As a good people's teachers, one of our tasks is classroom teaching, through the teaching reflection can quickly find out the shortcomings of their own lectures, so the question comes, how should the teaching reflection be written? The following is my carefully organized language "falling peanuts" teaching reflection (selected 6), welcome to read and collect.

Language "falling peanuts" teaching reflection Part 1

"New Curriculum Standards" advocates that teaching should be personalized and individualized teaching, requiring teachers to respect the personality of students in teaching, and promote students' individuality. Encourage students to question boldly and dare to express their unique opinions. Respect for students' feelings of the main body, the initiative of learning back to the students, so that students can fully feel, deep understanding, so that students really become the master of learning. Peanuts" this text, around the "planting peanuts - peanuts - eating peanuts - discuss peanuts" order to write, focusing on the writing of peanuts. order to write, focusing on the "peanuts" part of the content. When I teach the article "falling peanuts", I let students in reading, read aloud in the sense, experience the content of the text, in the reading to experience the spirit of falling peanuts. I embodied in the design and teaching of the following aspects:

First, to "read" for this, to understand the feeling

The language of this lesson is beautiful, sincere feelings, deep meaning, on the students is very meaningful education. I design teaching objectives to do read-based, in the teaching of the students to read aloud effectively. Seize the word "realistic" in the text, guide students to understand the text, not only to see Miller's painting "realistic", but also read out the author describes "realistic". Read the map and read the text closely, in teaching, I seize the father said a few words, as the study of the text of the breakthrough, in-depth understanding of the content of the text.

Secondly, the picture leads to the text, stimulate emotions.

In the process of teaching, guide the students to look at the picture first, talk about what they see from the picture, think of what? Let the students first establish a perceptual understanding, and then let the students read the text, through the students' first reading, to find out the author of the description of the picture of the sentence, against the picture, and then emotionally read aloud, read, read, read, and let the students come to see the picture of their own introduction to the content of the picture. This not only respects the students' emotional experience, but also teaches the students the method of exercise, while understanding the content of the author's association, so as to stimulate the students' emotional experience, the students through various forms of reading, understanding the text, appreciate the author's feelings. In addition, students in the silent reading, free reading, role reading, reading aloud, recitation, experience, care about "the fate of the characters in the work and the joy and sorrow", feel "the work of the vivid image and beautiful language", so that the teaching objectives can be implemented.

Three, set the suspense, bold questioning,

In classroom teaching to create an environment for students to explore learning. Create a democratic, harmonious classroom humanistic atmosphere, so that students in the teacher's love, respect and expectation of active inquiry, independent learning. Teaching, teachers should always do "in the heart of the students, in the heart of the subject", allowing students to express themselves, and encourage students to be brave to express themselves, so that students learn independently. In the teaching of "peanuts" class, students question each other to raise questions: such as: peaches, pomegranates, apples are not just good-looking but no practical things?" And is it bad for me to be a girl to be as pretty as an apple? And so on, so typical, representative of the problem, teachers should guide students to express their own views, such a classroom discussion, reflecting the status of the main body of students, prompting students to dare to speak out, personality development.

In guiding students to understand that "people should be useful people, not just great and decent people." Experience the connotation of this sentence, I closely around this sentence to guide the students to discuss, "What kind of person is a useful person," I can use the help of peanuts to compare what kind of people? I let the students think and solve the problem from multiple angles and directions, and then clarify the truth of being a human being by the characteristics of the falling peanut. The peanut appearance is not good-looking, but it is useful, beneficial to mankind, has the inner beauty, there is a kind of silent dedication to the spirit.

In short, the teaching I focus on guiding students to explore the content of the conversation between my father and me, communication, understanding, and received a more satisfactory effect.

Therefore, I think that in language teaching, teachers must be people-oriented, give back to the students free space, fully respect the students' individuality, so that the humanistic spirit of language teaching can be infiltrated, so that will receive satisfactory teaching results.

Language "falling peanuts" teaching reflection Part 2

An important way of language teaching is language practice, "should not be analyzed by the teacher to replace the students' reading practice" (Curriculum Standards language). In teaching, teachers should always adhere to the "people-oriented" view of education, good at stimulating students' interest in learning, create a free, pleasant, harmonious atmosphere of practice, give students a full display of their own stage, and encourage students to boldly practice, read more, move more, think more, talk more, listen more, and stretch the vitality of life.

In the teaching of the "peanut" class, from the first reading of the text, to understand the main content, to read the text, to understand the words of the father, to understand the text of the expression of the "love", I have guided the students to read their own, self-study, their own report, their own evaluation, personally involved in the study of the practical activities. Especially in guiding students to understand the two paragraphs of the father said this link, the father's words, although simple and simple, but contains a profound truth of being a man. Teaching, I do not explain too much analysis, but first let the students clear learning requirements and steps, and then people four people in a group, first read by themselves, their own learning, and then read their own understanding of the content of the 'exchange in the group, and then finally to the group as a unit of the collective exchange. Practice has proved that students can be in cooperative learning, according to the learning requirements to find out the different characteristics of peanuts and three kinds of fruits, experience the peanuts silent, silent dedication, do not show off their good character. After the students realized the character of peanuts, I put forward a question, "If you are the father, how do you think you should read these two paragraphs to express your feelings at that time? Let's evaluate who reads the most emotionally and learns the most." Students' enthusiasm increased, the readers voice and emotion, the reviewer sincere and pertinent, in the reading and evaluation of students and "father" produced emotional **** Ming, comprehension of the text of the ideological feelings, while making the students' personalities can be manifested and development.

