Reflection on the teaching of the second garden

Part 1: Reflection on the Teaching of the Second Garden

Conducting oral communication training is an important part of quality education, and it is an indispensable duty of Chinese teaching. Oral communication is also an organic combination of language expression ability, human ability, and survivability. This is a challenge and a sublimation of language teaching.
The oral communication class on today is "We go to travel". I prepared some materials before class. I thought it would be like a rush, but students seem to be not interested. Many students sit idle, and they don’t care. The way I feel is to sing a one-man show. With questions, I went to ask the students after class. It seems that I was also in my expectation. Many students said that they could not say that they were afraid of saying that they had no face.
Therefore, I feel that the ability to cultivate oral communication is first of all to dare to speak when students are in oral communication. This reminds me of a conversational class in the past. The content of our study is "Autumn". This class cannot be said to be very successful. The language expression of the students is not very smooth. There are many repetitive words and rumors. Even the classmates pointed out that the problem of answering students does not seem to affect his mood. The students are still happy to participate and speak. The enthusiasm is also high.
Before and after these two classes, how long ago, why there are such big differences, carefully analyze the cause, first, interest is the best teacher, autumn is the most interesting and familiar topic for children, this beautiful The season has just arrived, and students like to have something to say. Second, the students feel it and see the fall, so they are more familiar with the scenery there, and they don’t bother to speak.
Seriously reflect on it, really have to work hard in many aspects.

Part 2: Reflections on the Teaching of the Second Garden

The third language school of the second grade. There are mainly several components: My discovery: If this place is only tightly told that the student is an antonym, then the teaching effect of the classroom will be very poor. It is also difficult for students to understand what this antonym means. When I was teaching this place, I first asked two students to come up, one long tall and one long shorter. Then, I told the students, what did you see in this? The student union said with great enthusiasm: The person’s length is higher, and the classmate is shorter. it is good! At this time, you write high and low on the blackboard. Then, you called two classmates up again, a long fatter one, a long thinner one. Then ask the students: Do you see any difference between the two of them? Students will definitely say: one is fat, one long and thin. I put fat again on the blackboard.
At this time, we asked the students to return their attention to the blackboard. We just found a different place from our classmates. So, is there any student who knows what these two words have to do with each other? classmates! You can also see that there are many words written like teachers in the book. Let's read them together! Read my findings and ask the children to come to the blackboard to perform, and the enthusiasm of the students will be mobilized. The students became very excited. After the performance is over.
We tell the students. Like the actions we have just done, we all have one thing in common. I don't know which children found out? The children who think of it, please raise your hand to tell the teacher. The teacher did not find that you are definitely smarter than the teacher. Think about it? At this time, there may be children saying: they mean the opposite. Then, at this time, I asked the child to stand up and tell everyone loudly. And praise the child. I will write the three "antisense" on the blackboard. Tell the children. An antonym like this is like this. I also summed up in one sentence: the opposite is the opposite or relative. It can be the opposite of a word, or it can be the opposite of a few words, all of which are antonyms. And talk about how the antonyms of two words write antonyms. At this time, the classroom must be very noisy, so to calm the classroom discipline. What do I mean by "noisy-"? Students will think about it. Look at it and don't know how to write it. I am prompted to be very noisy like we are now. What is the opposite of this? Students will definitely say "quiet." Then I will tell the students the opposite of the two words. We should be connected according to the meaning of the two words to write its antonyms. It's not like we write one, just write an antonym to a word. This way students have a deep understanding of this antonym. In order, teach the words one by one.
Over time: I started to raise a classmate of our class very beautiful. Then, I said that one of our classmates is very beautiful. Then I asked the students. Do the two sentences mean the same thing? Can you change "beautiful" to "beautiful" in this way? The students told me that it is ok. Then I will ask the students. why? It’s not right for the teacher to raise it! Can't change words. Then some students say: These two words seem to be similar. All of a sudden introduce the topic into what we are going to talk about. Then ask the students to put the words on the textbook on the fruit and find their place? The students immediately found them in position. Then, I read the front and the students read the back. Fill in the words. And ask the students to read all of them. I asked the students to sit up right now, and I summed it up: the synonyms are similar or identical. If you don't know if it is? We can replace one word with another in one sentence.
Read and read: Let the students read as much as possible, read the words first, then read the words without words. Keep reading, prompting students to finish reading. Do you have any feelings? Then tell the difference between the two.
Oral communication: Take the students once to play outside as an example. Let the students freely raise their hands and then write on their own books. For students who don’t understand very well. I gave him individual counseling. Tell how to write, in what order.

