Reflection on the teaching of Chinese Pinyin 10

Part 1: Reflection on the Teaching of Chinese Pinyin 10

The learning of the initials j, q, x, j, q, x and ü in this lesson is the difficulty and focus of this lesson. The design of this lesson is: creating a situation, inspiring interest in learning, creatively using a variety of teaching forms, allowing students to explore, acquire knowledge, and pay attention to the correct orientation of emotions, attitudes, and values. I have designed three major teaching links: One pronunciation recognizes, two spells, and three explores the law of ü.
In the child's spiritual world, I hope that I am a discoverer and researcher. The new curriculum also places great emphasis on advocacy, collaboration, and inquiry. The pronunciation of the shape of the link first look at the picture, practice pronunciation, the teacher by the familiar word "chicken" brought out the pronunciation of the initial "j", the image vividly close to life, students are easy to accept, and then half-assured to learn "q, x". The group cooperates to observe pictures, compose songs, recognize shapes, communicate, report, use their own eyes to observe, use their own brains to think, take the initiative to participate, actively explore, fully mobilize the desire of learning, so that students learn to observe and learn to think. Students self-read and self-report, pushing students to the main body of learning.
In the spelling session, students should first read the words "chicken, seven, and west" and then find friends with "qī, xī, jī". The "Chinese Curriculum Standards" states that students are the masters of language learning, and language teaching should be Create a good self-learning situation for students and stimulate students' interest in learning. Students are very interested, learning to be high-spirited, practicing spelling in a timely manner, so that spelling is no longer boring. Then play the game of finding friends to spell, further consolidating the spelling of “j, q, x” and finals. Students try to learn by themselves in their play, so as to achieve the goal of “education and fun”, which enables each student to develop vividly and proactively.
The game spelled out by the partners further consolidates the spelling of “j, q, x” and the finals. Students try to learn by themselves in their play, so as to achieve the goal of “education and fun”, which enables each student to develop vividly and proactively.
Finally, it is both important and difficult to explore the law of j, q, x and ü. Let the students observe the q-ǜ→qù spelling syllables and discover what they found. The students observed that two points were removed. I use a vivid metaphor to illustrate this question: What is the name of the xx classmate wearing a hat in the class, and what is the name after taking off the hat? After the students answered, I guided the situation, and the same was true of Xiao, but it was polite! Seeing j, q, x three teachers have to take off their hats, respectfully said: "teacher is good!" Edited jingle "small u small u polite, see j, q, x, take off the hat" Ask the students to be willing to see the teacher as a little u, please say hello? The students answered "willingness". Let's all be a polite little u! In this way, the students are not only impressed, but also fascinated by the forms they like to enjoy. They like to be a little u, everyone is a small U, and the classroom discipline of this class is also very good. I think this link is particularly successful. The three-dimensional goal of the new curriculum has been realized, and the emotions, attitudes and values ​​have been correctly guided in the process of learning knowledge. Finally, the group cooperation learning compares the finals of j, q, x and g, k, h is "ü" and "u". Because of the previous step, the students in this section are very solid and easy to learn. .

