Reflections on the teaching of pony crossing the river in the first volume of Chinese in grade two 1 Pony crossing the river is a fairy tale in the first volume of grade two. The story tells the different performances and results of Xiaoma who helped her mother carry half a bag of wheat to the mill on the other side of the river and came to the river twice, so that students can know that when encountering problems, they should think hard, think more, analyze more and dare to practice, so as to find a solution to the problem.
After reading the text for the first time in teaching, first try to let students briefly describe the main idea of the story. Only a few students can speak roughly under the guidance of PPT, and most of them are still talking about details. Read the self-reading tips for the second time and read them with thinking. Students enter the situation and understand the ins and outs of the story. Then read the new words and complete the task of goal one.
After fully affirming the advantages, the teachers who participated in the evaluation gave very pertinent suggestions: to have class consciousness, to have reasonable planning in class arrangement, and to have more guidance methods in literacy methods. Teachers should have curriculum awareness, know the goals to be achieved at different stages and the skills they should have, such as reading. It is a step-by-step process from reading "the tone of different sentences" in the second volume of Senior One to "reading aloud with emotion" in the middle stage. Teachers should strive to make students reach the corresponding level of their stage.
This lecture and evaluation made me realize my own shortcomings, and I will carry forward my own advantages to overcome them in the future and strive to improve my level.
Reflections on the teaching of pony crossing the river in the first volume of Chinese in grade two II. The article "Pony Crossing the River" is very long, involving many things and profound philosophy. But words are beautiful in plot, things and composition. I hope that in lively teaching, we can use the beauty of the text itself to stimulate students' interest in learning, create situations and cultivate students' language expression ability. The main "characters" in this story are pony, old horse, uncle Niu and squirrel. The tone of these "characters" is different from the emotional color of the language. The old horse is the "mother", so speak kindly. Uncle Niu is the older generation. When reading aloud, he should have a rich voice and a steady tone. When the squirrel jumps down from the tree, he should speak in an urgent tone. Pony is naive and polite, so he should express it in an appropriate tone when reading. When guiding reading aloud, I first demonstrate reading aloud to guide students into the situation. Then ask the students to read aloud in groups. By training reading aloud in this way, students can feel the beauty contained in the story in a pleasant atmosphere.
After students can read the text correctly, fluently and emotionally, let them remember the words of the old horse, pony, squirrel and cow and imagine the scene at that time, so as to further understand the different identities of the "characters" and their different expressions and intonations, and then encourage students to add actions and expressions to "perform" the dialogue in the text. Doing so can not only deepen our feelings for the text, but also stimulate our interest in reading.
What the old horse said is a difficult point to understand. In order to break through this difficulty, I designed two problems: the same river, the old cow said the water is shallow, and the squirrel said the water depth. Which of them is right? Why? If an elephant and a white rabbit want to cross the river and ask you, what should you answer them? In the whole teaching, I respect students' independent thinking and provide students with a certain space for thinking and communication. Let the students discuss in groups first, and then communicate in the whole class. Let the students know that the old cow and squirrel are based on their own personal experience and ignore the actual situation of the pony. Because of different heights, we have different opinions. The second question makes students clear that they should judge the problem according to different situations and avoid making the empirical mistakes of old cows and squirrels.
In short, the pony crossing the river is a classic fairy tale, which contains too many things. What children should learn from it should be various. Reading is a very personalized thing. Only by giving personalized reading time can we hear the "voice of flowers". But I always feel that students in this course have less time for personalized reading communication, and each student's personalized views are not fully expressed. In the future teaching, we should make greater efforts to stimulate students' innovative thinking.
Reflections on the teaching of "Pony Crossing the River", the first volume of Chinese in Grade 2, Grade 3. Pony Crossing the River is a fascinating fairy tale. The text mainly talks about the pony crossing the river, not knowing the depth of the river. The pony asked the old cow, and the old cow thought it was ok; The pony asked the squirrel, who thought he couldn't get through. Finally, with the encouragement of the old horse, the pony made a bold attempt and finally crossed the river. The story illustrates the truth of "use your head and dare to try" when something happens. When teaching this text, I firmly grasp to stimulate children's interest and always take cultivating children's autonomous learning ability as the main axis.
