As an excellent teacher, we must grow rapidly in classroom teaching. Through teaching reflection, we can effectively improve our classroom experience. How to highlight the key points of teaching reflection? The following are the Chinese language "Chinese Garden 1" teaching reflections that I collected for everyone. Welcome to read and collect. Chinese Teaching Reflection on "Chinese Garden 1" 1

"Chinese Garden 1" is an article in the first volume (Literacy 1) of the first grade of primary school Chinese. The experimental draft of the "New Curriculum Standards" points out: "Chinese is a highly practical course and should focus on cultivating students' Chinese practical ability. The main way to cultivate this ability should also be Chinese practice. It is not appropriate to deliberately pursue the systematic pursuit of Chinese knowledge. and complete. Chinese is also a mother-tongue education course, and learning resources and practice opportunities are everywhere. "Therefore, in the classroom, our teachers should teach less and practice more, so that students have more time to directly contact the Chinese materials. Master the rules of Chinese language and improve Chinese literacy through a large amount of Chinese language practice.

The teaching in the Chinese Garden is to take life as the main line, and it is to allow students to fully perceive, experience, think about, and understand life, so that students can express life and express themselves with real brushwork. Therefore, we need to teach students to contact and understand society from an early age, observe social life, accumulate life, and select writing materials from social life (including school life and family life). Guide students to experience life, and also guide students to learn to discover the beauty in life, so that the beautiful content, beautiful images, and beautiful forms in life can nourish the hearts of children and leave beautiful pictures in their minds. When these beauties touch their sensitive and passionate heartstrings and give them the impulse to write, the torrent of language will be released. Teachers should be good at guiding students to pay attention to world affairs, pay attention to the people and things around them, sceneries and objects, select materials from life, and advocate writing about the reality of life. Only when life is real and feelings are sincere can the article be touching and full of vitality and vitality. Taking life as the main line, we must be good at capturing the resources of students' lives and use the resources in students' lives as the source of promoting students' individuality. In real life, we cultivate students' willingness to explore and have the courage to practice, promote students' sense of responsibility for nature and society, and develop students' innovative abilities, practical abilities and good personality qualities. Chinese "Chinese Garden 1" Teaching Reflection 2

〖Integrate environmental education into oral communication and writing teaching

The Chinese subject has both instrumental and ideological aspects. It is a learning The foundation of other subjects is also an important way to improve the moral quality of students. Basic knowledge of environmental science is an important part of scientific and cultural knowledge. Chinese education is closely related to environmental education. Loving the environment and protecting the environment is an important aspect of cultivating moral quality. Cultivating socialist ideological quality and patriotism is also one of the purposes of Chinese teaching. 1. Efforts to maintain and improve the ecological environment of the motherland are a concrete manifestation of the socialist ideological quality and patriotism. Therefore, infiltrating environmental education into Chinese subjects is the main way of environmental education at the primary school level. Chinese teachers should infiltrate environmental protection education into their daily Chinese teaching from time to time, so that students can subtly cultivate environmental awareness and develop the habit of protecting the environment.

In the oral communication "Discovery in Spring" in "Chinese Garden 1", students are arranged to go to nature before class, touch big trees and grass, and observe various small animals in nature, so that they can Students are fully exposed to nature. In this way, students not only accumulate language materials, but also feel the beauty of nature, thus developing a consciousness of protecting nature. Another example: In the third volume, the oral communication in Chinese Garden 7 and Chinese Garden 8 are "Maintaining Useful Small Animals" and "Interesting Animals and Plants" respectively. When teaching, you can first arrange for students to inquire about the knowledge and knowledge about animals and plants. How do people protect these small animals and plants? In class, ask students to tell everyone what they have learned, and talk about how they plan to protect these small animals, and then praise who in the class is the best at protecting animals. Plants, this not only trains the students' speaking skills, but also infiltrates the awareness of protecting animals into the students, virtually allowing the students to learn to protect small animals. In addition, you can also arrange for students to go home and use waste to make some small items they like, and bring them to school. They can talk about the making methods in class and write a paragraph.

〖Create a relaxed and pleasant teaching environment to activate students’ interest in oral communication

Tolstoy once said: “Successful teaching requires not coercion, but stimulating students’ enthusiasm. interest". According to the psychological, physiological and age characteristics of students, in the teaching of oral communication, attention should be paid to stimulating students' interest and making them happy to communicate.

