Reflection on Wrong Teaching 1 Unit 1 Lesson 3 "Errors in Three Contemporary Poems by China" is my first lesson on the three-foot platform. When I wrote this poem, I showed all my enthusiasm and tried my best to make students not see my nervous mood. In this class, I focus on arousing students' thinking, giving play to their unique language and understanding ability, and designing problems from big to small. Teacher Hu also commented on my class and said that my class was very successful. In the process of teaching, I am very devoted and well designed, giving students room to think and not seeing any tension. But in the future, we must pay attention to the problem of writing on the blackboard, because the students are listening to you carefully in class, and many details may not be written down, which will take a long time. Although I succeeded and was affirmed by my tutor, I also made some reflections after class. I always feel that many places have not been mentioned, and there are also many shortcomings.
In China's classical poems, the prototype of Zheng Chouyu's mistakes is always the poem in my heart. However, the reason why he chose "horseshoe" as the image came from his childhood escape experience. He said: "When I was a child, my mother and I walked through a small town. At that time, we were still resisting Japan. Suddenly, we heard a rumbling sound from behind. Later, we saw a cannon car carrying horses galloping. My mother and I stood by the side of the road, watching the horses and cannons pass by. This impression has been lurking in my consciousness. Later, when I wrote the poem Error, this image naturally came to my mind. In this context, this masterpiece was put forward. In my teaching process, my introduction is very simple, that is to say, Zheng Chouyu is a famous poet who is currently active in Taiwan Province. Someone once commented on him: "Zheng Chouyu is a China poet in China. He can write good images and beautiful poems in China, which is absolutely modern. " His Mistake is regarded as "the swan song of modern lyric poetry". Do you agree with the above evaluation? What kind of story does the poem Error tell? Today, we feel this poem with these questions. Indeed, there are many problems. One person commented that "Zheng Chouyu is a poet of China in China", which aroused students' curiosity to know why he was described as a poet of China in Zheng Chouyu, China. Now, I am glad that my classmates have raised such questions. However, I said to them, "Today we will solve all the questions. First of all, please use your imagination according to your own understanding and tell me what kind of story this poem implies. I started this class with this question, and the students also actively thought and answered the questions. In my future questions, the design questions are also interlocking, answering the questions raised by the students. How do China's China poets understand it? First: Zheng Chouyu is from China; Secondly, the poet China said, "His poems have the literary tradition and characteristics of China. Zheng Chouyu's poem Cuo has absorbed rich nutrients from the profound tradition of China's poetry and formed a strong national style. But at this point, I didn't combine some examples in real life to consolidate for the students, which is a small mistake in the teaching process. When talking about Chinese style, I want to combine some songs with Chinese style from the album of the most famous singer Jay Chou to explain them in the poem, to stimulate students' interest in learning, and to interpret the characteristic style of China's poems with a poem "Journey to Youth" by Vision Wei. This kind of teaching may make this course more attractive.
Original text:
I walked through Jiangnan,
The appearance in the season is like the opening and falling of lotus flowers.
If the east wind does not come, catkins will not fly in March.
Your heart is like a little lonely city.
Just as Qingshi Street faces dusk,
The voice of Kai Weng is silent, and the curtain of March spring has not been uncovered.
Your heart is a small window.
My dada horseshoe was a beautiful mistake,
I'm not returning home, I'm a passer-by.
Reflection on Wrong Teaching 2 After finishing the open class of Our Mistakes, it can be said that it is right or wrong.
The fifth grade is the first session of the new experimental class. Since I took over half of it, I still don't know much about textbooks and new teaching methods. How to make the students in this class learn to read modern poetry has become the starting point of my teaching. Judging from the teaching effect, this goal has been achieved.
But I always feel a little sorry. The distance between classroom presupposition and classroom implementation, and the difference between classroom presupposition and classroom generation always make people feel a little distressed.
When implementing this plan, there are some small links that I have missed, such as the extended reading of famous sayings. For example, the understanding of two key words in two poems is not enough, so that students are reading by themselves in since the enlightenment, and the teacher's guidance is not enough.
Correct the reasons, the teaching plan is unfamiliar and the teaching ideas are not clear enough.
But in general, it is not worth the loss, at least when dealing with textbooks, we can realize the method of teaching students to learn modern poetry. At least this is a normal class.
Reflection on Wrong Teaching 3 In the teaching design of this course, I strive to embody the new concept of curriculum reform:
1. "Read it a hundred times, its meaning is self-evident", and give students the initiative to read, so that they have enough time to walk into the text and collide with their hearts. Through various forms of reading and mutual evaluation, students can feel, think and feel in reading. This lesson has designed a variety of reading methods, such as self-practice reading, group practice reading, competition reading for boys and girls, relay reading between teachers and students, personal challenge reading, high-quality reading, silent reading, synchronous reading and so on.
