As a people's teacher, teaching is one of the important tasks. With the help of teaching reflection, we can learn a lot of lecture skills. So what is excellent teaching reflection? The following is my reflection on sixth grade Chinese teaching, I hope you like it!
Reflections on Chinese Teaching in Grade Six (Selected Papers 1) This is an essay written by Mr. Feng Zikai. The article comes straight to the point that everyone has ten fingers, and the five fingers on one hand have their own advantages and disadvantages.
After reading the text for the first time, I understand the general idea. The characteristics of five fingers are easy for students to master, so I will focus on the experience of expression. First of all, we should grasp the first and last paragraphs of the article for an overall understanding. To understand the text, I mainly write five fingers with different postures and personalities, each with its own advantages and disadvantages; Understand the author's writing intention, "the whole finger is the same as the whole crowd." If the five fingers can be combined into a fist, then the root is useful and powerful, and there is no longer a distinction between strength, beauty and ugliness. " The second is to grasp the sentences that best reflect the characteristics of the five fingers and do key experiences.
For example, describe a paragraph "the thumb is in the five fingers, and the shape is really not beautiful". First, guide students to understand the shape (posture) characteristics of the thumb-not beautiful. The concrete manifestations are: short and fat body, big and fat head and simple structure. Describe from three aspects: body shape, head shape and structure, and vividly show the vivid image of thumb on paper. Then use the relative word "Dan" to write that he is the most bitter of the five fingers. It specifically describes the performances of "helping each other", "resisting with all one's strength", "desperately holding down" and "holding with all one's strength" when the water gushes out and the blood is about to flow out, highlighting the characteristics of thumb's hard work and silent dedication. Understand the basic meaning of this passage, then guide the students to understand the writing, draw sentences about thumb shape and "suffering", and understand what expression the author uses to describe it, with the emphasis on the expressive function of parallelism.
In order to break through the difficulties and help students better understand the truth that "if the five fingers can be combined into a fist, then the root is useful and powerful, and there is no longer a difference between strong and weak and ugly", I designed the performance of "Five Fingers Debate". In a group of four, each person performs thumb, index finger, middle finger, ring finger and little finger respectively, and who has the advantage in spelling. After some arguments, ask the students to talk about their experiences. Let them feel that it is not enough to see only their own advantages. Now let the students look for each other's advantages, praise each other and know that everyone has advantages. Explain the life truth of "unity is strength" and guide students to understand the truth contained in this sentence in combination with real life.
Reflecting on Chinese Teaching in Grade Six (Part II) Reflecting on the whole teaching process, I personally think that there are two aspects to success:
First, with the help of the media, enter the artistic conception of beauty.
Through multimedia teaching, rationality is transformed into sensibility, and stillness is abstracted into vivid and expressive special functions, so that "grassland customs", the essence of grassland scenic spots, is presented to students at once, and students can feel the beauty of grassland visually and audibly. Make students quickly intoxicated with the beauty of natural scenery and music, and stimulate students' interest in learning.
Second, respect students' individual understanding and pay attention to students' unique feelings and experiences.
In the teaching of this class, I insist on encouraging students to read and understand the text in a personalized and open way, instead of thinking about how to unify students' understanding and understanding of the text into their own teaching design. For example, in the part where the grassland people welcome guests from afar, I asked the students: Why compare the grassland people who come to meet you to a rainbow? The students' answers are varied. As long as it is reasonable, I will affirm them and encourage them to imagine boldly and speak enthusiastically. The next question is: Why didn't the Mongols dismount and talk when they saw the original guests, but immediately turned their heads? The students also gave various answers. I evaluate with students and teach them to put themselves in their shoes to imagine, which fully mobilizes students' divergent thinking, enriches students' imagination and makes their language expression more realistic.
