Common home teaching reflection

Part 1: Reflection on common home teaching

This lesson is a children's poem full of childishness and catchy. It is vividly written that the things in the world have their own homes. The earth is our common home. It infiltrates the education that loves the earth and loves one's own home.
Because the content of the poems in this lesson is easy to understand, it is easier for students to understand. Therefore, I ask the students to speak through the repeated reading, with the sentence "__ is the home of __", and guide the students to try to write one or two according to the student's situation. sentence. In order to achieve the goal of students memorizing and mastering poetry.
In this lesson, I follow the requirements of the Chinese Language Curriculum Standards, and the teaching should pay attention to the guidance of reading, and cherish the unique feelings, experiences and understanding of students. From the content of this lesson, students are more familiar with the things mentioned in this lesson, and they are more interested, but the understanding of the last sentence "Earth is our common home" is still difficult. The last sentence is the central sentence of the full text. It is both a summary and a sublimation. I also broke through the difficulties by letting students read more experiences.
After the end of the lesson, I felt that when a first-year student learns this kind of text, the teacher can properly guide the understanding and then read the text, and the students will have a deeper feeling. Through a variety of forms of reading, it can help students understand the experience, but also reduce the difficulty of students to recite the text, students can basically recite it. Then use the image-intuitive media teaching method to create a colorful teaching situation, so that students can perceive the image and deepen their impression. Then the teaching objectives of this lesson can be completed satisfactorily, and the key points can be easily broken, and the effect is good.
The design of this lesson pays more attention to the cultivation of students' self-learning ability, which mainly makes students feel their own feelings. When expanding the practice saying "__ is the home of __", whether to apply some intuitive pictures to help students open their minds, or to give full play to the students' imagination, let them actively mobilize the known in the mind, and need to continue teaching in the future. Practice.

Chapter 2: Reflections on Common Home Teaching

Lindgren said: "If the school can't give students more successful experiences in the classroom, they will end up completely refusing to learn both in school and outside the school." It goes without saying that students can experience success. How important is it to improve the enthusiasm for learning.
In the design of this lesson, I fully consider the psychology and age characteristics of the first-year students, and incorporate the concept of the new curriculum standard. It reflects the students' self-learning and inquiry learning methods, fully exerts the students' main role, and actively and subtly develops the students' wisdom and enables the students to develop. The wings of imagination, freely soaring in the space of thinking, not only deeply understand the content of the text, but also cultivate the love of the students in the invisible, but also infiltrate the consciousness of protecting the earth and protecting the environment.
Interest is the best teacher. This is especially important for first-year children. They are active and inattentive. In order to stimulate their desire to seek knowledge, I have carefully designed some aspects of interest to students. At the beginning of the class, I created a situation and introduced a small story to introduce a new lesson: Children, today the teacher brought you some small partners, do you want to know them? It quickly stimulates students' interest in learning, which leads to the topic and paves the way for the follow-up. In order to test the students' mastery of the new words, I use the word card to list the trains for students to read. The students are very motivated and almost all can compete for reading the words aloud. The first grade children are more emotional, and the teacher's language should be close to the child's heart. During the class, I frequently use the children's language "small white clouds", "small black seedlings", "happy birds", "living little fish", "who wants to praise your home" to motivate students to read aloud, try not to raise their hands. The children are actively involved in reading aloud, to understand the warmth and sweetness of the family, and to realize the happiness, pride and pride of living together on earth. The first-year students are rich in imagination and have strong desire to perform. I have seized this feature and encouraged students to use the image movements to read and recite, and to let students wear blue sky, white clouds and other headwear, perform readings and deepen the text. The understanding of content, the theme of natural ascension: how to protect the earth. Students have said that "do not pick flowers", "do not throw paper scraps", "to protect nature, protect the environment" and so on reached emotional goals.
Su-tea teaching emphasizes emotional reading, and the essence of the article can only be appreciated when entering the country. This lesson is a lyrical children's poem, so I designed to read mainly, to help read, to create a situation, to inspire imagination, demonstration, evaluation, etc. to "read" throughout the entire process of teaching and learning All-round. There are many forms of reading, such as free reading, reading by name, reading, reading, group reading, reading for boys and girls, and so on. Through these different forms of "reading", the understanding of the content of the text, the experience of thoughts and feelings, the development of thinking ability and the cultivation of language sense are promoted.
The enthusiasm of the students in the classroom is very high, and the desire to actively explore is very strong, giving full play to imagination and creativity. In the last link, in order to cultivate students' divergent thinking and expand the space of imagination, I designed such a hierarchical exercise, let the students be a small writer, and collaborate to compose a poem: "The blue sky is the home, the sheep The home, the soil is the home, the home." Let the students fully say where their home is, divergent students' thinking, and train students' oral expression skills.
After finishing the class, I feel that the student thinking space is vast and needs us to develop. From the whole class, I was encouraged by the spark of wisdom flashed out of the students. Although the class has been finished, the students’ eyes of seeking knowledge are still waiting for the teachers to satisfy their desires.
Of course, there are still shortcomings in this class: this class has played the initiative of the students. The students in the class have said a lot, but the words are not complete enough. Some children can’t say a word themselves, and the students’ spoken words are also Not rich enough. For example: What if the birds, fish, seeds, and white clouds are at home? The child's answer is only: happy, happy. In the future, we will strengthen our language accumulation.
Teachers lack classroom wit and do not do well enough to deal with generative problems. For example, when asking students to answer “What the bird will think and do at home,” the student replies “I want to be a mother.” “Hungry, I want to find a worm to eat.” Obviously, this answer has deviated from the theme, and students should be guided at this time. Talking about "How is the bird's home?" will not lead students to imagine. It can be seen that the teacher's ability to respond is also crucial to improving the efficiency of the classroom.