2. Pay attention to the cultivation of students' learning ability and devote themselves to the formation and development of students' Chinese literacy. Students appreciate language, feel language, accumulate language and use language in class.
3. In teaching, we should pay attention to both knowledge points and ability points. Students have learned Chinese knowledge in their study and communication, and have been trained in the ability to use language. This kind of learning is challenging for students, and students are willing to learn independently, which has a good effect and also cultivates their writing ability.
In this course, students subtly feel the accuracy and richness of words expressing emotions. Yes, mistakes are a kind of beauty and a compulsory course in the process of growing up. The terrible thing is to face mistakes wrongly. These sentences are like seeds, which are skillfully scattered in the soil of students' lives and leave no trace in teaching. With the continuous enrichment of children's life experience, this seed will surely sprout, grow leaves, blossom and bear fruit. We believe that when children grow up, they will be able to face ups and downs and face life with a smile.
Reflection on Wrong Teaching 4 Students will inevitably make some mistakes in the process of learning, because the learning process of students is a process of trial and error. If teachers are aware of this, they will not be "anxious" or even "furious" about students' mistakes and criticize and condemn students at will. We should make students' study progress through trial and error.
As we know, truth is the reflection of objective things and their laws in the human brain. It is described by written symbols and language. After observing things and their laws repeatedly for a long time, human beings can gain experience. With these experiences, we can solve problems efficiently and transform the world! The experience with objective things and laws can only be transmitted and communicated through language or written symbols, so we should sum up these experiences into the truth that can be transmitted and communicated! However, as long as we carefully examine the process of those scientists discovering truth, it is not difficult to find that they always make many mistakes and hit many "nails" in the process of seeking true knowledge. Their success is accompanied by mistakes and fantasies, failures and twists and turns! It can be said inaccurately that "mistakes should be the footprints of truth". Since the process of seeking truth is a long-term, complicated and tortuous process. Then people's cognitive process should be a process of "trial and error", "error correction", "eliminating the false and retaining the true" and "continuous reorganization".
The process of seeking truth is like this. It should be normal for our students to make some mistakes in their studies. Moreover, if students don't make mistakes, they can't "discard the false and keep the true" in cognitive learning and experience the hard-won truth, let alone form a scientific attitude of "seriousness", "rigor" and "seeking truth from facts" in the process of seeking truth.
Of course, when we say that we should tolerate students' mistakes, we can't condone them. It is also necessary to carefully analyze the reasons for students' mistakes and judge whether the mistakes are valuable. The praise is the praise, and the fall is the fall, which is unambiguous.
First of all, we must criticize "people who have stepped into the same river twice in a row." That is, the same mistake has been made more than twice in a row. We should criticize those who make the same mistake twice or more. Because only by constantly denying and criticizing, and constantly removing mistakes and fallacies, can the true knowledge acquired by students be constantly clear, thus forming a scientific attitude of "seriousness", "rigor" and "seeking truth from facts".
Secondly, only through the existing scientific methods can we avoid repeating the same mistakes and improve the efficiency of cognitive learning. If there is no existing method to guide mistakes, then it can be said that such mistakes are valuable-at least they will not be repeated next time, so as to improve the efficiency of obtaining true knowledge.
In short, in the process of students' learning, students should be allowed to try and make mistakes, and finally experience success after trying and making mistakes. Only in this way can students really learn to learn, and then lay a solid foundation for future study.
Reflection on wrong teaching 5 A strange thing happened in the class a few days ago: Dongdong children got up after a nap and found that one of their shoes was missing. We searched the whole bedroom, but we couldn't find it. When we asked other children, they all shook their heads and said "I don't know". No choice but to find a pair of spare shoes for Dongdong. Just as we were anxiously looking for shoes, Huanhuan's children leaned in my ear and said, "I know where Dongdong's shoes are." "Where is it?" I asked quickly. "It was thrown under the pool. It's a secret!"
Who threw it? I was about to ask when I noticed a pair of special eyes staring at this side. I see, and I won't ask again. What should we do?
