Analysis of students' situation:

After in-depth contact last semester, I have a certain understanding of the children in the class. There are 69 students in my class. Individual children often bring a lot of inconvenience to my classroom teaching, but they also make our class full of humanistic atmosphere. Judging from the test results last year, the children in our class have a good learning level in the class, which makes me feel more successful in writing.

In extracurricular reading, some children seem to like reading extracurricular books. In language expression, children can speak, but the word order is not strong, which may be related to my teaching. In order to better engage in education and teaching, our plans for this semester are as follows:

1, reading and writing teaching

The literacy of this textbook is appropriate. Knowing more and writing less will not only help to improve reading ability, but also help to reduce the burden on students.

In terms of literacy requirements, one is to be appropriate, and the other is to admit the differences between students. The first step in literacy can be to lower the requirements: if you know it in a language environment, you know it.

Because literacy is a long-term process, how to consolidate literacy has become a difficult point in literacy teaching. Teachers should give full play to their creativity and adopt various effective methods to strengthen the review and consolidation of recognized words to prevent repetition. Experts believe that the effective method is reproduction and reproduction, and through repeated reproduction in different occasions and in different ways, the purpose of consolidating literacy can be achieved.

It is possible to review and consolidate new words as long as we attach importance to them ideologically and take practical measures. Textbooks attach great importance to writing teaching. Unlike the first book, which is completely divorced from literacy, 5-6 words to be written in each class appear in this class, and most of them have certain rules.

The guidance in writing should be meticulous, and teachers should be encouraged to write on the blackboard while guiding, so that students can not only write correctly, but also write well. It is best for students to write in every class and practice writing seriously. We must ensure the quality of writing. In addition, we should pay attention to cultivating students' good will quality and good writing habits in writing teaching.

Literacy class should be different from reading text teaching. The literacy class focuses on reading and writing, guiding the discovery of literacy methods, cultivating literacy interest and literacy ability, and being able to write and write. You can read cultured poems well. Interested students can recite it. Don't say anything.

2. Reading teaching

In reading teaching, we should first pay attention to the guidance of reading aloud. On the basis of correct and fluent reading, guide students to read their own feelings. This kind of feeling is not imposed on students by teachers, but in the process of teachers guiding reading, students are complacent in since the enlightenment. In teaching, we should try to avoid boring technical guidance, but guide students to enter the state, integrate into the situation and fully understand the emotional factors of the text.

On the basis of emotion, I express my feelings by reading aloud. There are many ways, such as the teacher demonstrating reading, dubbing pictures, reading in different roles, reading to friends and so on. Reading teaching should be carried out at different levels;

1, model reading or reading with music is exciting.

2. Guide students to read correctly, focusing on the pronunciation of new words, difficult words and polyphonic words, and correct local sounds; It is not to guide students to read fluently, but to focus on guiding students in places where words are easy to be added, sentences are not broken, and sentences are easy to read. We should also correct students to read or sing word for word.

3. Instruct students to read aloud their feelings, focusing on grasping the emotional tone of the text (love, praise, excitement, explanation), focusing on the emotional experience students have gained from reading since enlightenment, and then convey this emotional experience through reading aloud.

In text teaching, we should respect and encourage students to express their reading feelings. In addition to discussing the thinking problems in the book, students should also be encouraged to question and ask difficult questions, think independently and dare to express their personal views. Give students time to exchange reading feelings. Because of the strong subjectivity of reading activities, students always evaluate and appreciate the text with their own ideological understanding, emotional attitude and hobbies.

Therefore, people often have different feelings and reactions to the same text or the same character. This highly personalized evaluation and appreciation of students sometimes goes beyond what the text wants to explain. In this case, teachers should not stick to a unified understanding. As long as you don't make a big mistake, you should respect students' unique feelings and don't limit students with a single evaluation scale.

In view of the characteristics of junior students' liveliness and strong imitation ability, students often fully "move" when learning the text, imitate the demeanor of the characters in the text and perform the actions again, so as to deepen the accurate grasp of key words and expressions. In fact, it puts forward higher requirements for teachers to understand the text.

Teachers' teaching books have been improved in this respect, and the explanation part of the textbook emphasizes that teachers and students should understand and feel the text together.

Therefore, the content of the text should be analyzed and summarized as little as possible, but interpreted in sensitive and enlightening language, or even "beat about the bush", so as to broaden the thinking and imagination space of teachers and students, and let teachers and students express their opinions. Encourage teachers to read by themselves, feel by themselves, and then refer, learn and learn from them.