Reflection on Chinese Teaching in Grade Five: 1 It's almost two months since the school started. In the daily routine teaching of Chinese class, explore some teaching methods suitable for students in their own class. In every practice, we can experience the beauty of Chinese with students and feel the happiness brought by Chinese.
In the previous teaching, students did not read the text correctly, which made some students unable to read the text correctly and fluently. Over time, they lost interest in reading the text and formed the habit of not carefully previewing and perfunctory. One day, it suddenly occurred to me, what effect will it have to read the text paragraph by paragraph by name? On that day, I ordered my classmates who studied well at ordinary times to read, and the effect was good. I can't find their shortcomings, they all meet the requirements. While other students were listening, I found that some students were absent-minded and didn't read books. After class, I reflected: What should I do for them? In fact, it is the most basic requirement to pronounce correctly, not to fill in missing words, not to read back and not to read broken sentences. Only by doing this, can the next study be more practical and learn the content of the text.
Every time I read the text for the first time, I will invite students who are not fluent enough, unconscious and not interested in reading, and give them extra points if they read correctly and fluently; Let him or other students correct his mistakes immediately. I just need to put forward special opinions where special emphasis is needed.
After a period of training, students who don't pay attention to reading fall in love with reading and dare to raise their hands to show themselves alone in front of everyone; Underachievers are interested in reading, listen carefully and study hard; Students who have a certain reading ability keep practicing listening, paying more attention, listening more and more, and responding much faster.
The next thing I want to think about is that my ability has improved. What different requirements should be put forward according to students of different levels in reading?
Reflections on Chinese Teaching in Grade Five (Part II) Being late is a reading text in Unit 9, which mainly tells the story that the author was often late for school when he was a child and was beaten up by his father in rainy days and held a grudge. Later, with the help of the teacher and the care of his father, he realized his mistake and corrected it in time, becoming the first student to arrive at school.
I didn't feel very deep when I first read the text. The only thing that impressed me was the scenes of "My dad hit me" and "My dad gave me something", which were written in detail by the author and were the intensive reading contents of this article. However, I have been thinking about this text these days, and I have read nearly ten related materials and teaching designs, but I have been afraid to enter the teaching of this text.
Because I'm not sure what this text should teach students. The teaching of intensive reading is unambiguous, that is, reading articles, analyzing sentences, and reading the meaning and affection of the language with the help of the language and gesture description of the characters in the text, so as to feel the fatherly love like a mountain. But the theme of the unit where this text is located is wrong. It is clearly pointed out in the teacher's teaching book that students should dare to face and correct their mistakes in repeated reading. Good at reflection and introspection; Both objective and subjective factors are very important to guide students to find and correct mistakes.
The theme of this unit seems to be less obvious than the theme of fatherly love in this article. And since it is Chinese teaching, I always want to teach students even a little practical Chinese things in the process of teaching every text. It should be no problem for our class to read the text well. After more than two years of beautiful reading training, children's sense of language should be said to be second to none. Even without the teacher's guidance, students will read vividly. In this grade, I feel that practicing calligraphy is the most important, but I haven't decided what kind of writing exercises to design yet, so I'm still confused.
Reflections on Chinese Teaching in Grade 5, Grade 3 Squirrel is a text describing animals, introducing the shape and living habits of squirrels and expressing their love for animals. Among them, the third paragraph of the text introduces the living habits of squirrels from the aspect of "living". In teaching, I designed it like this: A is called how squirrels build nests. B draw the same words that indicate the time sequence and realize that this passage introduces the squirrel's nest in the order of things. What did you learn from this nature article? D direct perceptual reading. After teaching, I found that students can't grasp the key words and realize the smart and serious characteristics of squirrels. If I first guide students to read the key sentence "It is warm and safe for them to live with children", then let them find out which words can explain that the bird's nest is warm and safe, and then let them talk about their feelings about squirrels, the effect may be better. Because students can grasp key sentences and help them understand the text better, so as to realize the cuteness of animals and stimulate their love for animals.
When I was teaching the expository "Squirrel", after the students read the article, I studied the text into several parts, grasped the main content to summarize the text, told the content of each part, told the reasons for doing so, and exercised the students' generalization ability. Finally, the conclusion is drawn that writing about the squirrel's appearance and life habits can be divided into its life, residence and diet. Then, grasp the key part of this article and understand how beautiful and lovely the squirrel looks, and how pleasing to the eye. Through reading, let students know how many sentences a paragraph is made up of, and write around which sentence, sketch out their favorite words, and give reasons, so that students can feel the writing method from the whole to the part or from the whole to the part, and under the guidance of teachers, let students learn how to describe a specific writing method in writing, from the whole to the part. This is of great benefit to cultivating students' expository writing!
