Reflections on riddle teaching 1 Through the teaching activities of riddle games, I deeply realized that it is our common teaching method to let children know things by using various senses.
During the activity, I found that the children had a positive attitude, showed great interest and exerted their creativity.
Especially in scene imitation, children boldly make many rich and varied actions and actively participate in activities. Reflecting self-worth, children have changed from passive recipients to active executors.
This kind of activity is also reflected in the co-education in the home. Grandparents who know riddles in local dialects selflessly share their ideas with their grandchildren. Once again, I realized that using parents' educational resources, we can develop and inherit local culture and customs.
Reflections on riddle teaching II. For children in the first grade of primary school, the one-time concentration time is 10-20 minutes. Beyond this time, children will feel tired and easily distracted. How to stimulate students' interest in class tests the wisdom of teachers. Learning new words is boring. If you teach students in the way they like, you will often get twice the result with half the effort. Today, I showed the crossword puzzle lesson. In this lesson, students spoke actively, raised their hands enthusiastically and were able to answer questions related to their real life.
After class, President Wang and Director Chen put forward some suggestions for my class:
1, when teaching new words, pay attention to every student while writing, and let the students follow the teacher;
2. When learning new words, don't start writing in a hurry, let students observe the position of new words in Tian Zige and how to write them beautifully;
3. When explaining the word "meet", let two students demonstrate how to meet;
4. Finally, write a riddle in the homework supermarket, and let the teacher make up one with exercises in class, with gradient exercises;
5. The exercises in class make students move, and they can stand up and move.
The lesson "crossword puzzle" gave me a lot of inspiration. There are many ways to make students concentrate: doing exercises in class in the middle of a class to relieve students' fatigue; Appropriate use of multimedia images to attract students' attention; Use body language to "pull back" distracted students. In short, in the future courses, we will continue to learn from the masters, learn from the old teachers, listen to more lectures, think more and constantly improve ourselves!
Reflections on the teaching of guessing riddles Part III A small riddle is an activity that students are interested in. Such activities broaden students' reading channels and make textbooks no longer the only learning content. After class, students learn from books, classmates and parents. ...
Letting students guess riddles in class and thinking away from the word "day" will activate students' thinking, develop students' imagination and pay attention to cultivating students' thinking habits. Let the students take their own riddles and ask others to read them, which provides each student with an opportunity to show themselves to others, so that each student will have a successful experience.
In the activity, students are taught to learn from each other. This kind of communication will change the single way of learning in the past, make learning in the classroom an interactive process, and students' learning personality will not be suppressed.
The activities of reading and guessing riddles between teachers and students will make the feelings between teachers and students communicate naturally. The purpose of the whole class is not only to teach students how to read this word, but more importantly, to stimulate students' interest in learning and cultivate students' study habits and interpersonal skills through word guessing activities, which are carried out imperceptibly.
Reflections on riddle teaching. I always thought that the most difficult thing in Chinese teaching was guessing riddles and continuing riddles. Later, I listened to several demonstration classes, tried it several times and thought about it several times. Finally, some methods and precautions are summarized:
1. At the beginning of guessing riddles, we should show great interest to infect children and stimulate their desires. Secondly, explain some basic methods of guessing riddles to children and remind them to listen to every word clearly. In every sentence, the teacher should accurately slow down the pronunciation when reading the riddle.
2. In the process of guessing riddles, if the child can't guess, the teacher can ask questions with gestures for targeted tips. If necessary, he can show pictures or objects while watching riddles or draw a rough outline on the blackboard.
3. Guessing activities should be carried out in the form of games, so that children can acquire knowledge in relaxed games and feel happy in development.
The fifth part is about the thinking of riddle teaching. Because students have the initial ability to understand new words, I give students the initiative in teaching, which is conducive to mobilizing their enthusiasm and creativity in literacy and cultivating their literacy ability. Furthermore, I strictly require students to write in the order of strokes, and at the same time pay attention to giving full play to students' initiative and creativity in learning, and encourage them to use various methods to memorize new words. In addition, students say the names of strokes and leave the books blank, which increases students' memory of new words. Then I nudge the key, and finally let the students draw red and write temporarily. I gave proper guidance during the inspection, and gave a small red star to the students' well-written calligraphy and painting, which played a great incentive role for the students.