Chapter 3: Reflections on Common Home Teaching

In the process of teaching, in order to stimulate their desire to seek knowledge, I carefully designed the courseware for the class, and tried my best to make the children who did not dare to raise their hands actively participate in the study. It turns out that the enthusiasm and learning effect of children in this class are very good. Here is a summary of the teaching of this lesson:
First, literacy teaching
When importing, let the children recall the happiest things with their parents, experience the warmth and happiness of the family, and stimulate the students to learn enthusiasm. After reading the text, I will start by checking the students' reading of the text to see if the student's pronunciation is accurate, and then break the birth words from the sentence, let the students read, let the independent practice, and then read the name. In this case, I focus on a class of words "cloud" and "child". After reading the words, “Cloud” allows students to try to group words. The students’ ideas are relatively broad. Some groups are “clouds” and “color clouds”, and some think of “black clouds”. "Zi" I focus on understanding the "child" through the "seed" and "child" to read three sounds in the independent reading, while reading softly in these two words, the teacher guides the reading of the words, and the soft reading is short and light. Then let the students talk about which plants are known, and how the seeds grow and germinate. The students don’t have much personal experience, so the teacher teaches students to understand the phrase “The earth is the home of the seeds”, and the students practice reading aloud. This sentence lays the foundation for learning the text. Finally, the words are shuffled and the train is practiced.
The teaching of lower grade words is very important, but learning can't be separated from sentences, out of context, and can only be understood and learned in the context of learning.
Second, the reading text
The full text of this lesson is a total of six sentences. From 1 to 4, the words "blue sky, woods, small rivers, and dirt" are the homes of "white clouds, birds, fish, and seeds." The fifth sentence states that each child has his or her own home. The sixth sentence is summaries, and it is sublimation. It tells us that although all things in the world have their own homes, they all live in the arms of the earth. The earth is our common home. My design idea is to follow the "Leadership 1st line - self-study 2 - 4 lines - the 5th and 6th lines of the Community" as the main line, mainly based on reading, with beautiful courseware to make the text content more intuitive Read the imagination while reading, let the students feel and realize.
When learning the first sentence, first guide students to imagine the freedom and happiness of Baiyun at home, and then read through reading. With the basic reading of the first sentence, students can read their feelings when they are learning the second sentence. The teacher will evaluate it in a timely manner. The student’s reading level will be higher than the previous level. The third sentence can be followed by the teacher. Imagine reading the feelings, and this also reflects the teaching, introduction, and release process of teaching. Finally, let students add their favorite movements, performances, and reading the first four sentences. This not only mobilizes the students' enthusiasm, but also lays the foundation for memorizing, and also gives students a short rest and more. When dealing with the difficult sentence of the text "The earth is our common home", I first let the students appreciate the pictures of things on the earth, including mountains, oceans, grasslands, animals and humans. In showing "the earth is the home", let the students look at the blanks, and then let the students think about it. The earth is both the home of the plants, the home of the animals, and the home of our human beings. Then we say in one sentence... in front On the basis of this, it is easy for students to fill out the "Earth is our common home" and solve the difficulties.
Third, sentence practice
In the implementation of the key objectives of the sentence practice, I mainly carried out a progressive infiltration in several steps, and finally let the students achieve the purpose of flexible use. For the first time, after learning the third sentence, "The river is the home of the fish," let the students think about what friends the little fish will have in the river, which leads to "the river is the home", with the help of illustrations. Students will be able to fill in the answers soon. The second time, after performing the first four sentences of the reading, let the students observe the characteristics of these four sentences. These four sentences are all about who is the home, and then show the "big mountain is the home" and "yes home" With the previous foundation, the first sentence students fill in quickly, followed by further divergent thinking and use. The third exercise is "the earth is the home". The purpose of this sentence is mainly to consolidate the sentence pattern, and then to lay the foundation for breaking through the difficulties. Overall the effect is still very good.
Of course, there are still many shortcomings in this class. First, the level of students' reading is still not in place. This is mainly because the teacher's instruction needs to be further strengthened, and it really plays a leading role, which is enough for students to read aloud. Previous height. Second, the classroom adjustment ability of the lower grade students has yet to be further studied and improved, and there is still a long-term unremitting efforts in peacetime.