First, stimulate students' interest in learning in various forms.
Interest is the motivation for students to study actively, think positively and explore bravely. In the teaching of this class, I used various methods such as picture display and scene fragment performance. According to the age characteristics of junior two students, I attracted students' attention and stimulated children's enthusiasm and interest in learning. The whole classroom atmosphere was very active and students' participation was high.
Second, intensive reading comprehension, guiding reading aloud.
Reading is the basis of expression and communication, and reading aloud is the most important and effective way to cultivate students' reading comprehension ability. In the reading teaching activities of this class, I pay attention to promoting reading activities with emotion. Grasp the language of pony, old cow, squirrel and old horse, for example, grasp the "shout" and "seriousness" to express the image of squirrel to further understand the anxiety and worry of squirrel from the heart, and grasp the pony's "bow" and hesitation. By understanding the key words, students can be guided to put themselves in other's shoes and understand the psychology of the main characters in the text. Through the reading of different roles, we can promote understanding and understanding, strengthen the understanding of students' reading and enhance students' emotional experience.
At the same time, we also pay attention to the design of reading activities, the competition between teachers and students, and the situational performance with encouraging evaluation. Students creatively shape the characters in the story according to their own understanding, so as to enrich the characters in the story and achieve the goal of comprehensively improving students' quality. It deeply stimulates students' interest in reading and cultivates their understanding ability. The students' cooperation in this respect is very high, even exceeding my expectation before class. I believe that students' reading ability will be greatly improved after this class.
Third, expand and exchange ideas.
Guide the students to think: Have you ever encountered a problem like a pony in your life? How did you solve it? Ask questions, guide students to connect with reality and understand the central idea to be expressed in the text. The students' answers were very enthusiastic. However, due to the lack of grasp of the overall time, there is less time for exhibition and communication, and the more fully prepared expansion and extension are not fully displayed, which is also one of the places I need to improve in the future.
Reflections on the teaching of pony crossing the river in the first volume of Chinese 4 in grade two "Pony Crossing the River" is a fairy tale, which uses anthropomorphic methods to shape the vivid images of several animals such as old horses and ponies. The content is lively and interesting, and the language is vivid and easy to understand. It tells us that no matter what others say is right or not, we must think hard and try it ourselves before we can reach the correct conclusion. The teaching of this course is mainly to guide students to learn and understand the truth contained in the text through the way of "asking questions to stimulate interest-reading-acting-discussing", and at the same time pay attention to infiltrating moral education and safety education through teaching to achieve the purpose of educating people. Details are as follows:
First, set questions to stimulate interest and introduce stories.
Stimulate learning interest by asking questions;
(1) Why did the pony cross the river?
(2) How did the pony cross the river? What difficulties have you encountered? Who did he ask first?
(3) How many times did the pony cross the river? Did it cross the river at last? After reading the story of crossing the river with these four questions, we can read the text quickly, think quickly, and then solve the problem by independent cooperation.
Second, create situational role-playing, guide reading dialogue, experience different tones expressed by periods, question marks and exclamation points, and understand the text from the performance.
The dialogue in this article is wonderful, especially the hints of the dialogue fully show the psychological changes and personality characteristics of the characters. The four characters, the old horse, the pony, the old cow and the squirrel, all have their own intonation. Because of the different contents of the conversation, their tone of voice is also varied. At the same time, the shapes of these four words are different. Therefore, according to the shapes of old horses, ponies, old cows and squirrels, I chose a taller classmate, the old cow and the old horse. The average tall classmate played the pony, and the younger classmate played four small animals for one classmate to read.
During the performance, students are mainly guided to understand the different emotions expressed by periods, question marks and exclamation marks in animal dialogue, and then according to the prompts of the dialogue, they can understand the psychological changes and personality characteristics of these animals, read the emotions well, feel the inner world of animals, and perform properly during the performance to show vivid pictures.
After the performance, discuss and exchange: Why does the old cow say that the river is shallow and you can cross the river just after your calf? The little squirrel said, the river is deep! Drowned his partner. Can't cross the river. Why is the same river, the old cow said shallow, and the squirrel said deep? Is one of them lying?