I not only stimulate students' interest, but also give them more vivid visual stimulation by performing when they are guessing the bottom of the riddle, which will achieve the teaching purpose well.
Reflections on solve riddles on the lanterns's teaching. In this guessing activity, the atmosphere was warm, and the children were interested in guessing riddles and their emotions were high.
2, children in the process of activities, according to the characteristics of puzzles, through association, speculation, judgment, quickly find out the answer, teachers and students tacit cooperation, to achieve the expected "teaching effect."
3. Through this riddle-guessing teaching activity, I have a further understanding of the language teaching of riddle-guessing, and how to use various means to improve children's original experience in the teaching process, so that children can learn happily and express boldly to achieve the best effect of language communication. At the same time, we still need to learn and improve our skills.
Reflections on solve riddles on the lanterns's teaching. Introducing a new lesson in the form of dialogue not only understands the characteristics of crossword puzzles, but also preliminarily perceives the methods of crossword puzzles, paving the way for the study of new lessons.
2. Students can be guided to remember new words in various ways, from reading words and phrases, to helping each other to read, and then to consolidating literacy through games. Through such repeated training, students' memory of words has been consolidated.
Reflections on riddle teaching 8 This course makes oral communication by guessing riddles to cultivate students' listening, speaking and communicative abilities. The first-year students are very interested in solve riddles on the lanterns. They like to talk and talk in class. So how effective is the classroom teaching, and have their abilities been improved? This involves the gradient of oral communication class. How to reflect the gradient of oral communication class?
First of all, it is reflected in the content.
In the lead-in, I first show pictures of riddles, so that students can see and guess one of them, and let them know the composition of riddles: riddles (including hints) and answers. When speaking, let the students explain the riddles and answers first, and then guide them to say the guessing process. For example, after students guess the animal minister, they immediately ask, "Why?" "Can you tell me the reason?" Through two quizzes between teachers and students, all the children in the class know the requirements of expressing content. In the following quizzes, we can see that students can say these parts, and some quizzes are particularly well discussed.
For the riddle setting, opening the castle gate is a simple animal riddle, a white rabbit and a monkey. After boarding the third floor, it was the shadow of daily necessities and umbrellas, and a crossword puzzle "Su" was prepared. Finally, there is a riddle lion that you can listen to with your ears without subtitles. Teachers can do better in this respect, for example, riddles themselves go from shallow to deep, or it would be better to have more types.
Second, in terms of expression ability.
The most important thing in oral communication is to cultivate and improve students' oral communication ability. I move from "speak loudly, listen quietly and think seriously" to "speak completely" and then to "ask me, answer and communicate", which leads to the speaking requirements from the students' expression and the students' attention to the degree of achievement of several requirements when evaluating.
Before guessing riddles, I asked the students to discuss what they should pay attention to when speaking and listening. The students themselves said to "speak loudly" and "listen carefully". I immediately wrote "Speak loudly and listen carefully" on the blackboard. When the students stood up to guess riddles, I asked other children to immediately evaluate and praise the students who met the requirements, so that they could clearly understand the basic requirements of speaking and listening.
Then when I guessed the monkey riddle, I asked the monkey to say "completely": "The monkey said that this classmate not only spoke loudly, but also did very well. She said,' I think the answer is-'Is it finished?' Later, when students show it, students with riddles can say, "Let me guess a riddle for you. My riddle is-".
Then when I guess the peanut riddle, I guide the students to find that the dialogue between the two students is the way we usually talk. They had communication, extracted the requirement of "you ask me to answer and communicate", and specially awarded the elf to these two students. Later, when guessing goat riddles, evaluators will also pay attention to communication: "Good, because they have questions, answers and communication."
Third, in the situation of oral communication
I have been thinking about how to make good use of riddles, an interesting activity in itself, to set up a situation suitable for first-year students, so I used "Walking into the riddle castle" to integrate the whole class, and opened the gate of the castle by guessing the names of two animal ministers, and then constantly accepted the challenge and boarded the floor of the castle: on the first floor, the deskmates guessed each other's riddles and then showed them; On the second floor, four people guess each other in groups, and then one person gives the class a riddle to guess; On the third floor, read the riddles on the screen by yourself, then stand up and tell the riddle and guessing process, and accept students' questions. Finally, listen to the teacher's riddle, guess the name of the king of the castle, enter the palace and end this lesson. Various situations are presented in a gradient, and students are full of interest. In the process of constantly challenging themselves, they improve their oral communication ability step by step.