Suhomlinsky said: "There is a deep-rooted need in the human heart-to always feel that oneself is a discoverer, researcher, and explorer. In the psychological world of children, this need is particularly Strong. "His idea of ??trusting children, respecting children, and using his heart to shape his soul is a treasure in the treasure house of educational ideas. As long as students have this kind of psychological quality, they will open their hearts, dare to speak, dare to ask questions, and dare to have different opinions. , as a teacher, we must maintain the psychological needs of students for self-affirmation with a common sense perspective and a feeling of admiration and appreciation.

For example, teaching the oral communication class "Discovery in Spring" can create situations for students. Take students out to observe nature, choose situations, and broaden their horizons. Let students get in touch with society, understand life, experience life, tap inexhaustible sources of composition from life, and enrich writing materials. Let students observe spring rivers, willow trees, grass, wild flowers, swallows, and birds; observe the spring climate, plants, animals, and people's clothing. After observing in groups outdoors, return to the classroom for discussion and share your observations from your classmates. The group members evaluate each other's oral expressions, ask questions, answer each other, evaluate each other, complement each other, and interact in a two-way manner to make oral communication "alive". Finally, ask students to write about their own "new discoveries." Students are willing to communicate. From communication, they learn how others describe scenery, learn how others observe in an orderly manner, understand their own shortcomings, broaden their horizons, enrich their knowledge, and gain experience.

It can be seen that in classroom teaching, especially in Chinese teaching, it is necessary to create a free, democratic and relaxed language atmosphere, cultivate students' good language psychology, stimulate students' interest in actively participating in language learning, and make them active Language expression should become an important measure to optimize students' language development and improve their oral communication skills.

　 〖Expand the reading space with the Internet

In the first unit of teaching, a set of spring articles are arranged, combined with the study of the textbook content, the Chinese garden is in the broadband network Expansion and setting of relevant knowledge were carried out. The following is the relevant information that children found through the Internet and sorted out "Chinese City Flowers and City Trees" (*** 452 words in total).

On this basis, I further guided the students to search for poems about spring, spring stories, spring songs, spring beauty...Using the knowledge points of the textbooks and combining the Internet to purposefully guide students to read online, It not only fills in the learning content, but also enriches relevant knowledge. Reading on the Internet with colorful pictures and text, and convenient and fast search methods is not only a fashion, but also a novel experience. The training in this unit alone involves no less than 2,000 words of reading text.

Let us take a look at the reading topics covered in the "Broadband Network" column in this textbook:

Our country is a multi-ethnic country, with Han, Tibetan, and Hui nationalities. , Zhuang, Mongolian and other fifty-six ethnic groups. If we look up the information, we can learn about the ethnic costumes and living habits.

There were many scientific achievements in ancient my country. The four great inventions have made great contributions to the development of world science and technology. In modern my country, there are also many scientists, Qian Xuesen and Deng Jiaxian, who worked with other scientists to develop atomic bombs, hydrogen bombs, and sent satellites into the sky... In other aspects, our country There are also many outstanding scientists, and we can look up information and learn about their achievements.

※Some plants are so wonderful that they can treat animals as delicacies. Some fish will freeze to death in normal water temperatures. Nature is really wonderful. Check out what other magical animals and plants there are.

Look for riddles and guess each other...

Using the "broadband network" and combining the search function of the Internet to carry out relevant reading training is an important way for students to increase their reading volume and broaden their reading channels. The most important way.

Chinese "Chinese Garden One" Teaching Reflection 3

"Chinese Garden Six" Teaching Reflection on the First Lesson

This lesson focuses on the cultivation and training of students' accumulation ability, and achieves " It mainly focuses on intellectual development of "games" and "innovative thinking", which broadens the knowledge required by the teaching materials and provides students with a shortcut to memorize "difficult-to-sound words".

The shortcoming is that the capacity of the teaching content is too large, and it can be streamlined so that the knowledge of the course closely follows the theme of "accumulation of difficult-to-pronounce words", so that students can use this method to self-study "Chinese" The first four contents of "Garden Six". After such improvement, the teaching of this course will achieve higher breakthroughs and improvements in students' ability to "accumulate difficult-to-pronounce characters", and a lot of time can be left for students to use flexibly to discover and search for "difficult-to-pronounce characters". The effect will be better.

Reflection on teaching in the second lesson of "Chinese Garden 6"

In this lesson, the biggest difficulty is looking up the dictionary. Students with better proficiency can basically master the method of looking up the dictionary. This requires more practice and consolidation after class. Especially on the 26 uppercase and lowercase letters, there is a rebirth phenomenon. Continue to consolidate the knowledge you have learned.