After the role performance just now, the students quickly compared themselves. The classmate who plays the old cow is tall, but the classmate who plays the little squirrel is short. So facing the same river, small animals with different heights have two different colors. So I understand that neither the old cow nor the little squirrel lied. The pony is shorter than the old cow and much taller than the squirrel. Therefore, this river is neither deep nor shallow for pony.
Third, pay attention to moral education infiltration and safety education in teaching.
Focus on what the old horse said to the pony: "Son, it is impossible to just listen to what others say without thinking or trying. Those two sentences, whether the river is deep or shallow, you will know if you try, which not only guides students to understand the text, but also permeates moral education and safety education. By setting doubts, student: Why doesn't the old horse cross the river with the pony? Don't old horses love ponies? " After the role-playing just now, combined with the text "Walking by Yourself" learned in Grade One, the students quickly replied: "Because the old horse wants to exercise the pony, let it learn to do things by itself and be independent." After discussion, the students realized that it was necessary for the old horse to teach the pony, but the old horse knew that the river would not be dangerous to the pony, so he let the pony try it himself. Therefore, it is understood that the old horse let the pony learn to do things independently, which is also the love of the old horse for the pony. This leads to: parents let us learn to be independent by ourselves. Although there are no parents around on this road of self-independence, they must be taking care of us silently in a place we can't see, so learning to be independent contains parents' deep love for us; In addition, according to the old horse, let the pony try the depth of the river by himself, and educate students to pay attention to safety no matter what they do: they know that not everything should be tried, and everything should be learned from experience and thinking before deciding whether to try or not, and they should not be blind.
In the whole teaching of "Little Horse Crossing the River", I started with asking questions and heard wonderful stories. On the basis of guiding students to read through the text, I guide students to read aloud and perform the text in different roles according to the characteristics of the four animals in the text. Then I realized the truth contained in the story through my personal performance and discussion in real life: no matter what others say is right or not, we must think hard and try it ourselves before we can reach the correct conclusion. This teaching method makes students tend to live and understand the text easily; Then, by infiltrating moral education and safety education in time, students can develop the habit of thinking with their brains, have correct feelings and self-protection consciousness, and teach with feelings and interests, so that teaching has achieved good results and achieved the purpose of educating people.
Reflections on the teaching of pony crossing the river in the first volume of Chinese 5 in grade two "Pony crossing the river" is a fairy tale. The story describes the different performances and results of Pony's two trips to the river to help his mother carry half a bag of wheat to the mill on the other side. Explain that when encountering problems, he needs to use his brains, analyze, practice bravely and find a solution to the problem.
In order to create a harmonious atmosphere and let students develop freely and comprehensively, I establish students' dominant position in teaching, create a democratic and equal classroom teaching atmosphere, and let students take the initiative to explore and innovate in the learning process. For example, after learning the text, I ask the students to think about the question after class: "What will the pony say to her mother when she comes back from the mill after crossing the river?" After listening to my question, the students thought positively. Some said, "The pony ran home from the mill to grind the flour. Mom helps the pony put down the noodles. The pony bowed his head and was very unhappy. Mother touched the pony's head and asked kindly, "What's the matter with you, son?" The pony looked up and said,' Mom, I'm so stupid. Faced with the problem of a small river, I have to come back and ask my mother. This will not only delay time, but also cost a lot of effort. After the pony listened, his mother said,' Son, my mother thinks you have grown up today. It's amazing! Because you are not intimidated by difficulties, my mother believes that you will be a strong child in the future. After listening to his mother's comfort, the pony felt very reasonable. He proudly said,' Mom, I also learned a lesson from today's events. You can't just listen to what others say when you do anything. Only when you have done it yourself will you understand. Mother nodded happily and praised,' Good boy, you have gained a lot from your hard work!' The pony quickly said,' Mom, let me do any work in the future, and let me experience the happiness of success more!' "The old horse kissed his child and nodded, and the students clapped enthusiastically.
In teaching, we can easily find that students' thinking is the most unconstrained, active and endless. Their minds are full of many strange fantasies. We should give them wings of imagination and let them fly freely in the kingdom of innovation.
