Introduction: Teaching reflection is considered as an effective way to improve teachers' professional quality and classroom teaching quality. Confucius said: "Learning without thinking is useless, thinking without learning is dangerous". Chapter 1: Reflection on the Teaching of Watching Tide

In order to make students integrate with the text and feel the magnificent and peculiar landscape of nature, I have paid attention to showing the tide with the help of multimedia in my teaching design to appreciate its grandeur.

As the saying goes, "Seeing is believing in a hundred stories", real pictures will bring students real feelings, and students' imagination is narrow after all. Life experience is also essential to whether language and words can generate pictures in your mind. For students, especially children in rural areas, it is difficult for them to imagine because they have little knowledge and lack that kind of life experience.

For our students, the Qiantang River spring tide is strange. It seems a little hollow to understand from words. Therefore, at the beginning of teaching, I will play multimedia to let students watch the spring tide with me and talk about their feelings, so as to form their first impression of the spring tide. Later, in the teaching key paragraph "When the tide comes", I guide the students to observe the video clips, and then read the text carefully and read the scenes they have observed, so that they can quickly grasp the key words in the text to understand the sentences, understand the implication of the beauty of the article, and improve their observation ability, thinking ability and oral expression ability. Chapter 2: Reflections on the Teaching of "Huoshaoyun"

In the teaching process of "Huoshaoyun", I stand in the position of a teacher and should guide students to be infected by thoughts and get language training. Therefore, a variety of teaching ideas have emerged to see whether it can arouse students' interest, whether it can stimulate students' desire for knowledge, and whether it can create an active thinking and cheerful classroom atmosphere. For this teaching, I arranged four word exercises in the classroom:

1. Compare "burn" with "red"

I asked: "The clouds in the sky burn from the west to the east, and they are red, as if the sky is on fire." The word "burn" in this sentence is changed to "red", but it won't work. Since it is universal, why does the author use the word "burn" instead of "red"? Students are very interested in this question. Inspired by me, the students said a word, and I said it in a word. One student said, "There is also the word' red' in the sentence, and it is repeated when the word' red' is used." One student said, "The topic is" Huoshaoyun ",which uses the word" burn "as the starting point." Another student said, "I used the word' burn'. He and' caught fire' take care of each other. "

The design purpose of this question is to cultivate students' "speaking like a book" and scrutinize the reading habits and reading ability of words. The key to the success of Chinese teaching is to create an active classroom atmosphere for students. Among them, whether the questions raised by teachers are difficult or moderate and whether they have enough thinking value often plays a decisive role. Here I put forward the problem of comparing "burning" with "red", which has proved to be very effective in classroom practice.

Second, talk about other names of the flaming cloud

I asked, "Is there any other name for the flaming cloud?" As soon as this problem appeared, the students scrambled to raise their small hands and said, "Morning glow, sunset glow, clouds, rosy clouds and hongxia." This is also a word training

practice. This design allows students to deepen their understanding of the meanings of the words "Xia", "Chao" and "Night" and let them experience the richness of the motherland's language.

Third, talk about colors in the form of imitating "red"

I asked the students: "The author said that there are still some colors that I can't say, and I have never seen before. So can you try to say these colors? " Some students say "red" and "golden", some say "grape gray", "eggplant purple" and "pear yellow", and some say "white" and "gray". When students say "white" and "gray", I tell them that these two words are correct in terms of word structure. This way of word training is very popular with students, because the requirements are specific and the methods are novel.

IV. Summarize some changes of the glow cloud in one word

I have designed such a question: "Can you summarize how much and how fast the color of glow cloud changes in one word?" After this question, a classmate replied: "colorful and unpredictable." At this time, I continued to ask: "Can you sum up how much and how fast the shape of the flaming cloud changes in one word?" The student replied: "There are many kinds of things, and they change in an instant."

In this way, I use the clues of "many changes" and "fast changes" throughout the whole teaching process, so that the three aspects of the flaming cloud show the same characteristics, so that the teaching ideas are clear and the students get a concentrated and profound impression. Part 3: Reflections on the teaching of Bird's Paradise

1. Creating situations to guide students into the text:

(1) Using multimedia to create situations: With the continuous development of modern teaching technology, multimedia teaching has become a powerful assistant in classroom teaching. In particular, creating situations is definitely the specialty of multimedia. Therefore, at the beginning of teaching, I used the courseware to play the video of the big banyan tree, creating a vivid and intuitive teaching scene for students, making it easy. Especially when feeling the roots and lush branches of the big banyan tree, students can have a more intuitive understanding through the demonstration of the courseware, and then guide students to read the sentences carefully to understand the beautiful and concise language in the text and appreciate the beauty of the big banyan tree. Another example is when teaching the scene of birds flying on the big banyan tree, I also play the video of birds moving on the big banyan tree with the help of courseware, showing the birds' paradise, the melodious sound of birds and the dizzying lively scene, which truly reproduces the hilarious scene of birds flying, making students feel immersive, deepening their understanding of the content and stimulating their interest in learning. On the basis of giving students visual and auditory satisfaction, let them talk about what you saw the birds doing on the big banyan tree! This not only makes students deeply feel the happy life of birds on the big banyan tree, but also cultivates students' oral speaking ability.

