Five Reflections on the Teaching of Chinese Teachers in Grade Three

Chinese is the foundation for learning other subjects well and the necessary skill for acquiring knowledge. It is true that the acceptance of things begins with understanding, and the acquisition of knowledge is also inseparable from language. The following is my reflection on the teaching of third-grade Chinese teachers. Come and share it with me if you like.

reflection on the teaching of Chinese in the third grade 1

The second semester is about to pass. According to the characteristics of this semester's teaching materials and the Curriculum Standards, the teaching tasks of this semester have been successfully completed, and the students' ability to analyze and solve problems has been continuously cultivated and improved. Although the final exam has not yet been conducted, I calm down and think about it carefully. This semester's education and teaching work has both successes and shortcomings. In order to sum up experience seriously, The reflections on Chinese teaching this semester are as follows:

1. Success.

1. Combine the text with "accumulation and application" to cultivate students' thoughts and feelings of loving the Chinese language, guide students to correctly understand and use the Chinese language, and enrich students' accumulation of language.

2. According to the education and teaching concept of the new curriculum, in the usual teaching, we have carefully prepared lessons (preparing textbooks, preparing teaching methods and preparing students), carefully designed lesson plans, corrected homework on time, implemented three-dimensional goals, and embodied the idea of quality education. According to the actual situation of this class, analyze each student's basic quality and ability to accept knowledge one by one, and constantly improve teaching methods.

3. Pay attention to the development of students' intelligence, strengthen the cultivation of students' thinking, and pay attention to the cultivation of students' ability of observation, thinking and expression. Combine the teaching of "oral communication" and "exercise" to cultivate students' oral expression ability and stimulate students' imagination and creativity.

4. Pay attention to preview before class, teach students the methods of preview and cultivate the habit of preview before class.

5. Pay attention to students' writing, praise the students who have written well in time when grading their homework, and communicate with the whole class. Those who have made a little progress always write encouraging language or marks, and often ask students to complete the specified content within the specified time to see who writes quickly and well.

6. Contact parents in time, strengthen communication with parents, strengthen home-school contact, and reflect the situation of students at school to parents in time, so as to do a good job in students' study.

second, the shortcomings.

1. Three-quarters of the students in the class study hard and can complete the learning tasks as required. A quarter of the students are in a passive state of learning, with poor understanding and memory, and lack of school supplies. Parents are busy working, regardless of their children's study life, and continue to do ideological work.

2. There is too little extra-curricular guidance for underachievers, which makes them unable to master the basic knowledge of Chinese, slow in writing, sloppy in speaking, and unable to finish their homework on time.

3. The application of modern technology education means needs to be strengthened. In the future teaching, we should adhere to the education and teaching concept of continuing to learn new courses and improve our professional quality.

In short, in the future teaching work, students who do not finish their homework or study hard should be paid more attention to, and the enthusiasm and initiative of students should be fully mobilized to stimulate their interest in learning Chinese. Reflections on the teaching of Chinese in the third grade 2

Chinese teaching in the third grade is not easy! Because the third grade is a transitional period, from the lower grade to the middle grade, the teaching objectives have also changed. How to have a good Chinese class in grade three, I make progress in groping and reflect in practice.

first, take writing teaching as an incision to cultivate students' study habits.

The new curriculum standard of elementary language clearly points out that "writing is an important basic skill of Chinese" and "it plays an important role in improving students' cultural literacy, so we must lay a good foundation for writing from an early age". Our teacher neglected this point in her usual teaching. The new textbook has paid attention to this problem, and at the beginning of the textbook, it is no longer eager to teach the text. Instead, it breaks the routine and pays attention to cultivating students' good study habits. At the beginning of the new semester, I paid attention to the cultivation of students' good writing habits. Through observation, imitation and practice, teach students the correct writing method and writing posture. Use the writing song: "Learn to write, pay attention, keep your head straight, your shoulders flat, sit up straight, put the paper straight, remember one foot and one punch clearly, keep your hands one inch away from the pen tip, and be calm when writing carefully" to help students develop good writing habits. When students are asked to write, they must be compared with writing songs. Teachers supervise and guide at any time. By the end of the week, the students were all sitting up when writing. In addition to mastering the correct writing posture, it is more important to ask students to write well. Writing practice after class can't be ignored. Every day, we should arrange necessary time for students to practice. Good writing habits can't be developed overnight. We must be patient, meticulous and meticulous, and strictly repeat long-term training, so that students can write correctly and beautifully.

second, let go boldly and let students become the masters of learning.