Reflections on Chinese Teaching in Grade Four and Five of the Ministry Edition "Brush Plum" is a skimming text, the title of which is the superb skills of "Brush Plum". As a strange man, there are many anecdotes, but the author only chooses one little thing to write, and uses a very dramatic little thing to get a glimpse of the superb skills and wisdom of the characters. On June 5438+ 10 last year, I went to Hangzhou to participate in the training activities of Chinese teaching and research team leaders. I once heard Yu Daming, a special teacher, take this class. He used the word "strange". Where is the "strange"? A stone stirs up a thousand waves. Guide students to sink into the text and concentrate on reciting. Grasping key words, classroom content comes from language, classroom operation implements language, and classroom details prevail over language. He also guided students to understand the "tortuous" writing technique by trying to figure out Cao's inner world and his preliminary understanding of the novel layout. He is a master, so naturally I can't let my class reach his level. Of course, I still remember Professor Wang Chao listening to his comments and guidance after class. He said that skimming the text is an organic extension of intensive reading and putting the methods learned in intensive reading into practice. It is a kind of semi-autonomous reading text, which mainly cultivates students' ability and methods of autonomous reading. It is necessary to reduce teachers' questioning and traction, so that students can read the text more freely and independently. Skimming should not be regarded as intensive reading.
So I positioned this course as "simplicity is the soul of wisdom", that is, the goal is simple, the process is simple, and the guidance is simple. Under the guidance of this idea, I divide the teaching of this course into two sections: around the text content, I perceive "superb skills" from the detailed description; Pay attention to the form of expression and perceive "twists and turns" to try to figure out Cao's inner activities. This design always considers students' needs, adjusts and selects teaching content based on students' development, with prominent focus, clear thinking and strong interest in learning.
Classroom is a flawed art, and this class is no exception. The appreciation of Chinese in class is not authentic enough, which is also the place where I am deeply confused when preparing lessons. How to make students deeply understand the language characteristics of the text, so as to deeply interpret the life form of Tianjin brand brush plum blossom and dig out the heavy folk culture implication behind the characters. At this point, I realized that I had only scratched the surface.
Reflections on Chinese Teaching in the Fifth Grade of the Ministry Edition 5 Although the article "Bridge" is not long, the language is concise and vivid, and the plot is ups and downs. It should be said that the author created the glorious image of an ordinary old shop assistant with deep affection. In the face of the rapid flood, with his prestige and calm and decisive command, he sent the villagers to the bridge of life across death. He gave the hope of life to others, left the danger of death to himself and built an immortal bridge with his own flesh and blood. Therefore, the topic of "bridge" has profound meaning. It is also a problem that needs attention in teaching. Bridge is the second intensive reading text in this group, which is different from Goodbye, Dear People. "Goodbye, Dear People" understands the thoughts and feelings in the text through typical examples, while "Bridge" understands the thoughts and feelings and the expression methods through the detailed description of the characters and the description of the environment.
In teaching, I start with the old people's words and deeds, and let students plan themselves from enlightenment. The students soon found a sentence describing the old man. "He is like a mountain." "The old man suddenly rushed forward, pulled out a young man from the team and shouted,' Are you still party member? Get in the back. The old man is as fierce as a leopard. ""The old man seemed to shout something. Suddenly, a wave swallowed him up. "Through the experience of words such as' rush, pull, be as fierce as a leopard, be as fierce as a mountain', the students also realized that the old man did not sacrifice himself for others. Let's talk about what the old man might shout, and the students can say it. The stare and shoving of young people and the push and pull of old people are even more unforgettable.
When learning the last part, let the students imagine that they are from the village. What do they want to say to the old man? This not only deepens the understanding of the article, but also cultivates communicative competence. This makes me deeply feel that only by reading to promote speaking and combining reading, speaking and writing can students feel relaxed in writing and express themselves happily in a relaxed atmosphere.
Reflections on Chinese Teaching in Grade Five (Partial Edition) 6 This text mainly describes what the author saw, heard and felt during his visit to Huangguoshu Waterfall Scenic Area, depicts the magnificence of Huangguoshu Waterfall landscape, and eulogizes the cultivation of human temperament by the infinite vitality of nature. In teaching this class, I designed three teaching links:
(1) overall perception. Let the students watch a video of Huangguoshu Waterfall and have a perceptual understanding of the Waterfall. Let them talk about their feelings after reading it, let them find a sentence that the author praises Huangguoshu Waterfall, and guide the students to read it well.
(2) learning perception. Think about where the author realized that Huangguoshu Waterfall is a masterpiece of nature. Read the text by yourself, find out the sentences about waterfalls with loud voice, beautiful shape and profound feelings, organize exchanges and guide them to read these sentences well. Then play the video clips, so that students can feel visually and further perceive the magnificence of the waterfall.
