Train is an important means of transportation in the world at present, and it is also a subject that students are interested in. So before teaching, I pay attention to let students collect pictures and some related information about trains, or bring train toys to make them feel and remember better.
In the whole teaching activity, I guide students to think actively, explore and innovate, and guide students to imagine boldly from the appearance characteristics and colors of the train. For example, after enjoying the maglev train, I guide students to imagine what kind of train will appear in the future. Students hold their own words, so that the wings of imagination fly farther and farther in the art class, and the classroom atmosphere is extremely active.
In order to cultivate students' spirit of unity and cooperation, I ask each group to create in the form of making, cutting and pasting or painting in students' creative activities. In this way, every student's potential is brought into full play, and their sense of cooperation is also strengthened. It is worth noting that some students are introverted and not good at expressing themselves. In the production process of other students, they often become bystanders. As teachers, we should be good at guiding and encouraging them to participate in the creative process.
Reflections on the Teaching of Train Kaka 2 Since ancient times, teachers have been playing the role of "teaching", and teachers have the shelf of "being a teacher"; There is a "condescending" authority. In the eyes of students, you are the decision-making authority, and what the teacher said is right, right and good. In the teacher's mind, over time, such an idea appears: my answer, my idea is often the best, while the students' is often nonsense or not quite correct. It is in such a long time that teachers and students seem to be familiar with such a model. Suddenly a warm wind blew, which was the new curriculum standard. It woke us up while we were sleeping. Today in my class, I really realized the importance of the new curriculum standards to each of our teachers. Also let us deeply understand: the greatness of the student collective, the smallness of my teacher.
This morning, I confidently want to finish the lesson "The Story of the Train" that I didn't finish yesterday. I followed yesterday's train of thought and walked up and down step by step in this class. First of all, let the students review yesterday's "the changing process of trains from ancient times to the present." In this process, students can speak freely as I expected. Then, I started today's new lesson. First, let the students read the fourth and fifth paragraphs of the text, and then let them say what they have learned from these two paragraphs: "What are the stories of the train?" Most students can understand two things through autonomous learning:
First, the trains in China are speeding up.
China has built the Qinghai-Tibet Railway, the highest railway in the world.
I am secretly happy to be here. Today's class went smoothly, and students can better understand the "train story" through autonomous learning. And the atmosphere of the whole class is better. But just when I was secretly happy, an unexpected thing happened. At that time, the next link I designed, which was also the last link of this class, was "Xiaoming dreamed to guide students to talk about what kind of new train you want to design?" Before class, students can't find the current train information, such as new trains such as maglev trains. So when I was designing, I thought that students might have a narrow understanding of science, so I added extra words. The redesigned question added a tail, "Kid, you can think about our future train interior design." When I asked about scalability, I suddenly became a little silly. Because I only see one or two small hands in class.
So I had to let these children stand up and talk first. A student told the teacher that the train I designed is like this: there is a restaurant and a place to buy things in the train, so there is a lot of food sitting in the train. Another student thinks a little further. He said that the train I designed is like this: there is a computer in front of the seat where we sit. If we have anything on the train, just press the computer. Just when I felt "at the end of my rope", I saw another little hand raised. He said that the train he designed was blue. As soon as I heard it, my first thought was that my imagination was not open. Why did I just say such a simple color design? And just then, I suddenly found that the original problem was me.
Students, the trains they design may be in all aspects. Why do I have to ask them to talk about the interior design of the train? So I immediately said to the students, "Yes, the children spoke very well just now. We can put beautiful clothes on the train we designed. Son, you can think more broadly. Our future trains are not only very good internally. " As soon as my voice fell, I saw a few more hands raised. Some of the students said, "I want to design my train to run on the water, so that we can take the train to see the sea." Someone said, "I want to install cannons and guns on my train." In case the enemy attacks our train, we can hit them. " Another student said, "Teacher, I want to design my train to drive by myself without a train driver." When these students touched the spark of thinking, they designed one train after another with their wisdom and imagination. Many other children are also more inspired. I remember a student who had a rich imagination at that time. He said, "Teacher, I want to design my train to be variable. It can travel on the ground. If I want to imagine the sky, I just need to change my train and it can fly like an airplane. " When I watched so many students competing to speak, several of them had already spoken. What suddenly dawned on me?
