As an excellent teacher, we should grow up quickly in teaching, and we can improve our teaching ability quickly with the help of teaching reflection. Do you know how to write formal teaching reflection? The following is my reflection on the teaching of "Chinese Garden VI" in the second grade for everyone (7 selected articles). Welcome to read and collect! Reflections on the teaching of Chinese Garden VI in the second grade 1

The psychological characteristics of junior students are that their attention is easy to be distracted, their unintentional attention is dominant, they are interested in intuitive things, their will is weak, their self-control is poor, and their activity consciousness and persistence are poor. How to enliven the classroom and arouse students' learning enthusiasm is a problem that must be solved to enhance the classroom effectiveness.

In the teaching of Chinese garden, "My discovery" and "Accumulate over a long period of time" are usually regarded as the contents of a class, in which "Accumulate over a long period of time" is divided into several unrelated parts, such as "read and recognize", "I can fill in" and "I can read", and they are not related to "My discovery" to some extent. In the teaching process of the garden, we often encounter such problems: the teaching content is flat and straightforward, the classroom is difficult to have an orgasm, the teaching content is dull and boring, and the classroom atmosphere is low. How to break through the limitations of the content setting of the garden, skillfully set up the situation and better mobilize the enthusiasm of students has become the main problem we think about.

On the basis of summarizing the problems existing in the previous garden teaching, we made a new attempt in the teaching of the second volume of Garden 6 in Grade Two.

All the links in the garden are scattered and there is no connection between them, so the whole course has no center. So we hope to connect these seemingly unrelated parts by setting a story, giving them integrity and enhancing the interest of the classroom.

what stories can better penetrate the content of the garden? At present, the Shanghai World Expo is in full swing, and the eyes of the whole world are focused on the Expo, and our children are no exception. Of course, the connection between the second grade and the Expo begins with the mascot of the Expo-"Haibao".

Sure enough, in class, when the children saw Haibao's lovely appearance, they were all happy, and the classroom atmosphere suddenly became active. How to unfold the story and make this atmosphere last? We transform several parts of the garden into several checkpoints, so that children can win the "gift" of Haibao by breaking through the customs. In this way, learning becomes challenging, which is just in line with the characteristics of children's competitiveness. With curiosity about the mysterious gift brought by Haibao, children always maintain a high learning mood, and every time they pass a level, they will be excited. "yeah!" In fact, this is very different from the boring situation of garden teaching in the past. When the children finally won the gift through their own efforts, their little faces were filled with excitement and pride.

On the surface, this is only a small change in the teaching mode. From the boring learning content in the past, children are forced to learn by the nose. Now children find learning challenging and have the desire to learn actively. This change in demand is essentially a change in the nature of learning, which realizes the transformation from "I want to learn" to "I want to learn" and is the embodiment of students' active learning. Once students' desire for active learning arises, the efficiency of students' learning will surely double and the effectiveness of the classroom will be greatly enhanced.

Teaching materials are dead. How to use teaching materials flexibly is the test of teachers' wisdom. As teachers under the new curriculum reform, we should constantly study and reflect, explore and improve, so that students can truly become the masters of classroom learning, feel the joy of learning Chinese, truly achieve the actual effect of Chinese classroom teaching, and strive to improve the quality of Chinese classroom teaching. In the second grade, the second chapter

on the teaching reflection of "Chinese Garden VI" has not been accumulated, so I can't really listen, speak, read and write, and of course I can't learn Chinese well. When we teach Chinese Garden Over Time, we will make it a pure review class. In order to avoid this situation, we teachers should first make it clear that cumulative teaching is not simply a review of old knowledge accumulation, but a kind of teaching that helps students review old knowledge and gain new knowledge, and helps students accumulate experience and methods. We can start from the following aspects in teaching.

First, cheerful scenes, open problems

First of all, students in lower grades are not interested in attention. In order to attract students' unintentional attention, it is necessary to create happy teaching scenes and organize interesting activities. Secondly, in the process of accumulation, it is not only the accumulation of quantity, but also the improvement of quality. Therefore, being good at asking open questions plays an important role in improving quality. For example, in this teaching, the teacher asks "What else do you know about ()" group discussion and then reports to the group competition in the class. Such open-ended questions are like thousands of feet waves that throw stones into the water to arouse students' thinking. Students cooperate and think positively because they want to win. So they use the accumulation in and out of class, which makes you have unexpected surprises.

second, reading instead of speaking

through a variety of reading methods, students can feel and accumulate in reading, which reflects the characteristics of reading instead of speaking in Chinese. Let students experience the rhythm of nursery rhymes and accumulate a sense of language. Let students choose their favorite way to read aloud, which embodies the democracy of teaching and gives students more autonomy.