The new curriculum standard of elementary language recognizes that "students are the masters of Chinese learning", so "it is necessary to strengthen students' independent Chinese practice activities and guide them to actively acquire knowledge and form potential." Children's growth basically benefits from their own learning, and the gains in class are really negligible. Therefore, in Chinese teaching, I am determined to give students the initiative in learning sincerely.

third, grasp the key points of training and pay attention to the improvement of students' potential.

The purpose of the new textbook is to make students read books alive instead of reading them dead. While understanding knowledge, we should also improve students' potential. Take oral communication as an example. It not only cultivates students' potential of observation, thinking, generalization and speaking, but also brings them a new world. They can say whatever they want, freely and freely. It also laid a solid foundation for solid writing. When teaching this kind of training, we should carefully organize and emphasize the training of "speaking" and "acting". For example, when I was teaching the sixth lesson "Little Photographer", I simulated the performance on the spot according to the illustrations in the book, which made the students' image perception intuitive. Students talk to each other in a simple and pleasant environment. Being clear-headed not only trains students to speak, but also makes students feel a lot of truth.

Fourth, encourage students to read more extracurricular books, and at the same time, read more, watch more and think more.

Reading is a very important link. Encourage them to read more and read more, and set up a small reading exchange meeting or let them write reading notes. One can cultivate their oral communication potential and let them introduce it to their peers. Educator Suhomlinski put forward the conclusion that "talents can only be cultivated by talents, potential can only be cultivated by potentials, and talents can only be cultivated by talents". It means that "a great teacher makes a great apprentice". Nowadays, it is a high-tech information society, and students can acquire knowledge and broaden their horizons through various channels. Sometimes teachers feel helpless when they ask questions. The materials in the new textbook are all-encompassing from ancient times to the present. This requires every teacher to strive to become a scholar. In the eyes of students, they are not only the disseminators of knowledge, but also the embodiment of wisdom, knowing everything. To become a scholar, I think we should read more books, think more, practice more and sum up more in peacetime. Reflections on the teaching of Chinese in the third grade 3

This semester, I have been teaching Chinese in the third grade for three months, and problems frequently appear in the teaching, which is worthy of my deep thinking and exploration. Some people compare primary school learning to an English letter "U", which means that children in grade three are at the most critical turning point. In this special transitional period, students' body and mind have undergone great changes. So how to have a good Chinese class in grade three? I think we should do the following:

1. Create interesting and rich Chinese classes to attract students' concentration and improve teaching effect.

Interest is the best teacher. Once students are attracted by interesting classes, I think the management of discipline will be as easy as blowing off dust.

Chinese textbooks for the third grade are diversified in content and form. Due to the age characteristics of students, it is really difficult for students to concentrate on a class, even good students can hardly do it. It is a problem that teachers must focus on the teacher when giving lectures. I began to reflect that classroom discipline is not only a problem of children, but also a problem of teachers. There is a saying, "What can I attract you-my children?" I began to pay attention to improving the interest of the classroom itself, and prepared lessons more carefully. Chinese class is passionate and interesting, so students are willing to step into your class wholeheartedly and enter the world of learning. Therefore, we should prepare lessons carefully, prepare lessons carefully, do not prepare lessons well, and do not enter the classroom.

2. Cultivate their good study habits and good study atmosphere, and at the same time, adapt to the requirements of the new curriculum, and pay more attention to the cultivation of their "independent and inquiry" learning ability.

To make students the masters of learning, first of all, we must formulate detailed preview requirements for students to preview independently, so that students can make adequate preparation before class, and be able to learn Chinese characters, group words, read the text smoothly and extract good words and sentences from the text at the beginning of reading, so as to achieve autonomous learning before class. The revised outline of Xiaoyu holds that "students are the masters of Chinese learning", so "we should strengthen students' independent Chinese practice activities and guide them to actively acquire knowledge and form their abilities." Children's growth basically benefits from their own learning.

At the same time, in the process of classroom teaching, create some interactive teaching links. Furthermore, ask more creative questions to inspire students' thinking. Teachers themselves have made great efforts to study questions, which questions can be asked and how to ask them. What are the students' answers and whether they can achieve the desired teaching effect? We should give full consideration when preparing lessons.

3. Encourage students to read more extracurricular books, and at the same time, read more, watch more and think more.

Reading is a very important link. Encourage them to read more and read more, and set up a small reading exchange meeting or let them write reading notes. First, we can cultivate their oral communication ability and let them introduce the books they have read to their peers; Second, it can help them better learn the new content of grade three-composition.