The display stand can further stimulate students’ enthusiasm for literacy in their lives. Chinese "Chinese Garden 1" Teaching Reflection 4

1. Inspire students to discover:

The name "My Discovery" has shown the intention of encouraging students to think and discover by themselves. Let students learn independently, actively discover, and be willing to share their findings with classmates. When I design the teaching process, I first arrange for students with learning difficulties to find a house for the baby who is new to Chinese characters, and then read to the whole class to discover the characteristics of the pictophonetic characters. Then I design one or two games for student-student interaction, teacher-student interaction, and children's learning. The enthusiasm is mobilized. However, in the teaching process just now, the students' discoveries were not sufficient, and the students' enthusiasm was not well mobilized. I still have to find ways to create a classroom atmosphere.

The accumulation part is to encourage students to accumulate good words and review and consolidate some new words. I create a variety of forms to inspire students to compare and discover, and encourage students to actively accumulate words and phrases, such as four-person group discussions, peer reading, teacher-led reading, model reading, etc., to arouse students' interest, thus making the teaching effect twice the result with half the effort. In actual practice, when students cannot answer a question, I am eager to supplement it myself and speak on behalf of the students, which blocks the students' language and ability to organize their thinking. I must pay attention to this aspect in the future.

2. Pay attention to students with learning difficulties:

In addition, I also pay close attention to the learning situation of students with learning difficulties during the teaching process. According to Teacher Zhou’s detailed evaluation form, I locked some For students with learning difficulties, pay attention to them everywhere during the teaching process. At the beginning of the class, I asked the students with learning difficulties to help the babies with new words find a house and classify the radicals. This was a simple task, and the students with learning difficulties completed it easily, thereby enhancing their confidence in learning. Following the lesson, they learned Difficult students will also be more interested in participating. I did not forget them in the subsequent teaching session design, and then designed peer interaction to complete the "you do and I guess" session together. Multi-phonetic words also adopted a four-person group discussion** * Completed at the same time, and then when checking the alignment, they were also asked to help each other in the group. In fact, it was the performance of eugenics helping students with learning difficulties. Finally, the reading and memorizing words and the reading and memorization of "Langhua" also designed mutual reading and discussion with the same position. Follow them in other ways.

However, it is not enough to pay attention to students with learning difficulties. When I was tutoring the students in reading the short article "The Waves", some students with learning difficulties were still stuttering, and there were still some words that were not read correctly. I thought I should design a few words. A form of cooperative reading allows them to read more and practice more in a cooperative environment, and provide them with appropriate guidance.

There are other deficiencies in teaching, please correct me! Chinese Language "Chinese Garden One" Teaching Reflection 5

In the teaching of "Chinese Garden One", I mainly mobilize students' initiative in learning, cultivate students' independent learning habits, and improve their ability to learn independently. Teaching is carried out for the main teaching purpose.

For example, when students learn "My Discovery", I first let the students discover by themselves, and then guide the students to report and communicate their findings, while also talking about the words that these dotted words can form. , allowing students to further understand the phenomenon of polyphonic characters in Chinese characters, and accurately read and understand the different pronunciations and different meanings of the same character in different language environments.

In future teaching, I will use this form more, believe in students' abilities, encourage students to broaden their minds, speak boldly, and practice, so that they can not only achieve the purpose of training, but also use it creatively Teaching materials, rather than learning textbooks.

Furthermore, in this oral communication teaching, I guided students to speak from many aspects. For example, let students talk about interesting things that happened in their spare time. They can talk about their own things and other people's things, etc. Pay attention to broadening their thinking and try to let students have something to say and have something to say. There are various ways of communication. I allow students to communicate at the same table, in groups, and in the whole class. I also allow students with the same interests to communicate together. During the communication, they can ask each other and evaluate each other; the teacher also participates and makes necessary adjustments. guidance. Finally, the teacher and students made a summary of this oral communication activity and prepared for the exercises. Chinese "Chinese Garden 1" Teaching Reflection 6

In classroom teaching, teachers’ appreciation and motivating evaluation language have a magical encouraging effect on children. It can not only stimulate students to actively engage in learning, but also Stimulate students' strong interest in learning. In the process of teaching and learning, teachers can introduce a positive evaluation mechanism and waste no time in praising and encouraging students for their progress and success so that students can enjoy the satisfaction of success and enhance their self-confidence. Chinese Language "Chinese Garden 1" Teaching Reflection 7