Chapter 4: Reflections on Common Home Teaching

Textbook Analysis: The "Common Home" lesson is a children's poem in the sixth unit of the first grade. The content of this unit is centered on “home” and four texts are arranged from different angles. Have written about family life; have written animal life; have homes that write about nature, and extend to the earth is our common home. The focus of this module is still to train students to read the text, read, understand the meaning of the text and good reading habits, expand language accumulation, and effectively implement the important task of "cultivating students' oral expression ability" in Chinese teaching.
This lesson is a children's poem. By using the familiar things of the students, it is vividly written that the things in the world have their own homes, let the students realize why the earth is our common home, and infiltrate the love of the earth is love. Education of your own home. The full text consists of 5 sentences. From 1 to 4, the words "blue sky, woods, small rivers, and dirt" are the homes of "white clouds, birds, fish, and seeds." The fifth sentence is summaries, and it is sublimation. It tells us that although all things in the world have their own homes, they all live in the arms of the earth. The earth is our common home.
Teaching philosophy:
First, reading: According to the requirements of the "Chinese Curriculum Standards", reading teaching should pay attention to the guidance of reading, and cherish the unique feelings, experiences and understanding of students. The teaching of this lesson should be based on reading aloud, and you should be enthroned in reading.
1. Experience reading, reading and seeing
Taking reading as the main, not replacing the students' reading practice with the teacher's analysis, giving students sufficient reading time and diverse reading forms, guiding students to read the text, reading the beauty, reading in the reading, appreciating in the reading, going Accept subtle education. Teaching the "Common Home" lesson, combined with the short and fine features of poetry, I let students read aloud freely. In the reading, the content of the text is perceived as a whole, and the beauty of the language is felt during reading. Combining various forms of reading, students can imagine the clear and specific image related to words in their minds. "The blue sky is everywhere, the white clouds are blossoming; the birds in the woods are singing; the clear waters of the river, the fish swimming freely; the green shoots Breaking through the ground, smiling at the wind..." thus further understanding the meaning of "home" - warm, happy, and get a preliminary emotional experience. The teacher's timely evaluation points are allocated to the students to read a larger space of personalization, so that they can understand the unique understanding of the language and characters in the experience, and read them out through reading, thus forming a sense of language.
2 sentence migration, planing poetry
The sentence patterns of children's poems can often be used in the opposite direction. The migration of the sentence "Yes Home" in "Home" has been twice. First, before learning the text "Earth is our common home", its main purpose is to expand the students' understanding of our relationship with the suffocating from the blue sky and white clouds, the woods birds and other life experiences without the need to preach. It’s as affectionate as it is. It has broken through the difficulties and achieved the silent effect of moisturizing. Second, after learning the complete poem, let students use this sentence to create children's poems. This kind of creation is the creative thinking of students surpassing life experience. It not only cultivates their ability to use language and characters, but also uses accumulated words and sentences to enrich their experience and accumulate their understanding of Chinese connotation.
3. Advocate learning methods of autonomy, cooperation and inquiry, encourage doubts, guide discovery, liberate students' minds and mouths, and make them dare to think, dare to say, solve problems in their own way. Teachers and students work together to study together, teachers give students guidance, students also give teachers inspiration, mutual promotion, common development, and jointly enter the specific situation created by the text, accept infection and edification.
Second, literacy: The literacy teaching of the New Curriculum Standard follows the physical and mental characteristics of the lower grade students, emphasizes literacy, less writing, cultivates students' literacy interests, reduces the labor intensity, and mobilizes the enthusiasm of students for literacy. However, the separation of reading and writing of the new curriculum has brought great difficulties to literacy on the other hand. “The gentleman does not do it.” Students learn fast and forget too fast. Therefore, literacy teaching has become the most difficult problem for teachers under the new curriculum. The teaching process is quite tedious and monotonous, meaningless, and time consuming. I feel that it is a shortcut to develop literacy skills by allowing students to think, remember, and analyze glyphs in a variety of ways. Of course, self-study does not mean that the teacher does not teach. The purpose of teaching is to not teach, let the students think for themselves, find problems themselves, gain knowledge, and the gains obtained are solid and firm, and they can also understand the rules of Chinese characters. For example: old with new, near-word contrast, homophone, basic words plus radicals, familiar words to the side, remove parts, increase or decrease strokes.
Teaching Ideas: When the "Common Home" arranges two lessons, this lesson is the second lesson. In the first lesson, I will learn two characters, "Cloud, Son", and I will use the Chinese Pinyin to read the text and do three things. Can initially understand the content of the text. Let me talk about the arrangements for the second lesson.
First, import. And the language of affinity, the familiar content of the students introduced by my two homes, let the students guess that I have several homes, the problem is very simple, but it can stimulate the interest of the students, so that the students understand that the home is the place of love.
Second, new awards. According to the same characteristics of the textbooks, I started from the home, contacted the students' own knowledge level and life practice, and read and led the students to guide the students to view the pictures, read the sentences to ask questions, and then read the sentences to understand the emotions. Give the students all the right to study. In the meantime, make full use of the audio-visual media, highlight key points and break through the difficulties. For example, the birds singing in the woods, the seeds that broke through the soil, and the use of some negative examples to tell students how we should protect the earth and protect our common home. And practice using the "yes home" sentence to speak, extending the text content.
Third, memorize. It also captures the characteristics of the textbook, tells the students to find the rules, find the trick, in fact, is to tell the students the writing sequence of the article, to lay the foundation for the subsequent imitation work. In doing so, the students naturally recited this content in the children's songs. Just as Mr. Ye Shengtao once said: "Do not wait for the teacher to speak, to achieve the situation without teaching." In the process of teaching, consciously teach students how to learn, guide them to reason, and teach them to use, is to "give people to fish", rather than "give people to fish."
Fourth, literacy. There are many ways to literate, such as: analyzing the structure of Chinese characters, what is composed of what and what; analyzing the characteristics of glyphs, such as some hieroglyphs, "fire, mountain", etc., and then using the new words of familiar words, we are also teaching literacy. Often used in the middle. There are three new words in this lesson, and my focus is on decentralized literacy. In the first lesson, we have already studied two. This lesson focuses on the word "one". Students can use the method they are most familiar with to remember the word. The success and failure of literacy teaching determines the knowledge base of students in the future, and it is also the basis for children's reading and oral communication and writing. To do this, every time I learn a new word, I have to arrange a group of words, and then I use a group of words to say a word. In this way, students are required to do the following: words are not separated from words, words are not digressed, and learning is applied. Students' memories of new words are more profound.
Fifth, homework. In this assignment, I designed two gradients. The first is the writing practice that everyone must do. In this way, the students have more profound memories of the new words, thus expanding the world of literacy and consolidating the results of literacy teaching. The children are In practice, I naturally like to learn Chinese characters and generate the desire for active literacy. The second is to choose a copy of the text, write a small poem, that is, the transition from sentence to article. This is difficult for the students, especially for the layout of the whole article, but I feel that as long as the students can write what they see and think in life, write the things they imagine in their hearts, and do something in the text. The problem of being able to relate to a little bit of writing order is rewarding for the students.

