There is only one earth teacher's reflection on sixth grade Chinese teaching. 1 A reading class, a good reading class, should make the book sound loud, discuss more and have strong feelings. I think a successful reading class should closely link Chinese learning with students' life. We should inspire students' enthusiasm for study and life from the emotional depths. Let the short 40 minutes in class become a common life time for teachers and students, and let a short class leave endless aftertaste for students, which will have a far-reaching impact on students.
There is only one earth is a text about environmental protection. In the teaching of key paragraphs, I mainly use the method of guiding students to read. I think we should pay attention to guiding students to read the text and understand the words in classroom teaching. For example, the part describing the destruction of the earth, I think this part is too rational for primary school students, so I carefully organized a teacher's narration and added shocking music. These scenes of the destruction of the earth, I hope these shocking pictures and these extremely shocking music can bring some shock to the students' hearts. It is hoped that images can be used to stimulate emotions and make students associate with them in the cultivation of emotions.
At this moment, in the eyes of students, the earth is no longer the earth, but the lovely, amiable, selfless and generous "mother" of human beings. With the deepening of dialogue and the expansion of communication, the feeling of regret appeared, the feeling of heartache was found, and the taste of awakening was tasted.
In this class, I follow the teaching idea that "reading teaching is a process of dialogue between students, teachers and texts" put forward by Chinese curriculum standards, "let students deepen their understanding and experience in positive thinking and emotional activities, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure", give full play to students' main role, and induce students to internalize and stimulate themselves in the dialogue with texts. When students devote themselves wholeheartedly to "Mother Earth", their free nature is relaxed, and they tell their hearts to "Mother Earth" heartily. How sad and exciting it is to have a voice and a word full of sincere feelings. It's not just talking in words, but talking with your heart, your feelings and all your love for Mother Earth.
Teaching students the initiative in learning is a major change, and it is an urgent problem that teachers need to solve when they step off the platform to face students. We know that as a qualified Chinese teacher, we should not only have profound cultivation and knowledge, but also have the ability to organize classroom teaching. Not mechanical control, not ultra vires. The key is motivation, beauty is inspiration, and guidance is very important to make the whole teaching process easy, fast, dynamic and restrained. But at this stage, how to control the rhythm of students' group discussion, how to stimulate students' broader thinking according to the situation, how to moderate students' activities, how to evaluate students' thinking in place, and how to coordinate rich and diverse resources to cover up the contradictions in the process of analysis and thinking are all my doubts.
Reflections on the teaching of sixth grade Chinese teachers 2. There is only one earth. In the teaching of "Only One Earth", I have carefully designed the following teaching steps: read the text quickly and feel the content of the text initially; Read your favorite paragraphs intensively in your favorite way; Collective exchange of learning experience, teachers grasp the key points, timely inspiration, and guide students to break through difficulties. Although, I want to try my best to embody the new teaching concept in this class, I always feel that something is missing when I review the teaching design repeatedly, and my heart is very lacking.
After BLACKPINK debuted, I tried to embody the following ideas:
First, become equal partners.
In class, I not only stepped down physically, but also stepped down mentally and fully integrated into the students. Communicate with students, participate in activities with students, and truly become equal partners and participants in students' learning activities; Together with the students, we have created a happy, harmonious and developing classroom atmosphere.
Second, be a sincere admirer.
Every teacher understands that it is a truth that modern education should attach importance to appreciating children. However, in the classroom, whether teachers can really appreciate every child, there are still many problems worth discussing. In class, I try my best to let every child participate in the class through a kind smile and sincere encouragement, which stimulates the initiative of the children.
The children are very active and there are wonderful scenes in class. "Teacher, I want to be a little teacher and lead everyone to learn the seventh and eighth paragraphs, ok?" The moment I heard Che Mei Huan's request, my heart was filled with incomparable joy. Isn't this the beautiful answer that I have been longing for my children to become real classroom masters? I am very happy to agree. "Teacher Che" reads fluently, calmly communicates his reading comprehension, and confidently accepts the challenges of his classmates. He looks like a "learned" "little teacher". Ji Xiaodong, Qu Jingwei and other students are not to be outdone, and dare to question ... Yes, look at children with appreciation and give them a chance, and they will give us a wonderful return!
