Reflection on the teaching of earth cleaners

Part 1: Reflection on the teaching of earth cleaners

Today, I will study the text "Earth Cleaner" with my child. Before I go to the new class, I ask: Do you know what the cleaners do? Everyone raised their hands and answered. Do you know where there are cleaners? Children are even more eager to raise their hands. When the child is immersed in the joy of success, I seize the opportunity to ask: Do you know there are cleaners on the planet? Do you want to be a cleaner on earth? Let's take a look at the cleaners on the planet? Read the text. When the child finishes reading the topic, I said that I now see this question. What questions do you want to know? The children raised their hands:
Who is the Earth Cleaner? Why do the earth have cleaners? Do you want to be a global cleaner? What are the skills of the Earth cleaners? Why do they want to be earth cleaners? The children are enthusiastic. Based on these questions, I said that the children are really capable and have raised so many questions. Now let's walk into the text and see who the Earth cleaners are. What are their skills? Please listen to the teacher reading the text. Therefore, I used my own reading of the advantages of the text, the high and low of the text, the various voices painted vividly, my humorous fun to amused the children, do you want to test with the teacher? They are interested and eager to try to compare with me. So, I asked the children to read the text on their own and think about the questions they had just raised; who are the Earth cleaners? What skills do they have? As the child is reading the text, I designed a form on the blackboard:
The animal leader position allows the child to complete the individual forms according to the table and self-study texts. I easily reached the teaching goal of reading the text - self-question to solve the problem.
I think that in this lesson, I successfully completed the teaching of this fairy tale with my humorous and exaggerated ridicule.
When the child completed all the problems, I pretended to state: children, marine cleaners, floor cleaners, underground cleaners, pasture cleaners, I think there are some places where cleaners, such as air cleaners, I Want to sign up as an air cleaner, I will tell my strengths, and deliberately said, can I be a global cleaner? I also ridiculed that at least I am still a "flight stewardess"! The children are saying that you can't because you are nearsighted. So I seized the opportunity to educate my children about eye-care, and how to pay attention to eye hygiene. I feel that I have been very successful in this class. I not only educated my children about the environment, but also educated them about their eyes. At the same time, they cultivated their ability to ask questions and solve problems on their own.

Chapter 2: Reflections on the Teaching of Earth Cleaners

"Earth Cleaner" is a scientific essay that children love to see. The textually illustrates the great role of animals in protecting the ecological environment through anthropomorphic writing and cute cartoon pictures, reflecting the animals and The close relationship between humans.
In order to help children understand the content of the text, internalize the information in the text, and at the same time adapt to the cognitive characteristics of the third-grade students, first adopt the method of reading and speaking, let the children realize in self-reading, try to communicate in self-study middle school. The self-reading experience, the experience of the success of self-study, stimulates students' interest in self-study, and at the same time, according to self-study tips, they are questioned, doubts are thought, and thoughts progress. Make students develop the habit of reading and thinking.
Then in the reading, I realized that in the third grade language learning, “reading the lecture” is still a very practical teaching method. For children whose language accumulation is still weak, the sound of reading is easier than the use of language to express the idea of ​​reading and understanding of the article, and it can help them to understand the content of the text and achieve understanding and understanding.
Then, using the method of reading and acting in a role-by-character manner, the students' various senses are involved in the study, and the students are happy to learn the language in the colorful teaching situation, that is, in the happy game middle school language. The language learning is plated with cheerful colors, so that students learn Chinese because they are willing to learn Chinese, and ultimately achieve the purpose of Chinese teaching.
Finally, through the students to talk about ideas, the way the teachers make suggestions, deepen the children's emotions, let the children learn from the text, and resonate with the connotation of the text.

Chapter 3: Reflections on the Teaching of Earth Cleaners

There are four fairy tales in the unit of this text, all of which are related to the interaction between animals, plants and nature from the perspective of humanistic care. This text is in the form of a first person, allowing students to understand the lifestyles of various animals and their contribution to the earth through dialogue with the text, and to stimulate students' awareness of protecting small animals and protecting the global environment. Based on the cultural theme of this unit and the structural characteristics of this text, I have developed the following teaching objectives:
Learn 8 words in this lesson and get to know 14 new words.
Read the text emotionally, understand the role of animals in protecting the Earth's environment, and understand the close relationship between animals and humans.
Develop students' language skills, like to read extracurricular books, feel the pleasure of reading, develop good reading habits, and enrich knowledge accumulation. When the class is designed for two classes, the first lesson recognizes the words, reads the text, understands the content of the text, and cultivates the ability of oral communication; the second lesson guides the writing of the words and opens the exchange meeting.