(2) Use the teacher's lead to create situations:

After listening to the teacher Zhang Aihua's lecture last time, I was deeply inspired and felt that the teacher's lead plays an important role in creating situations. Therefore, I also began to try to use diversified heuristic leads to arouse students' passion for learning. For example, when introducing the third paragraph, I use the passionate lead of the teacher to stimulate students' interest in learning. Students, just now, we enjoyed this big banyan tree with lush foliage with the author. I believe that such a big banyan tree will attract many birds. Yes, the next morning, when the sun shines on the water and everything looks brighter, we came here again. At this point, what did you see?

Second, based on reading, to promote students' perception:

The text "Paradise of Birds" is simple in language, beautiful in artistic conception and sincere in feelings, which is very suitable for students to experience and comprehend by themselves. "Chinese Curriculum Standard" points out: "Chinese teaching should pay attention to the accumulation, perception and application of language, and pay attention to the training of basic skills, so as to lay a solid Chinese foundation for students." It also advocates respecting students, promoting democracy, publicizing individuality, and giving more time and space to students, so that students can figure out and feel for themselves. Therefore, in the teaching of this course, I guide students to read the text, and through reading, I can feel the ideological content and artistic conception expressed in the article. For example, when I feel the beauty of the big banyan tree in teaching, I designed it like this: first, I feel it as a whole, then I focus on the key sentences and talk about my feelings. After watching the video, I will guide the students to find the sentences that the author praises the big banyan tree, and then let the students read it repeatedly and savor it carefully, so as to experience the beauty of the banyan tree between the lines of the article, and then organize the students to talk about their feelings and opinions and reproduce the vibrant banyan tree in communication. In the third paragraph of teaching, after watching the video, let the students talk about what impression the bird paradise gave you this time, and where did you experience it? Students grasp the key sentence "There are birds everywhere, and there are birds' shadows everywhere, big, small, flowered and black. Some are standing on the branches calling, some are flying, and some are flapping their wings." From the variety of birds and the activities of birds, we can experience the scene of birds' hilarity.

Third, guide questioning and encourage diversified understanding:

The Chinese Curriculum Standard points out: "The rich humanistic connotation of Chinese curriculum resources has a profound and extensive influence on students' spiritual field, and students' reactions to teaching materials are often diversified." This tells us that Chinese teaching is not to instill "dead" knowledge into students, but to learn truly useful "living" knowledge that belongs to them completely through students' efforts. The ancients said that "learning is expensive and doubtful." Students' "doubt" is the product of reading the text carefully, and teachers should encourage it. Therefore, in teaching, there are so many green leaves, one on top of another, leaving no gap. Chapter 4: Reflections on the Teaching of Chinese Garden I

The teaching of Chinese Garden focuses on improving students' practical ability to use language.

let me take exercise as an example. The requirement of the exercise is to write about the scenery on campus or other places in a certain order, and also to write about unforgettable things that happened on campus. Let's choose to write about the campus where we live together day and night.

First, take the students for a walk on campus, choose a place they like, stop to observe and think, and complete some exercises. The content of the fragment can be a detailed description of the scenery, or it can be written about an event that happened here. Then, the whole class will make corrections. Requirements for evaluation and correction: whether the main scenery is grasped to describe in the process of scenery description, and whether the appropriate description method is selected (the description method has been experienced and trained in the column of "My Discovery" in the Chinese Garden); In the process of event narration, is it related to the scenery and environment here? Finally, let the students choose the classic clips to visit the campus again, list the order of the tour, add the beginning and end, and connect the wonderful clips into articles.