Chapter 5: Reflections on Common Home Teaching

This is the second lesson that the first grade child has come into contact with. This is a song. By using the familiar things of the students as a comparison, it is vividly telling why "the earth is our common home" and infiltrating the education that loves the earth and loves one's own home. The text is readable, providing students with a vast imagination space and allowing students to feel the beauty of nature. According to the requirements of the "Chinese Curriculum Standards", reading teaching should pay attention to the guidance of reading, and cherish the unique feelings, experiences and understanding of students. When I was teaching, I used reading as the mainstay, and I became a singer in the reading. I was immersed in the beauty of reading. I read and guided the students to develop the imaginary teaching methods, so that the students felt and realized.
1. In the teaching of the word-making, it is necessary to teach the students to write in accordance with the standard of writing, and teach the students the method of “plus one plus” literacy. However, due to the teachers' fears and the excessive “management”, the students did not say the same thing. It means that the method is taught and the students are not used.
2. The language class teaches students to speak and write words in a text.
Therefore, in the study of the text, I use some pictures, let them combine pictures and texts, understand them intuitively, and let them look at the pictures and see the pictures, let them feel that the text in the text is actually what we said, personal I believe that such an approach lays the foundation for them to speak and write in the future.
3, expand the training: fill the sentence "yes home"; change the sentence "home is" can be step by step, first help the children to provide information for them to say, then they imagined the sentence out of thin air, and finally changed the sentence, so From the shallower to the deeper, we have taken care of children at different levels.
4. In the teaching of this lesson, my design is to pay attention to moral education. The development of good character is far more important than good grades. Therefore, in the expanded summary, I designed a question, “Do you have any way to protect our common home?” Guide students to protect the earth.
There are many shortcomings in this lesson: for example, the guidance language of the students is not concise and not child-friendly, which leads them to not react very much when receiving new tasks; in addition, the teachers, the trust of the children is not enough, there will be slight "Operation" behavior.