Part Three: Reflections on the Teaching of the Second Garden

Every time you teach a language garden, there are always different feelings, especially the "my discovery", "the accumulation of time" and "reading the back" are especially important. In teaching, I used the following methods and felt that the effect was good.
1. Knowing the consultants, asking questions and asking questions – is the way of learning activities that students practice on their own.
This is the most prominent form of special learning activity in the language garden. The first "My Discovery" in the text, for the first time in the layout of the textbook, this unique way of activity. How to find the general content of the article? First, you must first read this topic carefully. After reading it, you will ask yourself a question. "What is this section asking?" Ask yourself. Second, around the topic, I will give myself a few more questions about "how to find out" and "how to compare" and ask myself and answer. “Self-asked self-answer” emphasizes that the main body of learning activities is the students themselves; the activity is characterized by “knowing consultants”; the purpose of the activities is to operate language tools, learn language and master reading methods in the process of seeking answers; the essence of the activities is that students actually experienced Reading process. As a result, students not only know the conclusions, but also importantly, they “perceive and understand the process of knowledge generation and development”, and promote the development of understanding and judgment ability in the process of personal experience, perception, and perceptual knowledge.
2. Ask the teacher, ask the classmates, discuss the diligence, and discuss more – the form of practical learning activities that form a multi-directional communication situation.
It strives to build an equal and lively learning environment for students and students, students and teachers. This way of learning provides a wealth of practical opportunities for students' language. The group discussion exposes many “contradictions”. It encourages students to explore answers from multiple angles and inspire each other, so that their observations are more precise and the language is more Organizational thinking will be more rational. Such as the understanding of "reading back".
3, test others, test themselves, while reading, while asking - independent thinking, explore the way of practice found.
The core content of the textbook is reflected in this type of activity. When you test your own, you are thinking independently and actively seeking; when you are testing others, you are also thinking independently, judging your own thinking results in comparative analysis, and deciding to choose; while reading and asking, you need to contact, compare, and ask questions. It trains students to systematically ask questions that run through the entire textbook and are an effective way to develop students' creative abilities.
4. Use your own language and movements to understand the text - the practical learning activities of games and role performances.
If it is said that playing games and performing role-playing is a way of practicing activities, then "using your own words and speaking in the book" is the biggest feature of the textbook, and it is also the best way for students to understand the content of the garden.