When our teachers and adults think that our students and children know nothing, it is also time for us to ignore their imagination and creative spirit. When we consider them with our thinking and measure them with our knowledge level, it is also the time when we kill their imagination and creative spirit. From birth to birth, a child learns language through dolls, and then to his present childhood. In fact, they are all looking at our world with their own unique eyes; Think about our world with their unique thinking. When we feel great, in front of these naive children, you are actually so small. I think as a teacher, I really should reflect on myself. Really want to use the theory of new curriculum standards to guide me, change my role and confirm my new teaching identity; Changing an idea is to fully believe in students' ability, and students themselves are the most available curriculum resources.
Teachers are organizers, guides and evaluators, not teachers whose traditional image is above students. Innovative learning methods: autonomy, cooperation, inquiry, etc. All freelance teachers take the traditional role to the end. These methods are also intangible resources that teachers can give full play to.
Teaching reflection on the difficulty of writing by train Kaka 3, which is also the voice of many students. So, Chinese teachers, how to teach the composition tutorial class well?
First, give full play to students' main role. Composition guidance course should give full play to students' main role. First, give students the initiative to learn. Ask the students to find the composition "what to write, why to write and how to write" by looking at the questions. Teachers can only help explain what students don't understand or have difficulties. Secondly, teachers should pay attention to teaching students learning methods and cultivate students' ability to independently examine questions and write. Therefore, in the composition guidance class, teachers should teach students some regular things, such as the law of examining questions, establishing the center, selecting materials and arranging articles. Only in this way can students write freely in their later studies. Third, encourage students to tell the truth. Let students record what they hear, see, think and do, even if they are wrong. Only in this way can the composition be convincing and convincing, and the quality of the composition can be guaranteed.
Second, help students expand their thinking. First, teachers should guide students to consider problems from multiple angles. In the face of problems, asking questions in many ways is an effective way to activate thinking. For example, around the topic of "money", you can ask yourself "who is making money" and "how does he make money"; "Who is using the money" and "How does he use the money"; "How big is the role of money" and "Is money everything"; "What are the different behaviors of students spending money"; "Will there still be money in the future?" and so on. Interpret topics from multiple angles to make students' compositions more in-depth and innovative. Second, teachers should be good at guiding students to extract essential things from trivial matters and enrich students' choice of composition. On the one hand, teachers should guide students to discover the little things in life, on the other hand, they should guide students to extract the center from these little things, which is very important for enriching students' composition materials and developing students' composition ideas.
Third, read and write. Teachers should combine reading with writing and let students solve practical problems in writing through "reading".
A typical article is very suitable as a guide to "writing". Especially in the arrangement of training, many textbooks take care of the combination of "reading" and "writing". In teaching, teachers can guide students to recall the writing characteristics of some model essays, and can also guide students to read the text again when they encounter practical problems in writing, so as to get inspiration and find ways.
"Reading" can also be content outside the textbook. When selecting content, it is usually to solve a problem in the composition, select a fragment, and let students feel and understand some methods of the composition through reading.
Fourth, the combination of composition and life. In the process of composition guidance, teachers seldom pay attention to students' ideological trends, which leads to some students' problems in composition concept.
Teachers must combine specific composition types with ideal moral education when guiding students' composition. For example, when teachers instruct students to write "characters" compositions, on the one hand, they ask students to select advanced typical characters, grasp their appearance, language, movements, demeanor and psychological description, portray their characteristics, and inspire students to write their noble qualities.
Reflections on the teaching of train Kaka. Flexible use of teaching materials, creating situations and stimulating students' enthusiasm for participation.
Teachers make full use of students' curious, competitive and active psychological characteristics, stimulate interest by playing at the beginning of the class, and set up realistic and interesting activities such as "blowing bubbles", "forest sports meeting" and "Xiaoming riding", so that students' initiative to participate in learning is fully activated and they always participate in the whole process of teaching with full spirit.
2. Teamwork, seeking differences and exploring, and cultivating students' innovative ability.
Pay attention to the cultivation and protection of students' innovative thinking in teaching, and always regard students as the main body of mathematics activities. Teachers thread needles in every link, focus on discussions, communicate and cooperate with difficulties, encourage students to boldly report various solutions to problems, protect students' curiosity and thirst for knowledge, and establish self-confidence. Two levels of cooperative learning enable students to show themselves and experience the joy of success in the process of seeking differences, exploring, thinking together and talking to each other.