The first volume of Chinese in grade two, Reflections on the Teaching of Pony Crossing the River, is a wonderful textbook design. I have participated in textbook training before, but I always feel that the control of textbooks is not in place. In this relatively short 23-minute course I designed for this evaluation, I made the following thoughts:
1, this class is Class Three. I have learned new words and the first half of the text before. This lesson mainly studies the communication between pony and mother in the seventh and eighth paragraphs of the text and the process of trying to cross the river by yourself at last. The content I designed in this lesson is relatively small, and the deep-seated things have not been thoroughly excavated.
2. At the level of classroom atmosphere, students' enthusiasm has not been fully mobilized.
3. The design of teaching links is not detailed enough, which shows that preparing lessons is not sufficient.
We should give more inspiration to students.
Make the following improvement plan:
1, the implementation of the goal of emotional attitude and values, that is, to let students know the truth of "using your head and trying it yourself". This process should not be blunt, but should be coaxed and summarized by the students themselves.
2. There are many words in the middle part of "Tell a Story in the following Words", which is not suitable for class. Changing this part into "telling stories by looking at pictures" is less difficult and more conducive to development.
3. The language should be more lively and interesting to arouse students' enthusiasm. Especially in summer, games are introduced into the teaching of this course, which makes sleepy students completely sleepy.
The highest aim and core idea of the new curriculum is "everything is for the development of every student". "Development" is a dynamic process, and we can't foresee the factors and scenarios in this process. Take the lesson of "Little Horse Crossing the River" as an example, let me talk about how I started this lesson around this core idea.
First, speak in moderation. It may be the most appropriate to use "four or two to dial a thousand pounds" and "pull one hair and move the whole body" to explain the right amount, but you must speak accurately in class. In the article "Pony Crossing the River", I grasp the word "evaluation" to guide students to evaluate the advantages and disadvantages of pony. Then, let the students read the text intensively and talk about the advantages and disadvantages of pony from which words, words and sentences according to their own feelings.
Second, moderately speaking. The so-called "moderation" and "degree" are based on students' cognition. Teachers' speeches should be acceptable to students, and students' cognitive level and emotional attitude should be considered according to their physical and mental development level. For example, in the teaching of the article "Pony Crossing the River", when students have difficulty in reading what their mother said to Pony, I will spend a considerable part of my time to arouse students' existing experience, guide them into the text situation, and guide them to go deeper and deeper step by step.
Third, speak in time. Teachers should have certain opportunities to teach "Pony Crossing the River" when giving lectures in class. Talking about the advantages of ponies, some students said ponies were "fierce". In fact, the students all realized the pony's "courage", but there are no exact words to describe it. At this time, I will seize the pony's words and guide "this classmate says pony is" fierce ",so pony. Let's read the pony's words together and experience the pony's tone, and we will understand. " This "talk" has found a "fulcrum" for students' thinking. They immediately realized that the pony's "strength" lies in its "courage" and its "daring to try".
In the article "Pony Crossing the River", Pony is brave, but he can't cross the river without his mother's correct and patient encouragement. Therefore, there is no limit to teachers talking more and talking less in class. The key lies in "meaning" rather than "form". Pony has to cross the river by himself, and mother can talk freely. Text is not only a materialized objective existence, but a rational life. Only when the reading subject realizes and is touched by this life meaning of the text will the life meaning of the text really survive.
Reflections on the Teaching of "Pony Crossing the River" in the first volume of Grade 8 Chinese; "Pony Crossing the River" is a classic fairy tale, which tells the story according to the sequence of events, with ups and downs of plot and clever suspense, which can arouse students' thinking.
The focus of the first class is literacy. In terms of literacy, I adopted a variety of literacy methods, including adding pinyin to read and removing pinyin to read. In terms of memory, I guide children to remember new words by adding one, changing one and finding friends, and remind children to read by observing pictures and paying attention to new words around them, which has achieved good results.
When learning the natural paragraph of 1-3, I asked the children to understand the pony's mood by understanding key words, such as "jumping" and "sorry", and to experience the pony's mood change personally, and to guide the children to think about what to do if they encounter difficulties in combination with their own experiences. In this way, they came to life from books, which is an emotional education.
In the writing part, let students observe the new words of individual students, study and correct them together, and let children pay attention to the position of their hearts. We need to strengthen after-school guidance.