In outdoor activities, I took the initiative to play the game of "Fried Advantages" with the child (two people listed each other's advantages one by one), and we talked about each other's advantages. When I said he was a sensible boy, his son bowed his head shyly and said, "I haven't told you one thing yet!" " I smiled and said, "What is it? Is it a secret? " He nodded seriously and whispered, "Before taking a nap, I threw my winter shoes under the pool." "Why do you want to do this?" I asked patiently. He said indignantly, "I just want to see if my shoes will break." "The shoes won't break when you walk, and they won't break when you throw them under the pool. They are very strong! " I said. Then, I praised him as a curious and exploratory boy, but it would bring great inconvenience to others.
What is the most important factor that determines the uniqueness of children during their growth? There is no doubt that it is creative! Curiosity is the prelude to creativity. This shows how important it is to care for children's curiosity! When children's "curiosity" and "bad things" strike together, we should guide scientifically, satisfy children's strong thirst for knowledge, and build a "fresh-keeping box" for children's curiosity with understanding and support.
Reflection on wrong teaching 6 The purpose of teaching this course is to make students face up to mistakes, recognize them and correct them on the road of life. However, when I ask students to talk about whether they have made any mistakes in life? When you make a mistake? Most students are talking about other students' mistakes and keep saying, "How is he (she)?" And turn a blind eye to the mistakes made in your daily life and refuse to say it. I ask students to read the topic again, realize that talking about their mistakes is "our mistakes", and educate them to face up to their mistakes. However, the students still said nothing. I thought: maybe it's out of shyness, maybe it's a hindrance to self-esteem, but I won't say it. Just then, a girl didn't listen carefully and quietly made small moves with her neighbors. I walked up to her and asked her to tell me what mistake she had made now. She said, "xx kicked me." I repeated it, and I said, "What's wrong with you now? Can you recognize your mistakes? " This girl still emphasizes "xx kicked me" again. I didn't realize the mistake of not listening carefully in class and felt very wronged. Because the class was almost over, I didn't let her talk, even if she did, she wouldn't talk. He didn't realize his mistake at all. At this moment, I think: this course is of no help to some students anyway. From the previous "she, he" to the last xx, students rarely face their own mistakes, and they can't actively recognize their own mistakes. How should they correct it? If not, correcting mistakes will become empty talk. The teaching goal of this class has not been achieved.
After class, I arranged such an expanding exercise: What did you learn from this text? What is your deepest mistake? How was it handled at that time? After learning this text, do you think it was handled well at that time? How will you face your mistakes in the future? Although students may not talk about their mistakes in class because of their self-esteem, I hope they can write down their mistakes in their diaries, face up to them and correct them.
From this, I think: now some students have low integrity and poor sense of responsibility. When things happen, they pass the buck, dare not take responsibility, and rarely think of others. In our Chinese class, besides teaching students knowledge and achieving knowledge goals, ability, emotional attitude and values are also very important. In the future, our children may not all become talents, but at least, he can become a responsible, honest and moral person!
Reflection on the wrong teaching I obviously feel that the self-awareness of the children in Class 7 has been greatly improved. They are more observant than when they were in small classes, and they know how to avoid teachers' criticism. Now I find that children often throw books on the ground and ask who threw them. No one admits that everyone said "not me". A child suddenly let out a scream and asked who was screaming and not me. In short, as long as you feel that you have done something wrong, you can not admit it. At first, I felt very angry. I thought the child had done something wrong. How could I not admit it? In fact, it is normal to calm down and think about it. This is a natural self-protection reaction made by children to protect themselves from criticism. We should fully understand it. So, I began to reflect on my handling: if I don't order the child who made a mistake not to do this or that, I will first analyze the seriousness of the incident, and then discuss with him in a tolerant, understanding and calm manner, discussing the impact of his behavior on himself and others, allowing him to make this mistake, but telling him not to make the same mistake again. If he does it again, he will not be satisfied.
In short, the most important thing is to tell him that he is a great boy who dares to admit his bad behavior and his mistakes. Don't let the child feel that this is the teacher criticizing him and making him feel sad after being criticized. But let him feel that this is the teacher's concern and understanding for him, so that he has a heartfelt "consciousness." In fact, it is very difficult to really do this, which requires teachers to have higher language skills. This is why we often say that "language is the carrier of emotion, and emotion is the soul of language." It can be seen that only through artistic and skillful language can we achieve emotional goals. Besides educating children, we should also create an equal environment for children to supervise each other. The interpersonal relationship of middle school students has gradually changed from communication with teachers to communication with peers. It can be seen that the influence of peers is gradually increasing, which is an important educational resource that we teachers can't ignore. In order to encourage children who supervise each other, teachers can take appropriate material rewards and verbal praise to let children gradually develop an environment of mutual supervision. While supervising each other, educate children to have a sense of mutual assistance. Teach them that being supervised is not a bad boy, but they just forget what to do for a while. Encourage children to remind him and help him develop good habits with a friendly and tolerant attitude. Finally, of course, parents' cooperation and understanding are needed to teach children how to face up to and correctly face their mistakes.