The new curriculum advocates new learning methods, namely independent learning, cooperative learning, and inquiry learning. In the teaching of this course, teachers have used group cooperation learning methods many times, relying on collective wisdom, complementing each other's advantages, and making progress together. Teachers can put forward clear learning requirements before cooperative learning, and students can speak freely in the learning group and express themselves to their heart's content. Students' creativity has been repeatedly exerted in group exchanges, cultivating self-confidence and the spirit of unity and cooperation. Chinese "Chinese Garden 1" Teaching Reflection 8

From the beginning of the introduction, teachers used various means according to the age characteristics of the students, and tried every means to create a lively, novel and interesting learning situation for the students. During teaching, teachers introduce music into the classroom, produce exquisite courseware, create Chinese gardens, etc., which effectively stimulates students' interest in learning, desire for knowledge, and initiative in learning, and arouses the excitement of students' hearts. Chinese "Chinese Garden 1" Teaching Reflection 9

Teaching objectives:

1. Guide students to discover the rules of Chinese characters and learn how to use them on their own.

2. Have a preliminary understanding of polysemy.

3. Accumulate words.

4. Cultivate students’ observation skills and oral expression skills.

Teaching focus:

1. Guide students to use rules to learn literacy independently.

2. Create situations to improve students’ oral communication abilities.

Teaching difficulties:

How to learn Chinese characters at a young age.

Preparation before class:

1. Students make their own literacy textbooks (you can cut and paste, or ask parents to write out the words they can recognize).

2. Teaching courseware.

3. Literacy "apple tree".

Teaching process

First lesson

Guide students to discover

1. Students, welcome to the Chinese Garden. (The teacher showed the icon while talking), let’s complete the first question together: My discovery

(1) Look, what is the teacher holding in his hand? (Teacher shows a picture of big eyes)

(2) Use your big eyes to look at the words on the small blackboard and talk about what you found? (The teacher shows the flipchart and matches the first group in the book)

Student A: I found that the Chinese characters on the left have more radicals than the Chinese characters on the right.

Student B: I found that if you remove the left radical, it becomes the right Chinese character.

Student C: I also found that the pronunciation of these words is somewhat similar.

(3) They said it very well (a picture of "big eyes" was awarded to the student who spoke), please read it and take note of it.

(4) Use your big eyes to look at the second set of words (shown by the teacher) and tell us what you found?

Student A: The characters on the left of this group have fewer radicals than the characters on the right.

Student B: I found that adding a radical to the Chinese character on the left can turn it into the Chinese character on the right.

Student C: The pronunciation of these words is also somewhat the same.

(5) You will really find out (reward students with "big eyes" pictures). Please read it and take note of it.

(6) The teacher shows the new word cards (ticket, yuan, dan, zhi, pian, bai) and asks the students to read them and form words.

(7) Summary: Smart students, tell me about your method of memorizing words.

Student A: I memorized these words by removing radicals and adding radicals

Student B: I memorized the first three words by removing radicals, and then memorized the last three words by removing radicals. I use the radical to mark these three words.

Teacher: The method of summarizing by the students is great. Many Chinese characters can be summed up with plus one plus. Use the subtraction method to memorize it. Think about it. Can you name some more? (Let students give examples)

2. Next, we continue to discover.

(1) Look at these words (shown by the teacher) and read them.

Post a picture and look around

Grandpa Zhang opens his mouth

(2) Use your brain to think about what secrets there are in these dotted words. ? Someone tell me. (After the students find out, name them and talk about them. If they can tell the different meanings)

(3) Can you still name words with the word "Zhang"? Ask students to expand their vocabulary by naming them.

The second lesson

Lead students to accumulate

1. I can read

1. Show an "apple tree". The number of apples is covered with red "apples" (the words in "I can read" are written on the "apples").

2. Group learning: A group of four people take turns reading the new words in "I Can Read" and correcting each other's pronunciation.

3. Each group takes turns (one person drives the train and reads a word) to see which group picks more "apples".

2. Read and memorize

1. Group study.

a. Four groups read the poem "Shoes" together and corrected each other's pronunciation.

b. Tell me what this poem means.

c. Read the poem aloud with facial expressions (actions can be added)

2. Read "Shoes" aloud by name, and students will comment.

3. Freely recite the poem "Shoes".

4. The whole class recites the music.

The third lesson

Oral communication: what should I do

1. Oral communication.

1. Create situations and stimulate desire for communication.

Students, in this unit we have studied several texts about honoring parents and respecting elders. Many children are learning to help their parents with housework at home, but two days ago, I received a message from a classmate In a letter, he told me about his troubles. Do you want to know what they are? Can you guess what's going to bother you first?