(3) Speech training. Show me the beautiful pictures of the waterfall. I designed a link where students can be "tour guides" and introduce the beautiful scenery of Huangguoshu Waterfall to others. This is not only the integration of the text content, but also the cultivation of students' oral ability. Finally, let the students read the sentences presented at the beginning of the class and return to the whole.
Huangguoshu Waterfall is a literary and aesthetic article. According to the characteristics of the text, in teaching, I fully let students read and guide them to grasp the key point of the text, that is, the sentence "write the sound and shape of the waterfall", taste the characteristics of the waterfall and feel the beauty and elegance of the author's words. "Reading a book a hundred times is self-evident." Students can appreciate the originality of the author by tasting key words and phrases. Before, my students and I went to the multimedia classroom to enjoy the spectacular scenery of Huangguoshu Waterfall, which made the students read more tastefully.
Secondly, in classroom teaching, I focus on the goal and lead students to analyze sentences closely around "the shape and sound characteristics of waterfalls" and read out their feelings. Concentrate on teaching power, grasp the main line of teaching, and "transform" the knowledge, ability and emotion contained in words and articles into students' knowledge, ability and emotion, so that students can get the greatest benefits and progress in the limited classroom teaching time.
Reflections on Chinese Teaching in Grade 7 and Grade 5 of the Ministry Edition "Poplar" is an article that uses things as metaphor for people. It is about a father who works in the frontier who went back to the mainland to pick up his children for school. On his trip back to Xinjiang, he introduced the characteristics of poplars growing on the Gobi Desert to his children, in order to express his ambition to take root in and build Xinjiang. At the same time, I hope my children can take root and grow sturdily where they need it, like poplars. The text takes poplars as the bright line, writes poplars on the surface, actually describes people, and compares the characteristics of poplars ... "Poplars" is an article that uses things to describe people, and writes that a father who works in the frontier goes back to the mainland to pick up his children for school, and introduces the characteristics of poplars growing on the Gobi Desert to his children on his trip back to Xinjiang, so as to express his ambition to take root in and build Xinjiang; At the same time, I hope my children can take root and grow sturdily where they need it, like poplars. In this paper, poplar is taken as the bright line, and poplar is written on the surface, but people are actually written, and the noble character of frontier builders is compared with the characteristics of poplar.
First, the author of the text is based on the image of poplar.
Characteristics of poplar-symbolic meaning of poplar. This paper skillfully uses three questions, connecting the preceding with the following, connecting the full text in series, step by step, and leading to depth. Understand the symbolic meaning of poplar. In teaching, I take three questions as the "breakthrough" and create situations around them to stimulate students' emotional resonance, so that they can correctly understand the ideological content of the text and appreciate the author's thoughts and feelings.
Second, pay attention to training, focusing on reading, listening, speaking and writing training
To become a language training course, Chinese class should first emphasize the training of "reading". In this class, according to the content of the text, I carefully arranged for students to read freely, by name, by role, together, with feelings and other forms, especially the repeated reading of key paragraphs, which greatly increased students' chances of feeling the language, promoted understanding, promoted emotional resonance, and deepened their understanding of the thoughts and feelings contained in the language and words.
Grasp the two key words "where-where-"and "no matter-no matter-always-"to summarize the characteristics of poplar.
Reflections on Chinese Teaching in Grade Five; If there is no dust, the eighth edition of the Ministry of Education is accurate, vivid, informative and interesting. The author clearly and vividly explains the important relationship between dust and human beings by using the methods of hypothesis, figures and comparison.
The new curriculum concept points out that the teaching process is a student's process, and teachers must give full play to the leading role of teachers, give students enough time and space, let students do activities by themselves, so as to discover and acquire knowledge, make the Chinese classroom full of vitality, and truly turn the teacher's "forum" into the student's "learning altar". Skimming teaching should follow this principle. In the teaching of "Without Dust", I pay attention to the following points:
1. Let students read freely: Chinese teaching should create a scene that they want to read and can read, so that students can feel and experience in "reading". I spent a lot of time in class to make students "read" and read thoroughly. Therefore, it laid the foundation for future exchanges.
2. Let students "ask": In the teaching process, many students can ask questions on their own initiative. By asking questions and thinking, they not only make students learn more actively, but also drive other students to think and ask questions.
3. Let students speak freely: through reading and asking questions, let students have their own understanding, and I let students boldly and actively express their understanding and opinions. Through such exchanges, students have the opportunity to fully express their opinions.
4. Let students freely "comment": In the teaching process, I encourage students to participate in comments and debates, which not only improves students' oral expression ability, but also improves students' thinking ability, so that students' dominant position can be realized.