But the teaching is always flawed, and I think there are still some shortcomings in the teaching of this course. The shortcomings mainly lie in the following two aspects:
1. Students' initiative in learning has not been fully exerted. Teachers don't let go in the second to fifth paragraphs, which makes students' ability of independent learning, independent questioning and independent problem solving not fully exercised.
2. Facing the excellent performance of students, I can't find a more suitable evaluation term in time. Sometimes, I know that students do well, but I am eager to find the right words to evaluate. Those used words such as "you are great" and "great" seem to me to be enough. If used repeatedly, it will become boring and lose the meaning of praise.
In the future teaching, I will pay more attention to cultivating students' independent inquiry ability from the perspective of tutors. Seriously study the language of classroom evaluation, and strive to evaluate students appropriately and timely.
Reflections on Chinese Teaching in Grade Six (Part Three) Sunset in Sanya is a short essay about scenery. The author described the beautiful sunset in Sanya with vivid and fresh language, and expressed his thoughts and feelings of loving nature.
Teaching this lesson well, I firmly grasp the center of the article: "Watching the sunset in Sanya is very poetic." Start teaching. Transition to the second paragraph through "the sunset in Sanya is poetic". The second paragraph describes the rich tropical customs of Sanya-the coconut trees with jasper crowns swaying in the wind; The low-flying Bai Ou glides gracefully between the blue sky and the blue sea; Fine sand like jade chips and silver powder playfully scratches people's feet ... although it is not the key paragraph of the article, learning it well is very beneficial to understand the center of the article. Just because everything in Sanya is beautiful, watching the sunset in this beautiful place will have a different mood.
In the second period of study, in order to let students better appreciate the beauty of Sanya, I also use beautiful language to guide students to read over and over again, and say while reading, where is the beauty of Sanya? Some people say that Sanya seems to be a blue world. There are blue sky and blue sea here, and even the tips of Bai Ou's wings are worrying about being dipped in blue water. Others say: I like the sea since I was a child, and Sanya is as fine as jade in Mercurydust. When people come here at night, stepping on it will definitely relieve the fatigue of the day. Others said: I have drunk coconut juice, but I have never seen what coconut looks like. I really want to see it! From the exchange of students, we can easily feel the children's love for Sanya. Then, with this goodwill, they must have infinite yearning in their hearts. Grasp their feelings and guide them to read well, and beauty will become a child.
However, teaching the beauty of sunset in Sanya encountered some minor problems. Students feel that seeing the sun rise in the east and set in the west every day, some don't think so, and reading is boring. In order to make students study harder, I guide them to learn the text and compare it with the sunset we usually see. Feel the uniqueness of the sunset in Sanya through comparison, and tell the students that ordinary scenes can be as wonderful as the author's works through careful observation. After that, let the students try to talk about our sunset with the words they have learned and comparative methods. The students suddenly became excited. Many students will say a few words and speak freely without nodding and smiling. Through this design, the transfer of learning and application is realized.
Reflection on Chinese Teaching in Grade Six (Part Four) The superficial biology is the intensive reading text of Unit 5 in Grade Six, and it is also the last intensive reading text in the whole primary school stage. The original intention of editing may be to cultivate children's "scientific spirit", so that children can always keep the habit of thinking and pay more attention and curiosity to things and phenomena around them.
This is an essay by Feng Zhi recalling children's life, full of childlike innocence and interest, which makes people laugh and admire the reasoning spirit of "I". A child who is full of curiosity about the world makes his own judgment on strange things with limited experience, and finds a more "exact" basis for his judgment from the "explanation" of adults, thus confirming his "knowledge"-although this is a childhood assumption.
The language element of this unit is "understanding how the article illustrates the point of view with concrete examples", that is, supporting the point of view with concrete examples, aiming at guiding students to understand the common expression methods of argumentative writing. How does this article realize the language element of the unit "Experiencing how the article illustrates its views with concrete examples"? How to accurately understand the text learning objectives implied in the after-class thinking questions? We can start with thinking after class and look for hidden learning goals.