Teaching suggestion
According to the characteristics of first-year students, some suggestions are given:
First, pay attention to the demonstration and standardization of teachers' language
The first-year students are still in the stage of imitation learning. Teachers' language should be standardized, and attention should be paid to guiding students to speak standardized words, so that children can realize that they should speak words that meet the grammatical requirements from the first grade. In oral communication class, the teacher himself is a demonstrator, so the requirements for students are "speak loudly, listen quietly, think carefully, speak completely, ask me, answer and communicate", and the teacher himself should implement it in class. Through standard demonstration, students can quickly understand the requirements of oral communication and do it slowly in conversation without the extra efforts of teachers.
Second, pay attention to the timeliness and incentive of evaluation.
Oral communication is a speech act, and words are fleeting. Teachers should pay special attention to the timely evaluation of students' performance, so that students can know what requirements he has achieved and how to do it better. Evaluation is mainly based on encouragement, such as class applause, small personal gifts, team climbing, etc., to enhance students' confidence and stimulate students' interest in continuing their studies. At the same time, according to the requirements of this class, guide students to evaluate their classmates properly.
Third, pay attention to the learning situation of students at different levels.
Students with strong oral communication skills will soon meet the teacher's requirements, or have already reached them. Teachers can properly let them show in front of the whole class. On the one hand, it can satisfy children's desire to express themselves and stimulate children's greater interest in learning, on the other hand, it can demonstrate to other children. Teachers should pay more attention to children with poor oral communication skills, such as asking simple questions, giving him more opportunities to speak, praising his little progress and enhancing his confidence in learning.
Reflection on riddle teaching 9 Oral communication is an act, an ability and a habit. I have made some attempts and explorations in the oral communication class "solve riddles on the lanterns" taught by myself.
1. Create a situation-make children want to talk.
Students' oral communicative competence is cultivated in specific situations. Without specific situations, it is impossible for students to have a two-way interactive practice process. A variety of communication situations can stimulate students' communication needs, stimulate students' communication motivation, arouse students' enthusiasm in communication, and realize "everyone wants to talk"
In the guessing teaching, I designed various activity situations to guide students to enter the state and enter the guessing role.
For example, in class, children's favorite animated character "Little Princess" leads everyone into the "riddle kingdom", introduces riddles in ancient riddles and lantern riddles, and watches children guess riddles in the riddle kingdom. The children are full of interest and eager to try. I also created a "I say you guess" competition situation. The "little princess" ran around the tree with red apples and rewarded the winning team with red apples. Flexible thinking, interactive communication and the spirit of cooperation have begun to take shape. Surprisingly, generate always inspires his thinking sparks. The last link is to visit the riddle kingdom in the interactive situation of the whole class. Each group is a small "riddle kingdom", and children can get down from their seats and visit other "riddle kingdoms" for guessing and communicating. Every child, including those who usually don't talk much, actively participates in this activity and puts the practice of oral communication into practice.
It is through the activity situation suitable for students' age characteristics that every child is attracted to actively participate in oral communication, so that "everyone wants to talk" can be achieved.
2. Typical guidance-let the children talk.
"Everyone wants to talk" is only the premise and foundation of oral communication. Primary school students are inexperienced and their language expression is still in the growth stage. Imitation is a very important internal motivation. If we want to put oral communication training into practice and make children "everyone can speak", we should also play the role of guidance and demonstration of typical cases, so that children can learn to listen, communicate, cooperate and be polite.
When guiding students to guess in groups, let them watch a video of children's cooperative guessing, ask them to watch it carefully, think about what they should pay attention to in cooperative guessing groups, and guide them to talk about the requirements of cooperative guessing groups. Under the guidance of typical demonstration, based on students' observation and thinking, after that, children and even the whole class are concerned about how to express, how to listen and how to communicate with others, which greatly promotes the cultivation of oral communication habits, enables students to improve their original oral communication level and really implement oral communication training.
3. Equal dialogue-let the children talk happily.
Teachers are the promoters of students' learning, on the premise of equal dialogue in the classroom. With equal dialogue, the classroom atmosphere becomes harmonious, democratic and relaxed, thinking becomes active, communication is always interactive, and students are eager to try. "Everyone is happy."