Chapter 4: Reflections on the Teaching of Earth Cleaners

The contents of this book are comprehensive and specific, and strive to help and guide children to use a variety of senses, from different angles, different aspects, multiple forms of hands-on, brain learning and sports. However, our education target is children with strong subjective initiative, they have their own interests and needs for personality development. Therefore, teachers should put more energy into observing and understanding the characteristics and needs of young children. They should combine their own educational experience and the wishes of their children to flexibly and creatively choose to use teaching materials and adjust the content and form of the curriculum in time. Pay special attention to the generation of children's curriculum, pay attention to the integration of the curriculum and the mutual penetration of educational content in various fields, and strive to reflect the interaction between teachers and children and cooperative learning, reflecting the organic combination of the preset curriculum and the generated curriculum.
The "Outline" pointed out that the family is an important partner of kindergartens. It should strive for the understanding, support and active participation of parents in the principle of respect, equality and cooperation, and actively support and help parents improve their educational ability. The special relationship between the family and the child determines its important role in the development of young children.
In the early stage of the theme activity, I passed the questionnaire to the parents to send a message to the parents in the form of a letter.
Based on our suggestions, parents provided a large amount of relevant information and information, which laid a solid foundation for the smooth development of this event.
The "Outline" pointed out that the environment is an important educational resource and should effectively promote the development of young children through the creation and use of the environment. The space, facilities, activity materials and routine requirements of kindergartens are conducive to triggering and supporting children's games and various exploration activities, which are conducive to triggering and supporting the positive interaction between young children and the surrounding environment.
"Environment is talking," it is the second teacher of young children. Therefore, in the early stage of the event, I reserved a blank wall to allow children to independently design the theme wall of “Earth – Our Home”, which stimulated children's interest in exploring the mysteries of the earth.
At the beginning, the child just placed the collected pictures and materials about the earth on the wall. However, with the continuous development of activities, children are more and more interested in the knowledge of the earth. We have also created the theme wall and activity environment of “I am contributing to environmental protection”, and collected environmental protection news and new achievements. Signs and so on are placed on the theme wall. The activity area is arranged in this way: to provide a globe and a flashlight in the Science District, to let the children operate, to understand the formation of day and night; to put teaching charts and pictures in the language area for children to continue to practice the story; to guide the child display and ecological environment in the art area Relevant books, self-made environmental posters and pamphlets, making environmental posters, encouraging young children to create boldly; collecting some used items in the handicraft area, inspiring young children to reuse used items, making novel, interesting, three-dimensional and intuitive toy teaching aids. Save material and reduce pollution. Because the role of the environment is subtle, its effect is more real than the teacher's words and deeds.
The earth is the best planet for human beings to survive, but young children don't know much about it. I use the children's repertoire "Happy Planet" as an entry point to cause children's interest in exploring the mysteries of the earth, and to stimulate and train children to understand. Earth, cherish the resources of the earth, and are willing to protect the earth's consciousness and behavior.
In the implementation process, observation, perception, operation, investigation, statistics, games, discussion, practice and other activities are used to expand the experience of young children and cultivate children's environmental awareness and behavior. In addition, the implementation of the theme activities should combine group activities, group activities and personal activities, and appropriately increase the group activities and personal activities time.
In group activities, teachers should prepare rich materials and choose interesting ways to attract the attention of young children. Use a charismatic language to arouse the child's desire for knowledge and stimulate children's interest in exploring the mysteries of the earth. In group activities and personal activities, teachers should encourage young children to explore and learn according to their own interests. For example, some children like science experiments, encourage children to go to the science area; some children like to make handmade, encourage them to go to the manual area. Regional activities should be an extension of collective activities, and should also be a place for children to self-generate and freely explore. In regional activities, it is necessary to give children more opportunities to explore and try to remind them to actively participate in learning. Teachers should become partners and guides for early childhood learning activities.
Throughout the curriculum and activity design, teachers and parents are encouraged to collect materials, exchange discussions, and explore collaboratively. At the same time, teachers are encouraged to continuously adjust the activity process according to their age characteristics and individual needs and interests, so as to promote children's more effective learning and growth.

Chapter 5: Reflections on the Teaching of Earth Cleaners

The Earth Cleaner is a lively fairy tale that is easy to understand. In this lesson, I teach in three levels: the first level, read the text, and understand the main content. In this layer, I first guide students to read the text, and then let them fully understand the way each small animal lives and the benefits that this way of life brings to the global environment. When this understanding has been internalized into the hearts of the students, I have entered the second level to carry out language communication training. In this layer, I give full play to the characteristics of the instrumentality of the language. It not only allows students to deepen their understanding of the text, but also develops their language skills. In this lesson, I not only ask students to learn to read and read texts, but also combine popular science knowledge with teaching content. This is the third level. Pay attention to the integration between disciplines and let students find relevant materials under the class. The contents of the search will be exchanged in the form of a book exchange meeting, and the reading under the class and the teaching of the class will be organically linked to enhance the interest of students in reading, so that the students' purpose of reading is stronger.
The textbook is an example. It is a resource. Only creatively developing textbooks can lead students to enjoy the wild in the field of knowledge.
The new curriculum standard states: "Spoken communication ability is an indispensable ability of modern citizens. Students should be trained to listen, express and cope, so that students have a civilized and harmonious interpersonal communication." So I designed this class. This form of job fair combines oral communication with reading lessons to develop students' oral communication skills in a specific language environment. In the reading requirements of the first syllabus, the new curriculum standard asks students to “read fairy tales, fables, stories, longing for good situations, care about nature and life, and have their own feelings and thoughts for interested people and events, and I am happy to communicate with people.” Reading exchanges are the specific way to develop students' abilities.
Through the teaching of this lesson, I feel that students like the article of fairy tales very much, and they like to teach in the form of job fairs and book exchanges. In this relaxed, relaxed and pleasant teaching environment, students enter the situation happily, are willing to think, dare to express, improve students' reading ability, thinking ability and oral communication ability, so that students can practice in the situation, in the situation development of. The book exchange meeting is an extension of the text. In the process of communicating with the text, the students discover that the animal has such a wonderful relationship with the earth, and immediately became interested in the way the animals live. I will guide the students to the bookstore, library, and the Internet. Find relevant information and understand the relationship between animals and the earth in many aspects and perspectives. In the process of searching, students not only have a strong interest in reading, but also greatly enriched the understanding of animal knowledge. It has laid a solid foundation for future study and exchanges.