1. Reflections on the second volume of Chinese teaching in the first grade of primary school
The Language of Nature is a poem with five parts. In the second, third and fourth sections, tadpoles swimming in the water, circles on large fish scales and trilobite fossils on Himalayan peaks are taken as examples to show that these are all natural languages. The text is popular and not close to students' life. Many words, phrases and sentences are difficult for students to read aloud and understand. When our group prepares lessons collectively, we set three class hours to complete the teaching task. I teach the second class, the focus is to let students learn independently, understand these three languages of nature, and know that "natural language" refers to various phenomena in nature. It seems to tell people novel knowledge and remind people of something in silent language. Let students learn to discover in reading, learn to question in reading, cultivate inquiry consciousness, initially cooperate with students, cultivate oral communication ability in reading and communication, and enrich language accumulation. The main teaching process is divided into five steps: the first step is to review new words and demonstrate "Autumn Yellow Leaf Map" with courseware to stimulate students' curiosity and interest in reading. The second step is to listen to the recording of the text and imagine the picture while listening, aiming at cultivating students' imagination and paving the way for understanding natural language. The third step is to guide students to learn to learn, learn to discover in reading, encourage students to ask questions, and learn to explore initially in asking questions. The fourth step, according to the prompt, let the students study in groups and carry out language training, aiming at consolidating the knowledge they have learned and cultivating their oral communication ability. The fifth step is to expand and extend. Students report and exchange their observations on natural phenomena. Stimulate students to love and explore nature and form the habit of diligent observation.
2. Reflections on the second volume of Chinese teaching in the first grade of primary school
The text of Mei Lanfang's Learning Art is concise and clear. First of all, I will talk about why Mei Lanfang is diligent, then how to be diligent, and finally talk about the results of diligence. I carefully studied and read the text before teaching, and also read something behind the text. First of all, I read behind the words, and behind the words "stare at them and often look at them", I can know how to make up for it with diligence; Secondly, I read the back of the text, from Mei Lanfang's hard training of eyes to practicing singing and martial arts; Looking behind the characters, Mei Lanfang, as a master of Peking Opera, is not only diligent in learning, but also has artistic virtue. A story of Mei Lanfang during the Anti-Japanese War is added here, which is enough to show that the teacher grasped the depth of the text and penetrated the back of the paper.
I paid attention to the following points in the teaching process:
First, follow the key words and read the text. Understand the meaning of the text through keywords. The second part of the teaching is closely related to the key sentence "Mei Lanfang often stares at pigeons flying in the sky or fish swimming in the water", with clear levels, understanding the language, reading repeatedly and understanding the meaning of the sentence. Through practical exercises, let the students observe the teacher's fingers waving constantly and experience Mei Lanfang's hardships. Then use a group to expand your imagination, let you know the language of China, and understand the feelings in reading. And let students realize that Mei Lanfang's eyes can talk, and students will definitely have questions. How can eyes talk? I ask students to express their anger and happiness with their eyes first, and then return to the text. When we realize that diligence can make up for mistakes, word teaching comes alive.
Second, the curriculum resources are effectively utilized and the curriculum preparation is solid. The article Mei Lanfang studies art is relatively short, which is far from students' life. How can teachers enrich the content of the text? On the one hand, it enriches the background information of the characters and the information of Peking Opera. Secondly, dig blank spots, design imaginary spots, such as how Mei Lanfang practices her eyes, and dig deep into the text.
Third, read the words thicker. If I understand masters and think that people with high level are masters according to the actual level of students, I will supplement the story that Mei Lanfang refused to perform for the Japanese during the Anti-Japanese War, so that students can understand the spirit of the characters. At the same time, we pay attention to the unity of instrumentality and humanity of Chinese. For example, teachers organize students to expand the exchange of Mei Lanfang's diligent stories. On the other hand, they cultivate students' listening habits, and then practice speaking in connection with students' real life, so as to combine Chinese practice with humanistic spirit.
3. Reflections on the second volume of Chinese teaching in the first grade of primary school
Playing is the nature of every child, and games are their favorite. If you want to help students consolidate what they have learned and improve their expressive ability, you may wish to adopt the form of games. When consolidating the content of the text, we can design interesting games according to the characteristics of students' love to play games, so that they can "quietly" learn knowledge in the process of playing and speaking. In the first week of this semester, when teaching the article "Spring is coming", in order to let students feel that the spring wind is blowing gently, the ice and snow are gradually melting, the grass secretly opens its eyes, the willow slowly spits out the light green, and the peach blossoms smile quietly. In order to help students "digest" and retell the content of the text, I cut the illustrated text into sky, kite, willow, grass, swallow, peach blossom, river, bee and other parts, and then let several students choose their favorite pictures on the stage, while listening to other students read the text and doing puzzles according to the content of the text. Look at the beautiful pictures in spring, read the corresponding words and think about the colorful scenery in spring. Children can easily consolidate the text in happy reading and galloping imagination and look forward to the beauty of spring. Let the students feel the good mood of spring after spelling, and then ask individual students to express their ideas in their own words. Students can learn Chinese characters and beautiful languages of the motherland easily and happily in this vibrant spring. Through the training of students' hands-on operation, thinking, moving ears and speaking, students' expression and performance ability has been continuously improved with the change of time.
4. Reflections on the second volume of Chinese teaching in the first grade of primary school
The ancient poem Li Sao is concise in language and writing, and contains rich feelings. This poem is characterized by questions and answers. "When I ask your students, under a pine tree" must be asked, but this question is omitted here. From the four words the boy answered, it can be imagined that Panasonic is asking "where did the teacher go?" Then, the question "Where are the herbs?" It was omitted, and the boy "but to which corner of the mountain" answered the question and included it. The last sentence, "How can I tell through such a cloudy day?" It is the boys who answer each other's questions about where to collect herbs in the mountains. Use a variety of reading forms, read repeatedly, and experience the feelings of characters from poems, so as to prepare for guiding students to read aloud with emotion. The first sentence: When I asked your students, I was under a pine tree-full of hope. The second sentence: "My teacher," he replied, "went to collect herbs"-suddenly depressed into disappointment. The third sentence: but towards which corner of the mountain-a ray of hope sprouted in disappointment. The fourth sentence: How can I tell through these clouds? -a sense of loss and helplessness. Understanding the emotional color contained in the poem, we once again calmly talked with the text and merged into one, as if the reader were a hermit. However, when I guided the students to ponder the poet's admiration for hermits, I didn't explore the students' subjective initiative, which seemed a bit stiff.
5. Reflections on the second volume of Chinese teaching in the first grade of primary school
After learning lesson 22 "Frog Move", I asked the students, "What happens when a frog falls?" After a short discussion, everyone spoke actively. Xu Bo couldn't wait to say, "When the goose saw the frog fall, it hurried to catch it."
Gao Xinlong said loudly, "If you fall, you will die."
Some students said: "The grassland is covered with soft grass, so you can't die if you fall!" "
Mi Xinyu said, "The frog just fell on the yurt and was saved."
Chen said with a smile, "This frog may have just fallen into the lake and not died. They found a new home and it knew it was wrong. "
"Can't say, landing on the plane ..."
How rich and bold the children's imagination is! These words full of sparks of wisdom are beyond my expectation. I also admire these loving thoughts. Let me realize once again that Chinese classes in lower grades should be more flexible, open and guided. Children prefer to show themselves in Chinese class. I have no reason to stop their impulse. What we can do is to constantly create and create this learning atmosphere and language situation, so that children can go in and study happily.