From "case" to "viewpoint" is a way of thinking of inductive reasoning. When designing class hours, the first class focuses on interesting childhood stories, forming a preliminary impression of "I" in the text-what kind of child I am. The second class uses deductive reasoning to find specific arguments according to what kind of child "I" is, and gradually recognize and confirm the characters in the guidance of word analysis and reading aloud. This causes readers to think and replace topics in connection with the reality of life, and extends to recalling interesting things in childhood, and sublimates their understanding of "love thinking and curiosity". In the actual teaching of the second classroom, three parts are mainly designed:
Section 1: Review and experience "What kind of child am I". This section focuses on paving the way for students to think, starting with problems and reverse verification. In the process of guiding students to verify their opinions, they have gained the reading ability of "grasping key words" and "linking the contents before and after", which is linked from the superficial to the deep, and skillfully deepened by using after-class exercises, effectively summarizing the learning methods and building a scaffold for subsequent learning, with obvious effects.
Section 2: Prove your own point of view by studying the law. The combination of support and release, the transfer of learning methods. On the basis of understanding the reading method in the previous link, let go to learn, annotate in circles, think independently, report actively and collide with each other. Judging from the depth of communication and thinking in the classroom, the expected goal has basically been achieved. Some students can firmly grasp the viewpoint of "love thinking and curiosity" and speak clearly. They have learned to grasp the key words, connect with the context, take care of the whole, have unique ideas and have their own independent thinking ability.
Section 3: Expand pragmatics and tell interesting stories with life. "Presumably we and every reader have had thoughts and experiences similar to" I ". What did you look like when you were a child? Let's talk about it through specific examples! " Students are interested in this passage, and as soon as the question is raised, it immediately arouses everyone's "* * *". In this context, it can not only help us understand the story on the surface of the article, but also really understand the article and Feng Zhi and enter the language. In the link of free speech, psychological description, language description and other rich forms of expression are also used, which are interesting, reasonable and delicate.
Advanced reading teaching, especially sixth grade reading teaching, not only requires students to accumulate single text content and reading guidance, but also pays attention to unit integration, teaches people to fish, and teaches students to acquire language secrets and author's writing methods through independent thinking and overall contact.
First, reading and evaluation are combined and complement each other.
"Classmates, do you feel the same way about my experience described in the article? What kind of child do you think the author is? What makes you feel this way? Draw it, read it to everyone and talk about your own experience. "
Everyone communicated smoothly and freely, experienced the author's language and psychological activities, and vividly described the image of a child who likes to observe, think and explore. The students read lively and interesting, and realized unforgettable childlike innocence in reading and commenting.
"Let students fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading, and be influenced by emotions in reading." This is the new requirement of Chinese curriculum standard for Chinese reading teaching. Read aloud while understanding in teaching, and express your experience through reading aloud. At the same time, guide students to comment and deepen their understanding in the comments. Under the guidance of the teacher, students read aloud the sentences that arouse themselves, and express their feelings in reading, which is more sincere and profound. If the teacher also guides other students to express their feelings after listening and evaluates the students who read aloud, then the students internalize their understanding in the process of evaluation; Students who read aloud felt encouraged and affirmed in their peers' comments. Reading and evaluation complement each other, which can not only correctly understand the text, but also stimulate students' interest in learning, improve their enthusiasm for learning and cultivate their rational thinking. In this way, the classroom will be more beautiful.
Second, unit care and effective integration.
The setting of the "China Element" unit in the unified textbook is generally general, and it is often difficult to implement it accurately in teaching. At this time, we must find ways to realize it step by step in the sequence of unit teaching. For example, the fifth unit of "Six Chapters" is a teaching material system based on ideological content or theme, which often makes teachers ignore the text itself in the specific teaching process and pay attention to the content of ideas, emotions and other topics to reflect the whole teaching. Therefore, in order to enable students to acquire language ability, it is especially necessary to focus accurately and "read the book". No matter the argumentative style or prose style in the unit, we should first focus on the style itself, understand its stylistic features, explore the China factor in the text in a "China" way, and experience "different people's thinking and exploration", so as to achieve the unity of Chinese and Taoist teaching.