Part 2: Reflection on the teaching of Pinyin 10 in Chinese

For elementary school students who have just entered the first grade, Hanyu Pinyin is their introductory course and basic course, so students must have a strong interest in learning. According to the child's age characteristics, hobbies, etc., let the children learn in a relaxed and pleasant atmosphere.
Children are young and have a short duration of attention. Learning abstract pinyin, accepting and proficiency in syllables is not a simple matter. To help students master the spelling method as soon as possible, they have borrowed and applied some vivid images in actual teaching. The method has achieved good results.
1. Pinyin teaching should combine pictures, shapes and sounds into memory.
The teaching content of the Chinese Pinyin version is not so boring, because each class has a very nice children's song. When learning letters, first start with children's songs. Students are interested in enthusiasm. The textbooks also provide good illustrations. They can be used reasonably to receive good teaching results. For example, when teaching e, I first let the students freely spell the children's songs, and the groups help each other, so that the students can learn more easily, and also cultivate their cooperation ability, and then show the picture: a beautiful white goose. I use my illustrations to mobilize my children's interests. Through storytelling, illustrations, and slogans, they can enjoy reading and writing in happiness, self-exploration and self-discovery, and accurately and quickly grasp the knowledge of this lesson. .
2, the shape of the near letter is more memory.
Chinese Pinyin is a symbolic text consisting of a number of fixed letter strokes, including the left semicircle, the right semicircle, the long vertical, the short vertical, and so on. When teaching b, p, d, q and other letters composed of these strokes, the four letters can be divided into two groups to inspire students to learn by comparison. When comparing these groups of letters, you can guide the students to think: bp is the right semicircle, listen to the radio antenna to pull up, splash water to the downstream; dq are left semicircle, horseshoe up with soil, draw the rope under the balloon. It is also possible to add gestures and mouths at the same time: the lower right half circle b, the lower left half circle d, the upper right half circle p, and the upper left half circle q. The students deepened their memory of the two groups of letters while watching, speaking, and planning. The two similar letters are clear at a glance, so that the blurred image of the students is clear.
3, storytelling storytelling students love to listen, lively and interesting, easy to remember. Can help children to acquire knowledge and form memories in listening to stories. For example, when learning the rules of jqx and ü, I told the jqx three brothers that they are very naughty and let students remember that when jqx and ü fight together, they remove two points. Students not only listened with gusto, but also remembered deeply.
4, the memory characteristics of the first-year students in the game is to remember fast, forget fast, according to the characteristics of small age, active, love performance, strong memory, I will change the boring review and consolidation method to find friends, drive trains, Game forms such as comparison, guessing, and magic games have aroused students' interest. Through the fun games and activities, the students have a stronger grasp of the sound and shape of the letters, and they are more motivated to spell the syllables, learn easily, and learn solidly.

Part 3: Reflection on the Teaching of Chinese Pinyin 10

With the surge of the "new curriculum reform", as the first-line teaching practitioners, how to ask themselves according to the concept of the new curriculum, training students is my problem of thinking, but to be the winner of the "new curriculum reform" Reflection, experience and sentiment after each lecture are essential. Now I will talk about the ideas and the ideas of "ao ou iu" in this lesson:
I. Focus on the development of students' language development ability In this lesson, when I met the words, I arranged for the students to choose the words or phrases they liked. When I asked: "Who can use a word phrase that I like?" Let’s say a word?” The children raised their hands. Some groups fell in autumn, hands, and walked. Some said, “It’s beautiful in autumn! I’m going to school...” This not only makes the students know the lesson. Words, but also deepened the impression, and cultivated the students' language skills. When the children said that they were good, I praised them in time and fully cultivated the children's self-confidence. In the process of teaching the characters, I received them. Better results.
Second, pay attention to the learning situation of each student, fully embody the "independent teaching" under the new curriculum concept
In the teaching of this class, I always pay attention to the learning situation of each student. In order to let them fully express their opinions, I strive to be complementary and short. Whenever I encounter a difficult link, I let them and small. Partner exchanges, telling their own opinions, and solving their own doubts. At this time, I am not idle, but actively participate in the discussion of the children, discuss with the children, learn together, become children. Forever friends in my heart.
3. Encourage students to express their ideas, stimulate their interest in learning, and improve the teaching effect of the classroom. When I finished the three finals of ao ou iu, I asked: "I know what these three friends want to use." Ways to remember them?” The students started to discuss and introduce their little friends to a good way to remember the three finals. It can be said that the class was really returned to the students. look! Some students can express their good ideas to their companions clearly. Don't be too excited and happy. Through this link, not only the students' self-confidence is cultivated, but also the initiative of their learning is stimulated, and the effect of the students' learning is better improved.
4. Create a situation, interact with teachers and students, and pay attention to communication and cooperation with students. In order to consolidate the knowledge that children have learned in this lesson, I also created a situation of spelling games, letting three children decide through stones, scissors, and cloth games. Winning the game, working with the teacher in front, one student showing the initials, one student showing the finals, the third child showing the syllables, the other students working with the teacher to make the sounds of the spells, learning in this atmosphere, the children are happy It is easy, not only consolidates the new knowledge, but also stimulates the students' enthusiasm for learning, deepens the communication and cooperation between teachers and students, and once again reflects the requirements of the "new curriculum reform."
5. Enthusiasm, fairness and impartiality are the highlights of my class. In this class, I always keep full of enthusiasm and children to explore and learn. The design of each link guarantees fair and fair treatment of children. The child's language is the most innocent and purest. Retaining their opinions is the requirement of each new teacher for the “new curriculum reform”. It is also what we should do, especially for the students to cooperate with the teacher in the front, in order not to hurt. The self-respect of the students, I use the method of stone, scissors, cloth to choose students, not by my name, but also to the children fair and just, they will be more convinced of the teacher, and will be beneficial to our future teaching work.
In short, in this class, I always ask myself for the "new curriculum reform", and strive to create a situation and pay attention to the interaction between teachers and students. This is my expectation and the goal I always pursue in my teaching.