Forty minutes passed, and after a long sigh of relief, my heart could not relax. I always feel that it is foggy for several days. After the comments of several tutors, my feelings finally became clear. Pull a hair, pull one hair and move the whole body-a slight movement in one part may affect the overall situation.
There is an obvious main line in the article "There is only one earth": "Our earth is so lovely, and at the same time, it is too easily broken!" Although I also know that this is the "lifeblood" of this paper, I was led away by the students because I was busy teaching independently with them. When studying the whole text, I neglected to guide the students to grasp the central sentence of "pulling one hair and moving the whole body" and return to the whole, which just ended hastily.
Listen to the comment of researcher Xia teacher: "Before teaching a text, you must thoroughly understand the textbook, seize the clues, find the right ideas and choose the starting point." No matter what form you use to learn the text, the teacher always has a main line in mind. "Every word, every sentence hit the point. Yes, there is no denying that I have a tendency to "echo others" in the teaching of this course. There is still room for further study in teaching materials. For example, after the students reported and exchanged their favorite jokes, I didn't grasp the whole and didn't guide the students to summarize in time, so most students got only scattered knowledge. Teaching ideas need to be clarified. For example, when students report their reading experience, the teacher is taken away by some small questions sent by students, and the consistent "big framework" is not clear enough.
Evaluation should not only be a superficial compliment, "You read with emotion" and "You speak very well" ... Children's evaluation still stays on a very shallow surface, giving people a feeling of emptiness and boredom. What's even more frightening is that such cliches fill the whole classroom. This really sounded the alarm for us. In the future teaching process, we must devote ourselves to guiding students to pay attention to "What did you learn from his reading" and "Do you think his reading is good?" Where's the good news? "... guide students to evaluate the effectiveness around these aspects, so that the evaluation can be truly implemented, not just empty sets, but just embellishments.
"Listening to your words is better than reading for ten years", and listening attentively to the comments of the tutors, the fog that has been bothering me slowly dispersed. I know there will be confusion on the way forward, but I am willing to grow up with new ideas, exercise myself in the ups and downs, and confidently move towards tomorrow. ...
Reflections on the teaching of sixth grade Chinese teachers 3 There is only one earth This week, we learned the lesson "There is only one earth", which is an article about cherishing resources and protecting the environment.
When talking about the beauty and smallness of the earth, the author compares the earth to a boat, and I choose the word "boat" as the training point for teaching.
I asked the students first, "What do you mean by comparing the earth to a boat?" The students almost replied in unison: "It can be seen that the earth is small!"
Is the role of this metaphor really just that? At this point, I ask students to further think about the similarities and differences between this metaphor and the metaphor they have been exposed to before. When we make an analogy, we should have similarities between the ontology and the vehicle, and the metaphor should be appropriate and appropriate. But the earth and the ship seem to have nothing in common except "small". Is this metaphor appropriate?
Students have questions, why not use rice grains and balls to compare the earth and the vast universe, and why the metaphor here ignores the similarity between ontology and carrier? Is it the author's fault? In this way, the students lost in thought: what is the more subtle meaning of "ship"?
Through timely guidance, students can easily understand its ingenious implication: the earth is like a boat sailing in the vast universe. If human beings destroy it at will on this "boat of life", the consequences will be unimaginable. The ship of life on earth will no longer exist, and human beings will have nowhere to live. From the word "ship", we can easily see that the earth is "wobbly", which can be understood as that the earth is easily broken.
Therefore, human beings should be more careful to protect the earth, which is the subtlety of this metaphor. A deep understanding of this word undoubtedly lays a solid foundation for understanding the text center.
It can be seen that the author's words and expressions have been carefully considered, which embodies the theme of the text everywhere.