Therefore, in unit teaching, we should first pay attention to the connection between reading and writing, and implement the language elements of this unit in a hierarchical and gradient manner. Through intensive reading of the text, students are guided to understand the method of expounding their views with concrete examples, combined with classroom pragmatic training, and transferred with life experience to deepen their understanding and understanding of the text and make the classroom more interesting. Secondly, according to the different characteristics of the text, choose the appropriate teaching strategies. In view of the diversity of unit text lessons, flexible teaching is carried out according to the characteristics of the text. Such a classroom that pays attention to the accurate and effective integration of style and content and truly highlights the "Chinese flavor".
The teaching of "surface biology" deserves our deep thinking. Go out of the classroom, start from "outside" and "inside", pursue the wonderful meaning of "truth" in the story of interesting life, and explore the wonderful "integration" in the teaching practice of unit integration!
Reflections on Chinese Teaching in Grade Six (Selected Five) The article "The Surface Life" describes the author's childish and ridiculous experience when he was a child. He believes that "everything that can make sounds is a living creature." Hearing the crisp sound of his father's pocket watch, he felt that there must be small creatures in it. But his father forbade him to move, which made his curious heart very painful. Once my father opened the watch cover and showed it to him, saying that this swinging little thing was a scorpion's tail. He believed it and told everyone that his father had a little scorpion in his watch. It shows the author's innocence and interest.
First, the teaching effect.
The text "Living Things Inside and Outside" shows my strong curiosity and thirst for knowledge, good at observation and thinking, and full of exploration spirit. In teaching, I strongly guide students to understand the main idea of the text through asking questions and independent cooperation and communication with students, and then guide students to draw sentences describing language and psychological activities, using recording, self-reading and silent reading respectively, so that students can understand the content of the text and appreciate the writing methods and the significance of the text in repeated reading. I put reading aloud in a very important position in biology teaching, emphasizing "reading-oriented, teaching-assisted reading". I think that the process of learning a language is actually a process of internalizing a foreign language, and the most important and fundamental means to realize this internalization is reading aloud. So I encourage students to learn from the beginning, avoid teachers talking too much and asking too many questions, and strongly advocate it? "Give priority to reading, substitute reading for speaking, promote reading by speaking, and promote reading by asking questions". Let students read since the enlightenment by themselves, think while reading, discuss with each other, imagine while reading, learn to read aloud, understand words, cultivate a sense of language, and be influenced by subtle language. "The author has a good mind and began to enter the country with relatives." So "when in Rome, do as the Romans do" is the teaching realm I have been pursuing.
Second, success.
Read aloud by name, express the inner feelings of the characters at that time through reading aloud, and students will comment after listening. For example, "I like the sound of this watch." I reached for my watch as I spoke. ..... The more you don't let me move, the more I want to move my fingers, but I dare not, so it is very painful. -strong curiosity, eager to open the watch to find out. I was shocked. Scorpions are such ugly and horrible things. Why put it in such a beautiful world? But I am also happy to confirm my guess: there is a living thing in the table. -the satisfaction after finding out the reason, I think, is mostly because of its beautiful voice. But ordinary scorpions don't have such a nice voice. Maybe the scorpions here are different from ordinary scorpions. -His heart is full of wonderful things and strange ideas, full of childlike innocence.
Third, shortcomings
Teaching control is not flexible and effective, and teaching tact needs to be improved.
Fourth, improvement measures.
As a teacher, only by injecting love into students' hearts and conveying it to students through actions, language, expressions, gestures and even eyes in the teaching process can students experience cordial, warm and happy emotions, thus generating positive learning emotions and good mood. As long as students experience the joy of success and victory, they will arouse the idea and strength for further knowledge.