Part 4: Reflection on the Teaching of Chinese Pinyin 10

Language is a tool for human communication and plays a very important role in the process of human society. In China, Chinese is widely used in people's study life. Therefore, in the first year of the National Primary School, you must learn Chinese Pinyin in order to lay a solid foundation for future study and life.
According to the new language concept of the Chinese language, I thought about and implemented the following when teaching Chinese Pinyin ao ou iu.
First, the rational use of multimedia for teaching multimedia teaching in the teaching activities can stimulate the various senses of students, so that students understand the learning content more deeply, and memorable. The first-year students have poor attention and self-regulation ability. Through this vivid learning method, they can see, hear, speak and do, and improve the learning efficiency. Before guiding the pronunciation of ao ou iu, I first presented the relevant pictures. The students first observed the pictures and then said the pictures, and then accompanied them with the action to pronounce. The students learned the music and the effect was good. When guiding the four sounds of ao ou iu, I repeatedly slid the computer mouse in the vowel, which made the vowel move. The students saw it interesting and responded quickly. The teacher did not need to talk much and had achieved the teaching purpose. In the courseware, the stroke of the finals also appeared, and the strokes of each finals appeared in turn. The students imitated the book twice and were impressed. In this way, the use of multimedia for teaching, so that students can easily solve the heavy and difficult points, so that the teaching effect is half the battle.
Second, give full play to the main role of students The new curriculum reform actively advocates the learning style of independent cooperation and exploration. I try to use this method in this class. First-year students have a strong desire to show off, as long as they give them opportunities in a timely manner, the classroom will be wonderful and achieve unexpected results. In teaching, I insisted on the method of students teaching students, and gave the initiative to the students, so that the students who are capable can be small teachers, or read or read. The students are very motivated, and they are not willing to show weakness. The classroom learning atmosphere is strong and the teaching effect is very good. The timid students dared to stand up and talk; the students with small voices also let go of the trick; the students who were poor in vocabulary also talked about idioms, which is a gratifying phenomenon. Especially in the last part of the teaching, I asked the students to take the flowers to read the syllables and group words. The students were very motivated. Some students gave a sigh because they didn't become a small teacher. I was secretly happy for them.
Third, to connect with the actual life, fully mobilize students' enthusiasm for learning Chinese comes from life, and the language in life is rich and colorful. In order to consolidate the pronunciation of students, I asked the students to add tones and group words to the syllables, which activated the language center of the students and allowed them to dig out the correct vocabulary in the existing language reserves. For example, the zao of the teaching meditation, the students added three times to say that morning morning; the teaching of shao spelling, the students added a saying that burning wood and so on. Students are eager to learn and learn, which not only consolidates the practice of phonics but also connects students' life. This kind of close contact with learning experience and learning is very significant. The teaching of picking flowers and syllables is also used in this practice. I found that the amount of vocabulary of students is much more than my estimate. What a gratifying discovery!
4. After this teaching, I also summarized a few shortcomings. 1. The cooperation awareness of students should be strengthened:
Due to the younger age of students, according to their personality characteristics, they basically lack the awareness of cooperation and mutual assistance, and the cooperative learning link is not easy to achieve the goal. In this lesson, I did not use the group cooperative learning method. I only took the method of taking the students as a small teacher. This kind of cooperation is relatively simple. There is a lack of mutual discussion and exchange between students, and we must work hard to improve in future teaching.
2, the form of courseware is relatively simple:
The syllables in the courseware I use are basically the same, and are relatively monotonous in form. If the initials and finals in the syllables can be colored or animated, the effect will be better. In this way, the students strengthen the ability to distinguish between the initials and the finals while spelling the syllables, and play the maximum effect of the courseware, allowing students to consolidate more content and improve learning efficiency in the same period of time.
3, contact the actual link of life can penetrate the teaching of sentences:
The classroom structure of this lesson can be further considered in more detail. The teaching time is more compact, and the teaching of the sentence can be penetrated. The students can use a syllable to group sentences and then sentences, and connect words, words and sentences to broaden the students. The idea of ​​connecting classroom learning with life is more extensive and deeper, and improving students' ability to learn language as soon as possible.
Students are the main body of classroom teaching, and they are the masters of the future society. I will continue to learn the new curriculum concept, and repeatedly explore, practice and summarize at any time, and lay a solid foundation for the successors of the new era!