There is only one article about teacher Earth's reflection on sixth grade Chinese teaching. This article is a vivid popular science work, closely related to the theme of environmental protection, which is easy to explain and thought-provoking. In teaching, I pay more attention to students' preview guidance, guide students to fully collect relevant information, make students have a deeper understanding of our only home-the earth, and have a strong interest in learning texts. In teaching, through the vivid demonstration of multimedia courseware, I let the students fully realize the beauty of the earth's homeland, and their kindness and love for Mother Earth came into being. On this basis, through many visually shocking pictures, students learned about the very serious resource crisis and environmental pollution we are facing, and naturally they have a strong desire to protect the environment.
The astronaut's exclamation "Our earth is so lovely and fragile at the same time" quoted in the article is a difficult point for students to understand. When teaching this part, let the students find out this sentence, read it and say under what circumstances. Then they catch the key words "lovely", "broken" and "at the same time" in this sentence, and contact the whole class to talk about where the earth is "lovely", where it is easily broken and why it should be emphasized. When experiencing the loveliness of the earth, the rich pictures of natural resources and amazing natural scenery in multimedia courseware arouse students' inner resonance. In order to help students understand that the earth is easy to be "broken", students can realize that the lovely earth may be "broken" if resources are "destroyed at will" without restraint by completing tabular thinking.
Of course, the teaching of this course still needs to be improved, such as reading the text with emotion and insufficient training. To guide students to read such works, we should not only inject our own feelings like reading narrative, but also pay attention to the rigor of writing and show the logical power of such works. For example, "yes, scientists have put forward many ideas, for example, to establish an immigration base on Mars or the moon. But even if these ideas can be realized, how many people can live? " When reading this passage, the word "but" is preceded by a level. You can read the word "imagination" more in a plain tone to emphasize that it is just an idea. We should emphasize "but" to draw people's attention to the content after "but". We can emphasize "even if", which makes people feel that it is still unknown whether this idea can be realized. We should emphasize "how many people" slightly, so as to make people realize that even if an immigration base is established on Mars or the moon, only a few people can live there.
There is only one earth in the sixth grade Chinese. There is only one earth is a reading text, which introduces some knowledge about the earth. The article has beautiful language, clear organization, concise content and distinct theme: "Call for protecting the ecological environment and protecting the earth." However, the article only briefly introduces the key content of "the present situation of the destruction of earth resources", leaving room for students to think and learn. The textbook puts forward such reading requirements for this group of texts: when you encounter problems you don't understand, consult reference books and collect relevant materials; It is also necessary to strengthen cooperation among students, exchange information with each other, discuss problems together, and deepen the understanding of the text through collective efforts.
At the beginning of class, I introduced the text in the form of leading students to travel in space, which aroused students' strong desire to explore earth knowledge. After the students learned about the earth, I asked them to exchange information, design environmental protection slogans and talk about environmental protection measures. The purpose is to cultivate students' autonomous, inquiry and cooperative learning ability, and to cultivate students' fine language application ability and originality of aesthetic thinking. In reading teaching, we must set up a big Chinese view and provide students with a good space for independent development. In classroom practice, I ask students to write down their feelings about learning this text, so that students can effectively expand their book knowledge.
Looking back on this class, I am spiritually integrated with the students, and I am full of passion. Why is there such an effect? I savor the joy of success and reflect on the gains and losses of teaching. In my opinion, it is of great benefit to let students consult the materials themselves purposefully.
(1) Give full play to students' subjective initiative and stimulate students' interest in learning;
(2) Enhance students' autonomous learning ability and enrich their cognition and emotion;
(3) It can activate students' thinking and change their way of thinking;
(D) change the traditional teaching methods and learning methods, so as to achieve the purpose of cultivating students' innovative spirit and practical ability.
There is only one earth teacher's reflection on sixth grade Chinese teaching. The so-called "Chinese flavor" is to let students taste the language, use the language and experience the fun. For the study of scientific papers, we should also guide students to pay attention to the language behind knowledge, explore the expression and language rules, gain language wisdom, be nourished by humanistic spirit, and make our Chinese classroom full of "Chinese flavor".