I reflected on the wrong teaching of eight large classes, and my eyes on children became more and more different. First, they are all grown up and sensible, so they can communicate with us adults more. Second, the days of parting from them are getting closer and closer, and I am more and more reluctant to part with them. Looking back on the past three years, I even think that children's "mistakes" are beautiful moments! Did I enjoy that moment?
In the small class, they couldn't finish the food in the bowl and spilled soup all over the table. As for me, I always wipe it with a rag with a sullen face, which strongly suggests that they have done something wrong to me. In the middle class, they interrupted in class. I severely criticized them: "Where did you get so many words?" In the big class, they were too excited to play and spilled toys all over the floor. I would blame them and say, "Why is the classroom so messy?"
Is it appropriate to treat children like this? Of course, I'm not saying that they should do this, but I should remind myself that they may have made a mistake, but they made a "beautiful mistake". Compared with the neatness of desks, toys and classrooms, the development value of children is of course much higher. But my reaction to them will only tell them that teachers care more about silence than neatness.
There are many different stages in life, and each stage has different characteristics. We can appreciate the kindness of old people, the maturity of middle-aged people, the charm of young people and the innocence of children. So, why can't we appreciate some "mistakes" of children?
Children need a pure paradise when they come to kindergarten. With the support and care of teachers, they grow up and understand slowly in this paradise. The teacher's role is to guide and help. Children's young hearts, soft hands and soft feet all need our care! We need to give them too much love and comfort.
As teachers, we should remind ourselves that getting along with children is a special right given to us by God. We can accompany children to grow up, rejoice in their progress, and point out the wrong path for them. The time we spend with our children is the first few years of our lives. How rare and important this is!
Thank God, I had these feelings before I became a mother, and I began to change some ideas in the third year of work, so it will be easier to get along with children now. When they make a little mistake, I will ask myself: Did they really "make a mistake"? Should I criticize them? Will my criticism leave an indelible mark on their hearts? Then I will change my attitude and communicate with my children with sincerity. After all, they are just children! I believe I can enjoy my time with the children better!
The most important thing is to be a child's teacher, a child's friend and a parent's friend. Communicate with them with love, sincerity, carefulness and sincerity.
Reflection on Wrong Teaching 9 In the teaching design of this course, I strive to embody the new concept of curriculum reform:
1. Take reading as the foundation, and learn while reading. This lesson has designed a variety of reading methods for students, such as fast reading, self-practice reading, group practice reading, group competition reading, male-female competition reading, teacher-student relay reading, personal challenge reading, high-quality reading, silent reading, synchronous reading and so on.
2. Respect students' personalized reading and give students the initiative to learn.
3. Pay attention to cultivate students' expressive ability and improve their Chinese literacy. I ask students to read each section first, and then talk about their feelings and understanding. Students have a deep understanding of their mistakes, and they all say that they must say goodbye to their mistakes and never treat themselves wrong again.
Reflections on Wrong Teaching 10 Our Mistakes is a foreign children's poem. It talks with students in a philosophical way, expounds the importance of facing, recognizing and correcting mistakes on the road of life, and guides students to correctly understand and correct mistakes with a positive attitude.
I have always attached importance to students' ideological and moral construction in teaching, and I have been "emotional, sensible and rational" to students who have made mistakes. Students who usually make mistakes in class dare to criticize and point out, reason and persuade, and enthusiastically help correct mistakes. There is a strong atmosphere of criticism and self-criticism in the class. Therefore, to learn this poem, students should recite it repeatedly, feel it in reading, and then fully mobilize students' existing knowledge and emotional participation, so that students can contact their own reality and enrich their understanding of the text content with examples that happened to them or around them, so as to better understand the connotation of the poem.
In the teaching design of this course, I strive to embody the new concept of curriculum reform:
1. Take reading as the foundation, and learn while reading. This lesson designs a variety of reading methods, such as fast reading, self-practice reading, group practice reading, group competition reading, male-female competition reading, teacher-student relay reading, personal challenge reading, high-quality reading, silent reading, synchronous reading and so on.
2. Respect students' personalized reading and give students the initiative in reading and learning.
3. Pay attention to cultivating students' learning ability and improve their Chinese literacy.
Teachers guide students to turn rhetorical questions into declarative sentences, correctly understand the meaning of rhetorical questions and compare the tone of rhetorical questions.