3. Appropriate evaluation, pay attention to students' emotional experience.
In teaching activities, knowledge acquisition and emotional experience are synchronized. Teachers flexibly use evaluation methods such as posture and topic to stimulate students' enthusiasm for participation and flexible thinking, so that students can gain positive emotional experience and establish good self-confidence in mathematics learning.
Disadvantages: there are few teachers' motivational language teaching in class, the mutual evaluation between students can't keep up, and the time given by group activities is not enough, which needs to be paid attention to in future teaching.
The fifth chapter of "Train Kaka" reflects on the teaching of this song. The melody is cheerful and warm, and the rhythm is slightly faster, which has the style characteristics of Xinjiang music. In practical teaching, I let students listen to songs for the first time, and let them feel basic music such as music style, speed and mood. Because of the song "Here comes the train", students have never been exposed to a completely strange song in their daily life, and of course they can't hear what they are singing at the first time. But in the first place, you can fully feel the mood, speed and style of music. And after listening to it only once, they haven't really entered the overall atmosphere of the song. So I put forward different listening requirements, and after listening to them several times, they gradually adapted to the speed of the song and gradually integrated into the song. At this time, please ask them to talk about the content of the song, and naturally come. Variable speed singing is a difficult point, because it is not easy to accurately sing the dynamics of 2/4 and 3/4 beats at a faster speed.
But for some students who like to be distracted in class, the connection between the middle part and the singing part is a problem in the process of singing songs. Before the intermission is over, he tends to sneak shots, which leads to disharmony in singing. Individual polyphonic words in songs are not so easy to solve, and sometimes it is not enough for them to add vowels to the lyrics. To solve this problem well, teachers need to sing it many times and students need to practice it many times.
For some students who are prone to desertion in class, teachers should not only prepare lessons well to catch students' attention, but also some students' attention is not so easy to catch. By the end of this semester, the children in grade 6 are obviously impetuous psychologically. Because graduation is just around the corner, maybe some children will say, "Wow! I finally graduated and liberated! " This idea, so this time, the teacher must grasp the routine more realistically, more carefully and more firmly.
"Train Kaka 6" teaching reflection feels basically smooth after teaching, and there are several surprises in the class:
1. Students' imagination has taken shape, which is very helpful for students to understand graphics. This is reflected in:
(1) Students have a clear understanding of the transformation of a cylinder into a cone: without courseware demonstration, through the teacher's explanation, the upper and lower surfaces of a cylinder shrink, then shrink, and finally shrink into a point, so that the cylinder can be transformed into a cone. Students quickly understood this knowledge point through imagination in their minds.
(2) Understanding and measurement of height: Through observation and measurement, students understand that the straight line on the lateral area of a cone is a fan-shaped radius, but the radius is not the height of the cone, and the height of the cone is invisible, but can be measured.
(3) Make a circle to form a cone.
2. Students' mathematical ability is gradually forming. Through the students' wonderful speeches in class, I realized that the students have initially acquired the ability of reasoning, and they are using this ability to learn new knowledge.
3. The teacher's inspiration shines more brightly.
In the original teaching plan, my design teacher first demonstrated the relationship between the volume of a cone and the volume of a cylinder, and then let the students learn by themselves. In teaching, after students really have a certain understanding of the basic characteristics of the cone, they suddenly have a strong consciousness that if students practice first and then the teacher demonstrates, the effect will be better. Sure enough, the learning effect is really good. This makes me realize once again that teachers' flexible control of the classroom will make students have greater benefits.
Reflection on the Teaching of Train Kaka Chapter VII In the teaching process of Train Story, in addition to the teaching of new words, I mainly adopted the teaching method of "reading-oriented" to guide students to adopt various forms of reading. Thinking in reading, feeling in reading. Several good teaching activities have been designed to stimulate students' learning enthusiasm and cultivate their team spirit.