Third, pay attention to the instruction

Teachers turn around students in teaching activities and play the role of assistants, so as to achieve better learning results. For example, after students read children's songs in their own way in this class, teachers should give appropriate instructions to students to sum up and accumulate ways to read children's songs. Later, you will find that students will apply these methods to reading Literacy VII and Red Scarf.

IV. Expanding activities

Accumulate over time is a long-term process, and the achievements are on weekdays. Not one class can achieve the goal, so teachers should give guidance or provide necessary materials. Reflections on the Teaching of Chinese Garden VI in Grade Two 3

Compared with the old textbooks, the new textbooks are quite different, among which the addition of oral communication is a bright spot. It aims to train students' oral expression ability and enhance the awareness of communication between people. Facing this "new thing". Everyone is actively exploring and studying, trying their best to improve the teaching effect of oral communication. The author also talks about his own teaching practice.

create a situation, create an atmosphere and stimulate interest. How to create an atmosphere of oral communication and stimulate students' interest in oral communication? Teachers should be good at connecting students' life experience and emotional experience to create situations. For example, the experimental teaching material of PEP, the second volume of primary school, the oral communication of Chinese Garden VI, is about how to celebrate Children's Day on June 1st. Let students introduce each other with photos and recall their happy times; Some children especially want to know about the teacher's childhood "June 1". The teacher can make a demonstration narrative, and the language should be as childlike as possible. When teaching "Talking about the first Children's Day in primary schools, how do you plan to spend it", you can take many interesting forms to communicate. Such as "talking on the phone", "whispering" and "comparing", through these situations, students' interest in oral communication can be stimulated and the quality of students' communication can be improved. At the same time, for the first-grade children who have just come into contact with oral communication, teachers must train students to have good oral communication habits. Such as: generous attitude, clear speech, loud voice, listening carefully, etc. Of course, teachers themselves should listen carefully to every word of students and make appropriate evaluations in time. In addition, in oral communication, we must pay attention to clarify the requirements, clarify the communication objectives and contents, and remind them at any time. Reflections on the Teaching of Chinese Garden VI in Grade Two 4

This class pays attention to the cultivation and training of students' accumulation ability, and achieves the intellectual development of "games" and "innovative thinking", which broadens the knowledge required by the textbook and provides a shortcut for students to master "difficult words".

What is lacking is that the teaching content is too large, and it can be simplified, so that the knowledge of the course can closely follow the theme of "accumulation of difficult words", so that students can learn the first four contents of Chinese Garden VI by themselves in this way. If this is improved, the teaching of this course will have a higher breakthrough and improvement in students' ability to "accumulate difficult words", and it will also leave a lot of time for students to use it flexibly to find and find "difficult words", and the teaching effect will be better. Reflections on the Teaching of Chinese Garden VI in Grade Two 5

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

For example, design "I am an excellent commentator": Let the students who have prepared the photos of June 1st show them to everyone and introduce the scene at that time, so that everyone can share his happiness. "who is the fastest" is to let students look up the dictionary by word order. After all the students have learned it, start a competition to see who is the fastest. Students who have learned the word order search method can be shown first. First, create a stage for them to show their abilities and experience the joy of success. The second is to let them experience the role of a small teacher, let them introduce the method of word search, and teach students to 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, which mobilizes students' life accumulation, intuition, feeling, imagination and emotion, so that students can understand the text, improve their personality, pay attention to life style and get harmonious development in perceptual learning.

The fundamental task of education should be to "promote students' development". Without the development of students' subjectivity, education will lose its support and vitality. Every educator should start from students' personality, cultivate students' independent personality and develop their individual talents, so that students can grow up healthily along the track of all-round development. Suhomlinski once had a wonderful metaphor: protect students' young hearts as carefully as dew on lotus leaves. This protection is a kind of education.