Part V: Reflection on the Teaching of Chinese Pinyin 10

Chinese Pinyin is the highlight of the first grade. It most directly reflects the comprehensiveness of the language subject and can lay a solid foundation for the beginner children to develop a language enlightenment education. It runs through the first grade. During the more than a month of Chinese Pinyin teaching, I organized classroom discipline and led the children to learn the initials, finals and overall syllables. I really feel very difficult. Sometimes it is difficult to learn 3 letters in one lesson. Although I also use various motivational languages ​​to motivate children to learn enthusiasm, some children still have no interest in learning. I can't master the knowledge I have learned in class. However, Chinese Pinyin is the basis for children's learning. No matter how much pressure, students must master Chinese Pinyin. I used my heart to understand the children's voice and discover the potential of the children. I am eager to ask experienced teachers for their teaching methods and management of students' experience to enrich their experience.
For example, when reviewing the initials, students can distinguish between easily confused initials. Based on the characteristics that students are willing to move their mouths and are unwilling to do so, I will let students make their own card to play cards. The game is like this: let a child say an initial to the podium, and other students find out in their initial card.
The consonants read the group aloud and found that some children could not find out, they cultivated their mutual help and mutual help, and let the same table help a group. Also do a friend's game to distinguish between easily confused initials. Let the students find similar consonants to be good friends. In this way, students are playing in middle school, playing in school, and feeling excited without fatigue. And carried out ideological and moral education. Throughout the game, I have always paid attention to the learning characteristics and interest of first-year students, reducing the repetition and mechanical pronunciation practice.
Another example: the pronunciation of the complex rhyme and the nasal vowel is both a focus and a difficulty in the whole Chinese Pinyin, so during the review process, I paid attention to the training. Three steps were designed: let the students "discover - explore - practice", so that students can find the relationship between the pronunciation of the complex vowel and its composition, so as to grasp the pronunciation method of the complex vowel, and break through the teaching difficulties. I also used the "independence, cooperation, and inquiry" learning style advocated by the new curriculum concept to guide students to learn the complex vowel. Throughout the teaching process, I pay attention to teaching and learning, using a variety of small games to stimulate students' interest, so that students can achieve learning and love learning. At the same time, I also pay attention to the close combination of pinyin and literacy, so that students will not only spell the syllables, but also apply the reality, develop students' thinking and develop oral expression skills. In the process of learning, the students infiltrate the emotional education of love, thus fully implementing the three latitude goals of the new curriculum concept, achieving better learning results, and guiding the students to find the pronunciation method and positive pronunciation, and let the children more in the language. Practice pronunciation in the environment.
In the process of designing and reviewing Pinyin teaching, I focused on designing according to the age characteristics of the child. Combining Pinyin with literacy and developing language is intended to give children who are new to school a more comprehensive language enlightenment education. In addition to repeated reading and regular games, Pinyin teaching is rooted in the big soil of social life and language practice. From the experience of students, close to life, enrich the soul, gain the integrity of cognition and feeling, and cultivate the comprehensive quality of language.
After reviewing Hanyu Pinyin, I also found that students are not too familiar with the front nose vowels and the post-nose vowels. It is easy to confuse when it comes to syllables. It takes a long time to react. Is it an or en, in or ing, b or d? , q or p, this requires more training in the future study to help students remember. In the group cooperative study, I found that many students will not cooperate in learning. The teacher will let the students practice at the same table. Some students will manage themselves and they will not cooperate with their partners. Some will not read them and they will not read them. Small action. Their sense of cooperation is not strong, which requires the teacher to patiently guide him, so that students learn how to cooperate with others and how to coexist with others.