Educator Suhomlinski once said that "talents can only be cultivated by talents, abilities can only be cultivated by abilities, and talents can only be cultivated by talents". It means that "a great teacher makes a great apprentice". Nowadays, it is a high-tech information society, and students can acquire knowledge and broaden their horizons through various channels. The improvement of students' quality has higher requirements for teachers, and the content of the new textbook is all-encompassing from ancient times to the present, which requires each of us to strive to become a scholar. In the eyes of students, they are not only the disseminators of knowledge, but also the embodiment of wisdom. To become a scholar, you should read more books, accumulate more, think more, practice more and summarize more. More attention should be paid to the learning of reference materials in new textbooks, because it is directly related to students' learning. Profound knowledge is the key for every teacher to teach books well. Reflections on the teaching of Chinese in the third grade 4

Shrimp is a text in the ninth volume of the experimental textbook Chinese. It describes the cuteness of shrimp and shows the author's love for shrimp through detailed descriptions of eating and fighting. According to the unit teaching objectives and students' learning situation, I have determined the following teaching objectives:

1. Read the text with emotion, and experience the cuteness of shrimp and the author's love for shrimp;

2. I feel the author's writing style of "writing concretely around the center, writing clearly in an orderly way, and writing accurately with words". Combine reading and writing, and imitate the familiar animals in the form of fragments.

In teaching:

(1) Try to embody "reading-oriented". By guiding students to read in various forms, grasp key words to taste and feel the cuteness and fun of shrimp. For example, when teaching "Shrimp is really interesting" in the second natural paragraph, students can realize the interest of shrimp by being "very careful" when catching shrimp and "very comfortable" after eating, reading the text repeatedly, understanding with heart and imitating performances. When teaching the third natural period, let students read with expression by grasping "one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time, one piece at a time. Starting from these places for reading training, students thus realized the fun of shrimp.

(2) combination of reading and writing. Through careful study of the text, it is found that the textbook provides a good example for writing teaching, which can be said to involve the aspects of "flesh and blood, organization and vividness" of the exercise. It is a teaching goal and a difficult point for this course to understand the writing method and try to apply it to the exercise. To this end, in teaching, reading is the carrier, so that students can not only focus on the text content, but also pay attention to the writing method and feel the writing method, paving the way for the later writing.

(3) From the perspective of classroom implementation, teaching basically embodies the design intent and basically achieves the teaching objectives. However, due to the lack of a good grasp of the classroom and inaccurate regulation of teaching time, the teaching task has not been completed. There are two reasons for reflection: first, the efficiency of reading teaching is not high enough, and the guidance of students' reading is not concise and efficient enough, which is a little shaky; Second, the design of the whole goal is not accurate enough, and the positioning of students is too high and the requirements are too high.

(4) adjustment: in the guidance of reading, try to be concise and clear, and improve efficiency; In writing, the requirements should be lowered so that students can have the opportunity to write, show and communicate. Reflections on Chinese Teaching in Grade Three Part 5

The Chinese Curriculum Standard points out: "Chinese curriculum should actively advocate independent, cooperative and inquiry learning methods. Chinese courses should be open and dynamic. " In designing this class, based on this consideration, I feel more successful:

1. Fully embody the concept of "language teaching should go to life". At the beginning of the class, I started with the accumulation of students' daily life, and introduced "Do you know which bridges are there in Yiwu", and then entered the new class, which is close to the distance between students and teaching materials, stimulating students' interest in learning and enhancing their pride as Yiwu people. After the third period of teaching, students are guided to observe the stone fence on the Zong Ze Bridge, and language training is carried out according to Zhao Zhouqiao's exquisite pattern description. In the "zone of recent development", `fragment training' with certain thinking strength and in line with students' reality is selected to lead students to gain the joy of learning success, and then teachers' words are used to guide and drive them to encourage students to move from textbooks to society, from in-class to out-of-class, and to participate in future learning with greater interest and full passion, thus becoming real learners.

2. It fully embodies the concept of "independence and cooperation" and attaches importance to students' personalized experience. In reading teaching, "we should cherish students' unique feelings, experiences and understanding in reading." After reading the text for the first time, let the students speak freely. "What kind of bridge is Zhao Zhouqiao?" Let the students choose their favorite characteristics to deeply understand and explore, ask questions that they don't understand, guide the students to experience the content of the text, express their feelings, express their opinions, implement the students' dominant position, give play to the effect of group cooperation, give play to students' autonomy, autonomy and creativity, and embody Chinese.