Let's take "Only One Earth" as an example to talk about how to embody "Chinese flavor" in the specific classroom teaching practice of science composition.
First, grasp the key words and try to figure out the language characteristics of scientific papers-scientific and rigorous.
There is such a sentence in the article: "Scientists have proved that there is no second planet suitable for human habitation at least within 40 trillion kilometers centered on the earth." Let students read by means of comparative reading: read the sentences after removing the word "at least" and realize the difference of sentence expression effect. Students' understanding of the word "at least" when considering language emphasizes that the current scientific research results are still limited to the scope of "40 trillion kilometers". As for the situation beyond "40 trillion kilometers", it is still uncertain. Naturally, they feel the rigor of scientific papers. Let students find similar sentences in the text and read them by deleting words, which not only enhances students' language sensitivity, but also trains students' ability to use language accurately.
Second, pay attention to the guidance of reading methods through reading comprehension.
For example, when students feel the loveliness of the earth, they should first know the beauty, grandeur and rich resources of the earth. At this time, the students became enthusiastic about the earth, and took the opportunity to guide them to read "This mother of mankind, this cradle of life …" with admiration and gratitude, and then read its name freely. Finally, the whole class read together and feel the loveliness of the earth. At this time, students are told that reading should not only stop at reading, but also read words into pictures with heart, so that they can read their own experiences and truly touch the nuances of language.
I believe that as long as we dig out the China factor in the scientific sketch, it will definitely make our classroom boil out a strong Chinese flavor.
Reflections on the teaching of Chinese teachers in grade six 7 "There is only one earth" introduces the relevant knowledge of the earth from the perspective of human existence in the form of scientific essays, clarifies the fact that there is only one earth for human existence, and calls on human beings to cherish resources and protect the earth.
Looking back on the teaching process of this class, I think there are several places worthy of reflection, as follows:
First of all, the highlight of this class is:
1. In teaching, I use the word "earth" in the title of the text to organize teaching, so that students can gradually deepen their understanding of the earth and feel the loveliness of the earth, let students read independently and think deeply in connection with the text, and create a relaxed and free space for students to talk with the text.
2. Make full use of multimedia to effectively break through difficulties and improve classroom teaching effect. For example, in order to make students feel the cuteness of the earth and its relationship with human beings, I showed the pictures of the earth I saw in the universe, which made students full of enthusiasm for the earth.
3. Writing exercises train students' speaking and writing skills. For example, writing begins at the end of teaching: write what you want to say to the earth, to mankind and to yourself. Through writing and speaking, students can further clarify the importance of caring for the environment and protecting the earth.
Second, there are still many shortcomings in the teaching of this course:
1, students don't have enough time to read independently, feel independently and explore cooperatively. When students understand the part of limited text resources, they have a narrow understanding and have no connection with life.
2. Reading the text emotionally is not well trained. There are several forms of reading aloud. Reading aloud cannot be integrated into the situation, and reading aloud lacks aesthetic feeling.
For the shortcomings in teaching, I will try to correct them in my future work, and I will continue to explore and improve teaching.
There is only one article about teacher Earth's reflection on sixth grade Chinese teaching. After contacting primary school teaching, my deepest feeling is that students need enough time to feel and express. I think reading is a good way to do or do this well in class. After listening to teacher Bai Jianqiao's There is Only One Earth, I was deeply impressed by how to guide students to read and understand.
Teacher: "in the vast universe, there is a sphere called the earth." What else can we call it besides the earth? "
Health: "The cradle of life, the global village, mother ..."
Refers to students reading topics, integrating their own understanding of the earth in reading, and passing their understanding to other students.
As soon as Mr. Bai Jianqiao entered the classroom, he brought the students into the situation they understood in reading, allowing them to take the initiative to enter the text and experience and learn from their own perspective.
Teacher: "do you want to go to space to see the earth?" How does the earth make you feel? "
Health: "beauty, small."
Refers to students reading the text with feelings and pointing out how to integrate their feelings.