This is how I designed the text teaching. When learning the third paragraph of The Story of the Train, it is like this: Let the students read the third paragraph by themselves first, and then ask: What have you learned from it? Write on the blackboard according to the students' answers: steam locomotive, electric locomotive and maglev train. Then ask: Can you briefly introduce the three types of trains mentioned in the article to other students? Then ask which one do you like? Why? Do you know what kind of trains there are? Introduce it to everyone? Finally, I would like to ask you, can you read the third paragraph with emotion like a little introducer? Compare and see who reads with emotion.
Children have great feelings for such familiar things as trains, which are also common in their pictures. After taking this lesson today, they got a better understanding of trains and gained more knowledge about them, especially the novelty and speed of maglev trains, which made everyone more interested. On this basis, I encourage students to develop rich imagination, design a new train by themselves and draw it. Some children have designed a beautiful appearance for their own trains, some children have designed trains that can grow wings in the air on rugged mountain roads, some children have designed comfortable internal structures for trains, and some children have designed trains that can advance like magical submarines when encountering rivers. It can be seen how amazing and immeasurable the children's imagination is. Because children are interested, interest is their first teacher and their motivation to learn.
A common-sense text like "The Story of the Train" needs a lot of supplements from teachers to enhance its interest, otherwise it will be boring. So, I found many pictures of locomotives and electric locomotives, as well as short films of steam locomotives, diesel locomotives and maglev trains, which enriched the images of several trains introduced in this paper and made students experience the speed of maglev trains. Students immediately became interested in the text and easily understood several types of trains and their development history.
The reflection on the teaching of train Kaka 8 first inspires students: What is your greatest feeling when enjoying such scenery? In the process of understanding wonderful sentences, we constantly highlight their quiet beauty. Cherish students' unique experiences, such as tranquility, antiquity, romance, warmth and intoxication. Then let the students read together with these beautiful feelings.
This is the understanding before the emotion is started in reading teaching, so that students can experience the emotion of the sentence read aloud. However, the initiation of emotions is not a temporary impulse, but a process of emotional change and gradual formation. When the reading effect is not outstanding, the teacher guides the large and small ships to dock. Silence enveloped Venice. Connect these two sentences and let the students understand the relationship between the ship and the silence of the night. Show pictures of Venice at night, with melodious and deep music, and let students try to read them emotionally.
The beginning of reading aloud is not a mechanical process, but is interspersed with the teacher's explanation. Students try to read aloud emotionally, and men and women read separately. The teacher stretched the string of emotion tightly to keep him from going out of shape. Whether it is positive praise or criticism, it is to understand and start emotions. Therefore, the students all entered the country with emotions when watching the night view of Venice, and their feelings were better.
Reflections on the Teaching of Train Kaka 9 Today, I talked about the fourth text of Unit 8, The Story of the Train, and I was deeply touched by this lesson. This paper is a common-sense text introducing the types of trains, respectively introducing the achievements of steam locomotives, diesel locomotives, electric trains, maglev trains, train speed-up and Qinghai-Tibet railway construction in China, and showing the excellent situation of the rapid development of railway construction in China, so as to stimulate students' interest in learning and loving science. The first-year students are young and have hardly been exposed to scientific knowledge about trains before. This text is not as fluent as expected.
This text has six natural paragraphs, and the mode of teaching the text today is still in accordance with the original old rules. I ask students to listen to the pronunciation correctly first, circle the pronunciation they don't understand in the text first, listen carefully to the teacher and read it completely. The second time is to let the students read the text with the teacher, and ask the students to read every word correctly in the process of reading the text with the teacher. When reading the text for the third time, the students finish it independently. In the process of reading the text, students are required to mark the natural paragraphs and circle the new words "I can recognize" and "I can write" to be learned in this lesson. Then, students are asked to ask some questions, such as: What are the two main characters in this article? What kinds of trains are mainly introduced in this text? Let the students read the text freely with questions. In the process of reading, students are required to read every word correctly and read every sentence fluently. After reading the text completely, let the students complete the tasks required by the teacher. I thought that as long as the students solved the above problems smoothly, the text would be almost solved, but the teacher's presupposition is completely different from classroom generation. Perhaps because of the young students, a small number of students in the class can't keep up with the teacher's rhythm. For example, when learning the third paragraph of "The Story of the Train", the situation in the class is like this: I let the students read the third paragraph by themselves first, and then ask the students: What do you know from this paragraph? Then ask: Can you briefly introduce the three types of trains mentioned in the article to other students? Then ask the class what kind of train they like. And why? So what kind of trains do the students know? Introduce it to other students in the class. The purpose of designing this teaching link is to enable students to exercise the ability of induction and summary, and to actively share their answers with other students in the class after induction and summary, which also exercises students' oral expression ability.