5. Let students "practice": It is very important to practice writing after class. I ask students to practice writing in combination with the content of the text and related materials-writing dust in the first person. It not only exercises students' thinking ability, but also helps to publicize students' personality.
In fact, the teaching process is also a process of continuous learning. Learn to let go and let students do it. Although there are still many regrets in the teaching process of this course, it also brings me a lot of inspiration, so that I can move on in the future teaching.
Reflections on Chinese teaching in Grade 9 of Ministry of Education. The poem "Sailing in Guazhou" was written by a poet. After stopping in Guazhou, he looked at Jingkou, which is separated by a river, and thought of Nanjing, which is not far from Jingkou, he couldn't help but feel homesick. The whole idea is subtle and distant. This poem was praised for the refinement of its words. The word "green" in "Spring Breeze is Green in Jiang Nanan, When Will the Bright Moon Shine on Me" is vivid and full of the breath of spring, which seems to have a burst of spring breeze. So I pay attention to the following teaching links in the teaching process:
First, grasp the eye of poetry and experience poetry.
The literal meaning of the poem "Dengguazhou" is relatively simple, and the poem is easy to understand. Therefore, when teachers understand poetry, they guide students to grasp the key words to dig, which avoids the lack of emphasis, depth, cross talk and word-for-word explanation of traditional ancient poetry in traditional teaching, but closely follows the word "return" in the eyes of poetry and refines the main teaching line of "I really want to return-I want to return early-I can't return". Help students understand the geographical relationship among Guazhou, Jingkou and Zhongshan through board painting, and further understand the poet's feelings of being close to home but unable to return home. Increase the density of "learning poetry", so that students can really learn something and learn something.
Second, learning by speaking like a book.
"The spring breeze is green in Jiang Nanan. When will the bright moon shine on me?" This poem not only expresses the poet's strong homesickness, but also tells the story of Wang Anshi's change of words. So I grasped the word "green" for teaching, so that the students were not only impressed by the poet's noble sentiment, but also infected by his chewing style. Inspired by Wang Anshi's story of refining characters and the teacher's interlanguage, students' thinking is fully activated, and sparks of innovation flash from time to time. The scrutiny of "Free Lyrics" really gives students a unique view. Through this teaching, I believe that students will never forget "gnawing words" in their future study of ancient poetry.
Third, "reading" runs through.
In the teaching of this class, I will always be used to "reading" and pay attention to cultivating students' free reading, silent reading, synchronous reading and teacher's introduction. Guide students to read poems correctly and thoroughly, and read out the sense of rhythm. On the basis of understanding poetry, through imagination reading and picture reading, we can read out the unique emotions contained in poetry, so as to resonate with the poet's emotions.
Reflections on Chinese Teaching in Grade Five (10) Students have been studying since they became literate. The theme of this textbook is "I love reading", and its first purpose is to guide students to grasp the main content and understand the author's deep feelings for the book. Second, we should be able to combine the reality of study and life and learn some methods of reading and writing. More importantly, let students understand the meaning of reading, stimulate students' interest in reading, and gradually develop the habit of reading, thus benefiting for life.
When teaching this group of texts, I made overall arrangements, strengthened the integration of teaching materials and the combination of in-class and out-of-class learning, and tried to combine reading with enlightenment, reading with writing and reading with activities. Let the students study the text and collect famous sayings about reading. At the same time, a debate was held on whether reading is beneficial or not, which stimulated students' interest in reading. At the same time, let students learn the author's reading and writing methods, especially strengthen the study of the meaning and methods of repeated reading, and students are deeply infected. Students benefit a lot from writing real things in practice.
When teaching this group of texts, I also paid attention to the discussion of literacy teaching in senior grades. In the first class of teaching the article Stealing Reading, I took the language factors familiar to students as the main materials, and at the same time made full use of students' life experience and used various intuitive teaching methods to create colorful teaching situations. "It realizes the organic combination of literacy teaching and other teaching links. In this classroom teaching, reading has always been the focus of the classroom, which reflects the requirements of the new curriculum standard for senior students to focus on reading, and integrates literacy teaching into all aspects of teaching: teaching writing in the lead-in, teaching reading in the reading, understanding the meaning in the specific context, focusing on guiding the writing of new words, and carrying out various trainings, breaking the current building block literacy teaching mode for senior students.
This course "knowledge and reading are integrated, knowledge and reading are combined", which highlights one of the most basic purposes of literacy-reading, so that literacy and reading form an organic whole. But I have thought about whether this pause in reading, mixed with explanation, will affect the emotional experience in reading. Through my repeated practice, it seems that there is no effect, because it is the first time to read the text. Still waiting for the opinions of experts.