In classroom teaching, we should use encouraging language to let students show their views, allow students to be unique, question at any time, and reserve their views, so that each class can become a stage for students to display their talents and let students fully display their personalities. The answer is not unique, but Chinese teaching is wonderful. Reflections on the teaching of Chinese Garden VI in the second grade 6

1. Oral communication

1. Prepare well before class.

Robots are far from students' lives, especially children in rural areas. They may have heard of robots, but many students may not understand their skills. Therefore, teachers are required to let students know about robots briefly through the Internet or TV channels before class, and teachers should also give appropriate guidance and help to some underachievers or students with poor family conditions.

2. Create scenarios to integrate roles.

The famous educator Suhomlinski also said: "It is an important condition to arouse teenagers' unique interest in knowledge to let students experience an emotion that they are personally involved in mastering knowledge." Confucius put it well: "Those who know are not as good as those who are good, and those who are good are not as good as those who are happy." Only "good" and "happy" can stimulate students' interest in participation. The purpose of creating scenarios is to stimulate students' desire for learning, enhance their enthusiasm for participating in the classroom, stimulate students' thinking and awaken their motivation for learning. Creating scenes is very important in oral communication teaching. In the course "Robot I Want to Invent", I created the roles of designer, boss and host. If students want to better integrate into the role, teachers must first enter the role. So at the beginning of the conference, I started the opening remarks of the conference as the host, and the students quickly entered the role.

3, interactive links should be flexible.

In the interaction between the designer and the boss, the host should be flexible. When the designer interacts with the boss, as the boss, there may be many questions or suggestions to be told to the designer, and the designer may not respond, resulting in the interruption of communication. As a host, it can guide designers how to deal with it, help improve the deep development of interaction, and make the training of students' expression and coping ability be implemented.

2. Exercise 6

1. The role of teachers is very important.

Because the design of guidance in this class is mainly based on talking stories, a way that students like to hear and hear, in order to guide effectively, teachers should also be full of innocence and childlike interest. When telling the phone story, the language should be moving, so that students can get into the scene well. Students have entered the world of fairy tales. In this exercise class, students will be relaxed and interesting, and they will change from being afraid of exercise classes to liking exercise classes.

2. Pay attention to guiding students to broaden their imagination.

Future things can be all kinds of things in every aspect of clothing, food, housing and transportation, and students can imagine these things. However, due to the limited experience and life experience of students, there may not be many things they can imagine. Therefore, teachers are required to put in place the link of broadening students' imagination in the teaching process, and only in this way can the articles written by students blossom.

3. Have enough time for writing.

The content of this class is more, and the time is tight. Teachers should be compact in guiding. After the teacher's guidance and inspiration, the students have something to write, and only when they have enough time can they write down their articles. Otherwise, if the composition is not finished, the marking link will not be implemented.

III. My Discovery

This "My Discovery" aims to guide students to discover polysyllabic words. Six polyphonic words appear in six groups of words. In teaching, we should guide students to pay attention to the phenomenon of one word with multiple tones in Chinese, accumulate six multi-tone words and twelve related words listed in the article, and do some expanding exercises to find out which words are multi-tone words in the text learned this semester.

4. Over time, this part includes "reading and recognizing" and "reading and reciting". "Reading and recognizing" is the continuation of classified literacy in lower grades. The content is related to condiments and is arranged in the form of rhymes. Among the eight new words required to be recognized, "garlic and vinegar" are flat tongue sounds, "garlic, salt and salty" are nasal sounds, and "ginger and sauce" are nasal sounds. Students should be reminded to pronounce the words correctly. In teaching, students can be guided to read the correct pronunciation with the help of pinyin, and then read the short passage, and the teacher will read it by name to check the students' literacy. The meaning of the sentence need not be explained too much, but students can distinguish these condiments with the help of their parents after they go home.

5. "Reading and reciting" selects agricultural proverbs related to meteorology. These agricultural proverbs are neat and easy to read. In teaching, teachers can read it repeatedly in various ways, such as model reading, naming reading, teacher-student reading and self-reading, and finally recite it. These agricultural proverbs are just observations and summaries of climate phenomena, which are not as strict and accurate as scientific laws. In teaching, students can be guided to observe natural phenomena in life and try to record the observation results in rhyme.

VI. Broadband Network "Broadband Network" is a further expansion and extension of this group's study. Mainly train students to focus on special topics,