The Story of the Train is a common-sense text, which requires teachers to make necessary extra-curricular supplements in class, and in order to enhance the interest of Chinese class, it is best to add corresponding slides, otherwise the Chinese class will be very boring. If the Chinese class lacks interest, junior students will easily run and drive in class. Therefore, no matter what kind of classroom teacher, we should try our best to improve students' learning enthusiasm.
Reflection on the Teaching of Train Kaka 10 After two attempts and two revisions of the teaching plan, the teaching design is completely different from the first time. If the first trial class was a general knowledge class, it is now a real Chinese class.
Students are the masters of learning, and the classroom is a process of equal dialogue between teachers and students. Chinese teaching should stimulate students' interest and enthusiasm in learning, cultivate and develop students' awareness and habits of autonomous learning in the accumulation, perception and application of language, improve students' Chinese ability and literacy, and promote students' sustainable development. Because this text is a common sense text, and the teaching content is far away from students' life, I designed a cooperative learning link when teaching the key paragraph of the text-the third natural paragraph. In this form of learning, on the one hand, students are infiltrated with a way to learn Chinese. When learning the earliest train-steam locomotive, I took my students to study together. After learning, I showed them the methods and steps we learned together (of course, it would be better if the methods and steps here were summarized by the students themselves. Considering the actual situation of the students in the class, it may not be summed up, so let the students learn like this in the next cooperative learning. Judging from the classroom effect, students' participation in learning is very high. Obviously, the tips of this learning method are of great help to students. Therefore, for the first-year students, teachers can't completely let go of cooperative learning in classroom teaching, but give them a crutch. From "helping" to "letting go", cooperative learning will have better results. On the other hand, oral English training is also conducted here. The third step of cooperative learning is to "talk", introduce yourself in a more childlike language (think of yourself as a train), so that every student can get a speech training, and pay attention to the usual bit of oral training. At the same time, it also brings the distance between the train and the students closer, which makes the students more interested and less unacceptable. Because the characteristics of four kinds of trains are my extracurricular resources.
For Chinese teaching, we should not confine ourselves to the contents of books, but should appropriately increase relevant extracurricular resources. Personally, the use of extracurricular resources adds a lot of color to this course. There are three quotations from extracurricular resources: first, the content of cooperative learning-the characteristics of four kinds of trains. Through their own processing, it is very simple to introduce the language of trains, full of childlike interest and grasp the key points. Students remember the characteristics of trains in group activities. Secondly, regarding the speed-up of trains from Beijing to Shanghai, this is only my own explanation, but students can easily feel the time difference caused by the speed-up of trains. Thirdly, let students feel the changes brought by scientific development to trains. Third, about the introduction of the Qinghai-Tibet Railway, in order to let students feel the difficulty of building this railway, first let students know the "altitude" through stick figures, and then let students feel the "height" that they have no concept in their hearts by comparing the floors of the house. Because it was written earlier, the Qinghai-Tibet Railway was still under construction. Last July 1, the Qinghai-Tibet Railway was opened to traffic. Here, we just take advantage of this, let students understand this situation, change this passage, so that students can get language training. Therefore, in Chinese teaching, we should pay attention to getting out of books and classrooms, enrich the potential and reserves of students' knowledge, and lay the foundation for students' long-term Chinese learning.
Of course, there is still something worth discussing in this class. For example, ask students to introduce their favorite trains, and they are worried that they can't say it well, so they give an introduction. It seems that with the indirect help of the teacher, the students speak very well, but this sentence pattern frames the students' thinking, so they will not have their own language creation and appear childish. After I understood the words such as "altitude" and "roof of the world", I wholeheartedly wanted to let the students understand through guidance. However, from the point of view that teaching can only feel students' reaction, it is difficult for them to really understand themselves through guidance. In this case, I didn't emphasize that some students seem to understand. At the same time, I also see that my classroom adaptability needs further efforts.