this kind of exercise guidance focuses on the secondary generation of the composition. Teaching is mainly based on process evaluation or formative evaluation, supplemented by summative evaluation. In my opinion, in the open composition activities, it is helpful for students to awaken themselves, improve themselves and liberate themselves-"I write my heart by hand". Only in this way can students express their life and self with real brushstrokes. Taking life as the main line, we should be good at capturing the resources of students' life and regard the resources of students' life as the source of publicizing students' personality. In real life, cultivate students' spirit of being willing to explore and be brave in practice, promote students' sense of responsibility for nature and society, and develop students' innovative ability, practical ability and good personality quality. Chapter 5: Reflections on the Teaching of Two Ancient Poems

The meanings of these two poems are simple, and students can roughly understand the literal meaning by looking at the notes. In teaching, I focus on making students understand the truth contained in the poem, so that students can understand the meaning of these two poems in real life, that is, "I don't know the true face of Lushan Mountain, but I am only in this mountain" and "There is no way to recover my doubts, and there is another village in the dark", so that students can discuss them in combination with real life, and students are very interested.

The two sentences in these two ancient poems, "I don't know the true face of Lushan Mountain, but I am only in this mountain" and "The mountains are heavy and the waters are heavy, and there is no road to doubt, and there is another village", are well-known sentences that have far-reaching significance. If students can apply what they have learned, it will be the greatest gain. After learning, many students have been able to use it flexibly.

creeper's feet is a common-sense text. If we use a single key sentence and key words to talk about experience, and then guide students to read aloud emotionally, it will easily cause students' fatigue in language perception, and students will lack

interest and be distracted. After my repeated thinking, I intend to change a way to stimulate students' interest in learning. According to the characteristics of students' love of painting on weekdays, I decided to take a stick figure with an intuitive image and perform it by hands, so that every child can participate. Who knows that my idea has been well confirmed in class. From this, I deeply understand that the wonderful use of stick figure and body language really plays a great role in understanding language and writing.

1. Clever use of stick figures can stimulate students' interest in learning.

The intuitive and vivid stick figure can describe the things described in language and writing as something lively, interesting, interesting to see and real to feel, which makes the classroom atmosphere full of interest and vitality. For example, in the third paragraph of the teaching text, when I learned about the position, shape and color of Parthenocissus tricuspidata's feet, I gave full play to the students' specialty and began to draw a picture. At first, most of the students did not draw correctly and did not understand the position of Parthenocissus tricuspidata's feet. When I put enough time into the book, I asked the students to find the relevant sentences, read and ponder over them repeatedly, and find out the shortcomings in their own paintings. This design made the students read aloud in high spirits. They frowned and deliberated carefully. In a short time, a series of works were born in their hands, with a bright smile on their faces.

second, clever use of body language can help break through the difficulties in teaching.

As the saying goes, "People's body language is the most abundant and attractive." The fourth paragraph of the text tells how Parthenocissus tricuspidata climbs the wall. If students only find a few words (touch, ba, pull and paste) to describe how they climb, they may not really understand. With this in mind, I asked the students to put out their hands and regard their arms as the roots of climbing tigers, with their hands as the filaments of Parthenocissus tricuspidata and their finger bellies as small dots of filaments. Let the students practice how Parthenocissus climbs the wall according to the text. Then name the students to demonstrate on the blackboard. Take the blackboard as a wall. First, touch the wall with your fingers, bend your arms, pull your fingers straight up, straighten your arms, and your whole body will be close to the blackboard, so climb up one foot at a time. After the students' demonstration, the students mistakenly thought that Parthenocissus tricuspidata walked in tandem like a human, and gradually understood how Parthenocissus tricuspidata climbed the wall.

It can be seen that the proper use of stick figure and physical demonstration can reduce the difficulty for students to understand the key content of the text, and students also prefer this form, and they really learn from learning through learning. Chapter 6: Reflections on the Teaching of "Cricket's House"

1. In order to promote the text, the meaning of the text is bright < P > When explaining the characteristics of cricket's house, I first guide students to read paragraphs 5, 6 and 7 of the text freely to stimulate their aesthetic interest, and then mobilize their desire to explore through the painting evaluation activity of "Looking for the real home of crickets". Through the observation and comparison of the four paintings, students have more or less strengthened their understanding of the characteristics of cricket houses. Finally, students can summarize and summarize these characteristics in their own language. On the surface, this kind of activity is to comment on paintings, but in fact it is to learn literature. The students' whole-hearted input and interesting comments have mobilized the students' learning enthusiasm to the maximum extent, which has played a role in moistening things quietly.

In addition, in order to help students understand the meaning of "great project", I used multimedia to show students some great engineering pictures created by human beings at all times and all over the world. In the relaxed music, students not only appreciate the beautiful pictures and admire the wisdom and labor of human beings, but also deeply understand that "the cricket's house depends on its own wisdom."