2. Reveal the mystery and introduce social topics.

(1) The teacher reads this letter and reveals what is bothering him?

(2) Find classmates who have similar distress.

(3) Reveal communication topics: come up with ideas and find solutions.

3. Guide the communication topic and carry out discussions and exchanges.

(1) Find the root cause: Why don’t parents let these students do housework?

(2) Come up with ideas: How can we convince our parents? Why?

(3) Think of a way: under what circumstances, how to do it?

4. Perform roles, evaluate and encourage.

(1) Role-based practice within the group.

(2) Select representatives to perform on stage, evaluate and encourage.

2. Literacy exchange, arena competition.

1. Take out your own Chinese character accumulation cards and conduct a literacy competition as a group. Select the student who knows the most Chinese characters while watching TV.

2. The winners of each group will compete again to select the winner of the second period. Awarded a doctor's hat.

3. Arrange the content of the next challenge: see who has accumulated the most food trademarks.

Teaching reflection:

Chinese Garden 2 includes oral communication, exercises and my findings, etc. I divided it into three classes to teach. The oral communication tells the stories of famous people. As early as a few years ago, I assigned the students to prepare a few days ago. Today I organized the students to carry out this activity in the form of a storytelling session. Since the students' expressions are not very fluent, it takes a lot of time for each student to speak. In order to make every student have In order to have the opportunity to tell the story, and to prevent the learning process from being affected by the short time, I first selected a student in the class to demonstrate and tell a story for everyone. Wang Xiangguang told a story about Dong Cunrui. After the story, other students expressed their opinions. You can mention or add. Then they were divided into twelve groups, with four people in each group telling a story. The other students listened and supplemented. After the story, each student talked about his or her feelings after listening to the story. The students began to speak, and I took turns instructing each group, instructing them to put on facial expressions, etc. Finally, I asked the student groups to publicly select the student who spoke best.

During the selection, each group was objective and fair. Only one group member was opposed to each other. When selecting the outstanding ones, they had different opinions and could not unify. After the selection, when I was giving awards to the whole class, some students started to criticize again. I objected. At this time, I used them as an example to teach the students the importance of cooperation. As a warning, I disqualified this group from the award. In this way, I practiced speaking in the group. In the second section, students told a story about a person around them. Many students only saw the small things around them, such as borrowing an eraser, etc., and could not highlight the characters in the story. I think if they first talk about the heroes around them, give them It might be better to let go of the concept at a point. Next, I will talk about my findings. I found that students can master the differences between the three sentence patterns better. Chinese "Chinese Garden 1" Teaching Reflection 10

Chinese teaching should not only extend Chinese from the "classroom" to students' lives, but also touch the students' hearts and let them express their feelings. When students have the impulse of life and the passion for creation, then the classroom will naturally become a spiritual paradise for them to stimulate their emotions and have spiritual dialogue.

For example, the design "I am an excellent commentator": let the students who prepared the "June 1st" photos in advance show the photos to everyone, and introduce the scene at that time, so that everyone can share his happiness. "Comparing who is the fastest" allows students to look up words in the dictionary using the phonetic sequence method. After all the students have learned it, start a competition to see who is the fastest. Students who have learned the phonetic word search method can be allowed to demonstrate first. First, it creates a stage for them to show their abilities and experience the joy of success. Second, it allows them to experience the role of a little teacher, allowing them to introduce the word search method and teach their classmates. Look up words. With this design, students can capture relevant information from the text and then add their own life experiences and feelings. This kind of teaching link is full of sensibility, mobilizing students' life accumulation, mobilizing students' intuition, feelings, imagination, and emotions, so that students can understand the text, improve their personality, pay attention to life style, and develop harmoniously through perceptual learning.

The fundamental task of education should be to "promote the development of students." Without the development of students' subjectivity, education will lose its support and vitality. Each of our educators should start from the students' personality and cultivate students' personality. Independent personality, develop students' individual talents, so that students can grow healthily along the track of all-round development. Suhomlinsky once had a very wonderful metaphor: We should carefully protect the young minds of students just like dewdrops on a lotus leaf. This kind of protection is a kind of education.

In classroom teaching, students should use encouraging language to express their own opinions, allow students to be unique, question at any time, and retain their opinions, so that every class can become a stage for students to display their talents. Let students' personalities show off. The answer is not the only one, Chinese teaching is wonderful.