Teacher: "The earth is like a mother, so what kind of feelings should we have when we study?"
Health: "Thanksgiving, respect ..."
In this way, students can quickly grasp the emotional tone and quickly integrate into it. At the same time, Mr. Bai has also made great efforts in organizing the teaching language, which has his success. Especially the interlanguage between links is used naturally and skillfully. For example:
1: "The earth is beautiful but fragile; The earth is small, but its mind is vast. So how did human beings treat this great mother? What did you learn from the third and fourth paragraphs? "
Health: "The earth selflessly provides resources for human beings, but human beings wantonly destroy them, so that many resources cannot be regenerated ..."
2. "Everyone's examples also show that human destruction of the earth has been punished by nature. Therefore, destroying nature is also destroying human beings themselves. What should we do to avoid these tragedies? "
Teachers' language plays an exemplary and guiding role for students. Language in place, rhythmic, easy for students to accept, and then better cooperate with teachers.
I was deeply impressed by paying attention to students' emotional reading, understanding the beauty of the earth and the clever transition between links. At the same time, Mr. Bai asked students to collect information by themselves in their spare time and hold a small debate contest in class, which not only broadened students' horizons and enriched their knowledge, but also promoted the study of texts and the improvement of their oral expression ability.
Reflections on the Teaching of Chinese Teachers in Grade Six 9 "There is only one earth" is the scientific exposition of this book. The teaching goal is to make students know something about the earth, receive environmental education, cultivate flexibility and originality of thinking, and improve their language expression ability. Because I have learned the explanation of a unit in grade five, the types and functions of explanation methods should also be emphasized in this paper. As a more serious expository article, I was deeply touched after the lecture.
First of all, in the teaching of this class, after asking the question "How should we treat Mother Earth" and having a simple exchange, we immediately put forward the central question "How does human actually treat Mother Earth? What kind of crisis does she face? How do you feel about this? " Organize students to read by themselves and discuss in groups. In this way, students can fully and clearly realize that the earth is facing a crisis of resource shortage or even depletion due to the uncontrolled destruction of the earth by human beings, and realize the harm of destroying the ecological environment. Compared with the beauty of the earth and the content of nurturing human beings before, students' hearts were greatly touched and naturally called for "protecting the earth". Therefore, if students want to reach the deepest understanding within their abilities and get the greatest improvement in the shortest time, they must adhere to the center.
Secondly, although it is clearly stated in the article that "after human beings destroy the earth, they can't expect to move to other planets", influenced by sci-fi works, many students put forward imaginary human future homes such as "Moon Home", "Mars Home" and "Space Hotel". This is a manifestation of students' active thinking, and it also shows that students are beginning to dare to question. At this point, it is obviously unwise or even stupid to impose the conclusion that there is only one earth on students. So I showed pictures of other planets, such as Mars, and combined with the article "Scientists have proved that there is no second planet suitable for human habitation at least within 40 trillion kilometers centered on the earth." Converted into the current speed of the plane, let students understand that even if they can reach other planets, they can't migrate with the current human technology, and deepen their understanding of "only one".
Finally, in order to meet the needs of teaching, the order of texts can be adjusted to better adapt to students' cognitive laws and promote reading comprehension. The astronaut's words appeared at the end of the article, which played a role in summing up the previous article and inspiring feelings. However, when the students learned about the extent of the destruction of the earth, they sent out feelings such as "our earth is too lovely, but it is too fragile". Therefore, adjusting the original order and allowing students to read the astronauts' words after "reading discussion" not only did not hinder the teaching process, but also deepened students' understanding and naturally sublimated their feelings.
There are also many shortcomings in the classroom. The most obvious thing is that when explaining the text in class, the popularity of science has been strengthened, but the taste of Chinese has been much less. Later, I felt that Chinese class became a science class. I think the biggest problem is that the teacher has not studied and grasped the text enough, especially some important words or sentences in the text. Just these sentences play a key role in understanding the text center. How to make expository writing more China needs my continued attention and research in the future teaching practice.