Part 4: Reflections on the Teaching of the Second Garden

There are three lessons in the park. In the first lesson, I completed three knowledge points: "My discovery, accumulation, and I will fill it out." In these three knowledge points, “I will fill in” to let the students completely self-study, because the question is a practice of collocation, students can complete according to the texts they have learned or the usual accumulation, and encourage students to expand this type of questions. In particular, the 12-course "Beijing is lit up" is almost a vivid match between the words "adjectives or idioms" and "the". The night of Beijing is so colorful and beautiful, students are very interested, and very pragmatic. Training.
The knowledge point "my discovery" "accumulates over time" is appropriate in the teaching, because these two knowledge points need to be dialed on the language base. After all, they are second-grade students, although there are some knowledge accumulation, but in the words There is still some ambiguity between the meanings of words. For example, the "My Discovery" textbook has two major groups. The first group is the "tools used for actions and actions" on the language base. The second group is the difference between "items and items". Here, I have dialed the training of “antibiotics”, which is an antisense word. Students will soon find that two opposite words can form the words “broad, narrow, rich, good, good and evil...” and use them appropriately.
The most worthy reflection is that "spoken communication" is such a point. I used to live two times. One of the lesson was completely wasted. The oral communication of this unit is “the special product of the hometown of the hometown” or “the change of the hometown...” The commentary is also written. I ran to me and said, "Teacher, there are a lot of fruits in my house. For example, grapes are the best to eat. In the fall..."
So, I spoke and asked: "There are no children to say." They raised their hands, and they really wanted to say. Say: "Children, write what you just said, in order, let the teacher share your happiness?" "Yes!" The children replied.
A small pencil is linked to a straight motion, and the small mouth is also kept on the go. The lower grade students do not help with the mouth of the mouth. It is really not good, so that reading and writing helps to make fewer mistakes in the language, saying that the lower grade is accurate. Students write words and count them out.
I was very good when I was on the side of the tour. The maximum number of words written was 200 words, and the minimum number written was about 150 words. All children can write a small essay in the form of “Total – Narrative – Summary”. After school, I took my student's work home and changed it. I am really gratified. No student has written a good job. There are a few basics that can be used properly to accumulate beautiful sentences that describe things. It is beautiful, really not. Written like a second-year student.
Through the success of oral communication in this unit, I believe that teachers' questions in Chinese teaching should be close to the characteristics of children. Children are interested in “eat, drink, play and play”. That is to say, the teacher's pre-set problem is just a reference. It can't be too formal language, too standardized language questioning, and it may make your teaching initiative become passive. Children are not easy to understand and accept, and they are faced with trying to push their children into their own pre-set circles. If you can't get in, you'll be stunned, and the language-style questions are easy to get close to your child's heart.

Part V: Reflections on the Teaching of the Second Garden

"Language Garden 3" is a unit practice content of the first volume, which is a review and consolidation of the previous knowledge. In order to stimulate the interest of this group of children who have just entered the school, when designing the teaching of this unit, I started by creating a situational approach, letting students learn in the context, in order to stimulate their interest in learning and make them happy to participate. Experience the joy of learning and gain knowledge from it.
First, the situation is introduced to stimulate interest
Cartoons are the children's favorite TV shows. I started thinking about class. I think that the language garden is like a big garden of knowledge. How can I use this garden to attract children's attention and let them learn to be happy? So, I chose everyone's favorite flower fairy in the cartoon, as the navigator of this study, under the leadership of the flower fairy sister, go to the smart garden to play. Seeing the exquisite courseware, the children’s desire to learn is fully mobilized.
Second, create an atmosphere, feel the joy of learning
The training content in this language garden is divided into four “numbers of strokes”, “awareness of quantifiers”, “reviewing words with the same radicals”, and “remembering children's songs”. How to integrate these four boring contents into the situation, and subtly introduce the learning of the text in the game, so that the students can enter the learning state without knowing it, and gain the knowledge while learning the happiness of learning? So, I designed four modules in the Garden of Wisdom that seem to be independent and can't be separated from this big background: Garden, Happy Valley, Big Magic, Direction City. Because these are the games that children love to see in their lives, when the names of these games appear on the big screen, students are excited. They fully entered the state of self-learning. This is also mentioned in the new curriculum: “The autonomy of the learning process is an important factor in the students' feelings of pleasure.”
At the same time, I put the contents of the four modules in the form of games: in the garden, let the students use the method of several strokes to collect the same characters in the same vase, and the students still want to play. Happy Valley, the students said that playing a train with a number of words behind the teacher, the learning atmosphere of the whole class was pushed to a climax, thus combining the play and the rest of the class just right. In the process of playing and learning, students not only gain happiness, but also gain success, which encourages them to participate in the next step of learning under the guidance of the learning partner "Flower Fairy" sister.
In addition, the game design of finding friends in the big magic disk is more unique. I combine the learning of Chinese knowledge, art, music and the rhythm of students. Created a beautiful classroom.
Finally, in the direction of the city to read the design of children's songs, I also created a situation where the flower fairy sister and the children read the game together. With the reference object, the example of reading aloud, the students naturally participate in the learning activities with great interest, they use flowers The secret of reading for the fairy sister, read the songs better than once.