Reflections on the teaching of small snails in the first grade of Chinese 1 The Little Snail is a short and pithy story, and its development is described with exaggerated humor. Take the snail's slowness as a clue to interpret the characteristics of the four seasons. Through the tireless crawling of the little snail, the students felt the perseverance of the little snail and the invisible love of the mother for the little snail, which were vividly expressed in this little story.
However, it is very difficult for children in the first grade of primary school to learn these hidden things, and what form can make them feel it imperceptibly is the most important.
There is a calm and leisurely atmosphere in the story. It is such a scene that students are willing to listen with interest.
First of all, in the activity, I presented the characteristics and periodicity of the four seasons to the students in the form of map combination, so that the students could see at a glance. As in the past, the good words of "green" and "naked" may not be understood by the first-grade students, which requires the teacher's simple explanation and improvement. Students will search in their minds when they meet again, which will do more good than harm to children!
Second, during the activity, the students performed well and their thinking was active. They can feel that their classmates have been attracted by this little story, by their mother's love, by the tenacity of the little snail and by the slowness of the little snail. Although the little snail returns empty-handed again and again, it can feel the happiness of the little snail and the hidden education of the snail mother. In Invisible, it is told through the snail's own discovery, which naturally makes the little snail feel the characteristics and changes of the four seasons through his mother's love summary. This is the core of the story, and when we educate our children, do we really give them freedom to discover and feel for themselves? Are we really guides and participants?
Reflections on the teaching of small snails in the first grade of Chinese 2 "Little Snail" is a popular science fairy tale full of childlike interest. In the text, three interesting conversations between a lovely little snail and a loving mother snail skillfully tell us the slow crawling speed of the little snail. Taking the snail's slowness as a clue, the different characteristics of forests throughout the year. Through the tireless crawling of the snail, the students felt the persistence of the snail and the invisible love of their mother. The language of the text is simple and easy to understand, which is very suitable for first-grade pupils to read. The story is presented in the form of a comic book, with the aim of enabling students to read and read independently through painting or other means. Therefore, the teaching design of this course is mainly to guide students to read independently by guiding students to look at pictures, reading in different roles and helping each other in groups, so as to improve students' autonomous reading ability in language activities such as repeated observation, reading, memory and imagination.
Junior students' thinking in images is dominant. I use the song "Snail and Oriole" and text illustrations to introduce the new lesson. The image is intuitive and can attract students' attention. At the same time, with "What's the story about the little snail?" It stimulates students' desire to learn. In memory learning, the word "Niu" is written on the theme of the text, which enables students to understand and remember the Chinese characters they have learned in a relaxed and happy atmosphere, and moderately disperses the difficulty of students' literacy. In teaching, I use various methods to guide students to guess the meaning of words boldly.
(1) Memorize "strawberry, mushroom and flower bud" with the help of the formation law of pictophonetic characters, which shows that these characters are all related to plants;
(2) the accomplishment of combining context and life experience. As in the past, students may not understand such beautiful words as "green", "bare", "crawling" and "all the leaves are gone". You can guess their general meaning by combining the context and life experience, and these words are easy to master.
I also designed the teaching mode of "from helping to letting go", so that students can feel the content of the text independently and gradually learn to teach themselves. Teachers become promoters in inquiry activities, always giving students a sense of being ahead and fascinated, and giving them the motivation to explore and pursue true knowledge. Reading comprehension is very difficult for first-year students. I make full use of the illustrations in the text and guide students to associate according to my life experience. Through various forms of reading aloud, read different tones to help students understand mother snail's love for the little snail and her innocence. We should promote speaking by reading, replace speaking by reading, and deepen our understanding of the text in reading aloud. Easy and interesting reading of different roles makes learning interesting and vivid.
The first volume of Chinese Grade One: Reflection on Snail Teaching Part III: Achievement of Activity Goals: (Write each teacher's speech)
Deng: In this language activity, the children have a good understanding of the characteristics of the four seasons. When retelling the story, children can find out the corresponding seasonal characteristics through what the mother snail said to the little snail.
Li: The purpose of this activity has been achieved. Children not only have a deeper understanding of the four seasons, but also most children can tell what different plants there are in the four seasons.
Chen: In this "Little Snail" language activity, the children showed positive interest. Every child can tell the story clearly. In the process of understanding the plants of the four seasons, some children can say many different plant names at once, and some can not only say the names of plants but also briefly explain their functions.
Activity organization process: (reflect on the behavior of teachers and children in the activity and put forward improvement strategies)
Deng: In the first link, children actively participate and have high enthusiasm. During the activity, some children were very excited when asked to retell the story, so I said to them, "Let's tell stories in the competition later to see whose story is the best. But if we don't listen carefully to other children, we are not qualified to participate in the competition. " .
Li: When children realize the characteristics of each season, they can clearly distinguish autumn from winter. Speaking of summer, children only know that it is very hot and there are lotus flowers. Teachers should introduce the four seasons to children in other ways so as to have a better understanding of them.
Chen: In the process of listening to the story, children can tell what season it is in from what mother snail said. Haohao in the class can tell the different plants in each season in one breath, and also tell the function of plants. But some children are prone to autumn and winter. "What season leaves fall?" There was a little dispute on this issue, so I put a video introducing the characteristics of the four seasons for them to compare and understand.