learn to use the familiar words and add new words to the side. In the distinction between the "reading and reading ratio" in the form of near-word teaching, the characteristics of the ideogram of the Chinese character are infiltrated. This kind of practice has appeared in the language garden of the book. Review the words in the practice field “I will write” in the same way. On this basis, classify the words with the handles. Recognize a type of word in the dictionary with a handle, the same radical becomes the radical, and is linked to the next part of the learning department.
The language garden is a paradise for students' language practice. It strengthens language practice in teaching and cultivates overall grasping ability. Re-learning, rediscovering, accumulating, and reusing.

Part V: Reflections on the Teaching of the Second Garden

This is the shortest class I have been preparing for the open class. Due to the rush of time, the teaching design and teaching preparation are relatively rough. But the whole process of the lesson is still quite satisfactory - better than my presupposition.
1. Students have a high interest in learning and actively participate in the learning process. The participation rate is very high. The effect of helping each other at the same table and demonstrating learning is very good. The 8 characters that are required to be known, the children through self-study, mutual help at the same table, only two students do not have all mastered, but after listening to the classmates, after inspection, the two students have mastered all, and can master the familiar words The method of literacy.
2. The children deeply understand the joy of learning and the joy of success. Throughout the learning process, the children always maintain a high mood, and a small face is often filled with a happy smile, deeply feeling the ease and happiness of literacy with the method of “cooking words plus radicals”.
3. By guiding the children to do the movements, the children's understanding of the meaning of the words is in place, and the difficulty in understanding the characteristics of the words “related to the meaning of the words” is also easily understood.
4. For the characteristics of the children in the lower grades, I have proposed the learning objectives twice. Every time the children learn, the goals, requirements and methods are very detailed and specific. Without talking about some empty and general words, the children's learning moves toward a clear goal.
At the end of the lesson, the children were not well controlled when they were doing the exercises. The children were too excited to make the whole class seem a bit chaotic, and some students could not pay attention to the lectures.
"The authorities are fascinated, the bystanders are clear", and my level is limited. I would like to ask the leaders and teachers to give more valuable comments for the next improvement. First, "Thank you!"