Reflection on Chinese Kite Teaching 1 In text teaching, I always adhere to the requirements of the new curriculum standard of Chinese teaching in middle schools, that is, to make students interested in Chinese through teaching and read the text correctly and fluently in Mandarin. In teaching, I strive to be close to the requirements of the new curriculum standards and make my classroom full of Chinese flavor. I have done the following specifically:
(1) Stimulate interest and vitality.
At the beginning of class, play pictures of children flying kites, give them an intuitive feeling, stimulate their enthusiasm for learning, and then guide the students to read the text by themselves. On the basis of reading the text correctly, fluently and fluently, let students master the main content of the text and make clear the narrative order of the author. Through autonomous learning, cooperative learning and inquiry learning, students' ability is improved.
(2) Pay attention to the improvement of children's reading level.
In teaching, pay attention to the guidance of students' reading aloud, and use students' reading aloud to express children's changing emotions in the text. In text reading, I designed a variety of reading forms, including free reading, synchronous reading, cooperative reading between boys and girls, individual reading and so on. Each reading form puts forward specific requirements. When I first came into contact with the text, I chose to read freely. Children can't read together, which will affect students' own understanding. In the process of reading, timely guide children's deficiencies in pronunciation and diction, and teach reading methods, so that students can make continuous progress in reading, like reading and are willing to read. One reading method is called situational method, which creates certain situations for students through language guidance. Let the students experience the joy and lightness of flying kites and imagine the joy and lightness of feathers flying in the air.
(3) Taste words and accumulate language.
Reading teaching in middle grade is different from that in lower grade. It pays more attention to the understanding and perception of key words and sentences. This lesson grasps several key words, which helps students to understand emotional changes, accumulate language and enrich teaching forms.
For example, there are many beautiful words in the text, such as "dancing" and "flying in the air", so in teaching, teachers should create a certain atmosphere for students with beautiful language. When understanding the word "dance", they should put forward the word "dance" and understand the font. The left side of the dance is flat, and the right side is feather. "What will a flat feather look like when it floats?" The students answered "light and fast". Then contact the reality of life, "What do we describe by dancing in life?" The students answered "butterflies are flying in the garden", "when flowers bloom petals", "when leaves leave branches" and "when dandelion seeds leave their mother" ... "In the eyes of children, this kite is like colorful butterflies flying, and their mood is flying happily, so that children can feel the hidden feelings in dance and words. With such feelings, I asked the children to read the text again. The children's happy and relaxed mood is beyond words.
However, there are still some shortcomings in this lesson. For example, the understanding of some words is still not thorough enough. My teaching intention in the teaching of "Tuo" is to let children understand what "Tuo" is and the author's caution in using words through action imitation. However, I didn't put this link into practice in teaching. I want to explain the difference between Tuo and Na, let the children imitate it, and then let the whole class read it with actions.
Reflections on Kite Teaching in China II. The school has made great efforts to reform classroom teaching, and each of us has gone all out to try our best to carry out classroom teaching in accordance with the classroom model of "learning first and teaching later". In the kite course, see how my classroom teaching reflects the current thinking of the school.
Good place:
The introduction questions are cleverly designed. "Have you ever seen a kite? What kind of kites have you seen? Have you ever played a kite? How do you feel when flying kites? Did you buy the kite or did you make it yourself? " These problems are only related to the content of the article and have played a very good role in paving the way.
Pay attention to let students blaspheme from the beginning of enlightenment. After reading the text twice, let the students talk about what the text has written. Most students can say that the text says that children "make kites, fly kites and find kites". Then the old normal teacher reads the text and asks the students to think about how the children feel when they are making kites, flying kites and looking for kites. Students can not only understand the children's feelings, but also find out the relevant sentences in the text.
Pay attention to small exercises in class. The first paragraph of the text reads: "When we were children, our greatest happiness was to make kites and fly them." I seize this sentence and guide students to imitate writing. At that time, we children, the greatest happiness is. At this time, the children's interest was suddenly mobilized. Children's life is so rich and their thinking is too broad. "In summer, our children's greatest happiness is swimming and having a water fight." "In winter, our children's greatest happiness is making a snowman and having a snowball fight." "In spring, our girls' greatest happiness is to weave garlands and wear garlands." "After school, our children's greatest happiness is to throw sandbags and do numbers." Waiting for more than 20 kinds of statements really dazzles me. I really admire them.
Disadvantages:
When the students are reading, the teacher had better read with them. It is not reflected enough in reading guidance, and there are too few reading guidance; The key points should be emphasized; In the guidance of imitation writing, there is a lack of a complete set of ideas, such as: from the season, from the orientation, from the time period of the day and so on. Give students a specific method.
Reflections on Kite Teaching in China III. Kite tells the story of the author flying kites with friends when he was a child. The article describes the joy of making and flying kites, the anxiety and disappointment of losing kites, and the last glimmer of hope. Words fully show the innocence and happiness of childhood, and also show the yearning and pursuit of happiness in children's hearts.
In order to stimulate students' interest in learning Chinese and actively participate in Chinese classes, in preparing lessons, I mainly grasp the key sentences in the text to guide and introduce them, so as to continuously improve students' reading and speaking ability. For example, the first paragraph of the text says, "When we were young, our greatest happiness was to make kites and fly them." I seize this sentence and guide students to imitate writing. (), our children, the greatest happiness is (). At this time, the children's interest was aroused at once. Children's life is so rich and their thinking is too broad. "In summer, our children's greatest happiness is to eat watermelon and ice cream." "In winter, our children's greatest happiness is to make snowmen and have snowball fights." "In spring, the greatest happiness of our girls is to weave a wreath with wicker and wear a wreath." "After school, our children's greatest happiness is to throw sandbags and jump long ropes." Waiting for more than 20 kinds of statements, I really admire it. Then I hold fast to the joy of making kites to teach. First, use "Have you ever flown a kite? How do you feel when flying a kite? " Introducing the teaching, all the students said they were very happy. Then I used "Have you ever made a kite?" Bring children into the author's happy mood when making kites. Through free reading, competition reading and silent reading, let the children find out which sentences and words express the happy mood when making kites. In reading aloud, the students feel happy, as if they were making kites. The enthusiasm for learning has been mobilized again.
Finally, I arranged a small exercise: imitate the writing of kites and write an interesting childhood story. The children's composition seems to be better than before. Most students can write in a certain order and describe their psychological activities initially.