This intensive reading text focuses on the family's peanut harvest festival, through the benefits of peanuts to talk about the peanut reveals the peanut does not seek fame, silent dedication of character. It shows that people should be useful people, do not do only talk about decency and no benefit to others, expresses the author does not want fame and fortune, but only seeks to benefit the community's ideal of life. This is a narrative essay, the length of the article is brief, but contains a profound philosophy.

I deal with the content of the text in the classroom as long as the key sentences, let the students read aloud to deepen their understanding of the father's words as a breakthrough in the study of the text, in-depth understanding of the meaning of the father's words, so as to seize the key paragraphs of the text, understand the content of the text, understand the whole ideological feelings. So in teaching students to understand the text around the falling peanuts wrote which several things, the main thing is to write which thing, to see how the father is talking about peanuts, and thus the father said these words to realize that to be a person to do with peanuts this character of people.

In the understanding of the text of the truth of man, I arranged for students to read individually, thinking and group exchanges and discussions, so that students contact the life of what they see and hear and feel, the character of the peanut and the truth of man, break through the teaching of this lesson.

But the shortcomings are:

1, guiding students to understand the text, around the falling peanut wrote which a few things after I asked the students to grab the corresponding part of the students to segment, wasted a lot of time, so that the back of the students reading time is not sufficient.

2, in this lesson, the father used peanuts compared with peaches, pomegranates, apples, is only on whether the fruit is exposed to the outside of this point to compare, in order to highlight the character of the peanuts, did not say that which three kinds of fruits look good but not useful. I did not guide in teaching, so later asked the students like when what, the students said when the peanuts, there is a limitation, and then added in time, still feel that the students do not understand well.

3, not enough time, not very good for students to read aloud in roles, read the text with feeling, deep understanding of the text.

Language "falling peanuts" Teaching Reflection Part 4

After the lesson, Principal Fang made a wonderful review of my "falling peanuts" lesson, which benefited me a lot, and now combined with the review of Principal Fang, my reflection on this lesson is as follows:

I. Teachers should stimulate the students' interest in learning from the beginning to the end.

From the introduction of the suspense to the understanding of the content of the article, as well as the writing method of the description and the content of the textbook, should take into account the mobilization of the students' original cognition, to find out the students' state of mind, so that the students are immersed from beginning to end in a I want to explore, I want to learn, I am eager to answer the question in the context of this issue, so as to the understanding of the contents of the sublimation of feelings and The first is that the first time I saw this, I was able to get a good understanding of what I was talking about, and I was able to get a good understanding of what I was talking about.

Second, read the taste, understand the feeling

This lesson is sincere, profound meaning of students have a great educational significance. I do in the design to read for this, so that students through a variety of forms of reading (free reading, silent reading, role reading, read), etc., to savor the language of the article, to feel the philosophical connotations. This requirement over and over again to achieve a satisfactory effect with half the effort, thus deepening the students' ability to understand the text, so that the students get the emotional experience.

Places for improvement:

I. In teaching, we should change the original mode of teachers' questions and students' answers. Only let the students rely on their own ability to learn, in order to form a sound personality of independence and self-esteem, which is exactly what our new standards advocate, the pursuit of.

Second, in the guidance of reading aloud, should be designed to star evaluation, motivate students to read aloud, and read aloud to have a hierarchical, so that students in the reading to understand the meaning of key phrases.

Third, timely language practice, so that students complete a small practice.

The language "falling peanuts" teaching reflections Part 5

In teaching the article "falling peanuts", I set teaching objectives in accordance with the teaching reference, guiding the students to learn the qualities of the falling peanuts, and to be pragmatic and useful like the falling peanuts. However, the students did not buy my account, a usually very opinionated students stood up and said: Teacher, I do not agree with you, do the peanuts like this is not good at all, you usually do not often tell us to be good at showing themselves, so that we can fight for more opportunities ah? At this point in the classroom there are a lot of whispers, many students are in favor of the student's opinion. I think that since the students have their own unique sense, as a teacher should respect their understanding, which is also a kind of guidance to the students' outlook on life and values. For the present society, is it necessary to be a peanut? In fact, I have thought about this issue in the preparation of the lesson, so I also have a little predetermined. So I threw the question to the students: would you like to be a peanut or a pomegranate or an apple? Let's have a little debate on this question! I originally thought that such a debate must be equal, but to my surprise, the vast majority of students would like to be apples, pomegranates, such people, only a very small number of people would like to be peanuts, such a scene is I was not expected. But this also proves that students nowadays have strong personalities and dare to express themselves, which is also gratifying to me. So I let the apples and pomegranates speak their minds, and I joined the peanuts, supporting their choices with practical behavior. This time the students are no longer careful, they have the support of the teacher, put aside all the concerns, boldly state their own views and reasons.

Forward: We think that now society needs people like apple and pomegranate more, nowadays society is very competitive, if you don't show your strengths and don't actively strive for opportunities, it is very difficult for you to get a foothold in society, and you will be eliminated by the society, and you will be a burden to the society.

Opposite: We think that now society still needs people like the peanut, like the cleaner, the gardener, if there is no silent contribution of these people, can we have a neat and comfortable living environment?

Positive: Look at our current elementary school students in addition to learning the knowledge in the text, but also to learn a variety of specialties, either painting or musical instruments and so on, is not in order to be able to have a skill, can show their talents? If you are like the falling peanut, then you don't need to learn anything, because that kind of person is unremarkable.

Opposite: If everyone is like the apple, pomegranate, high up, cheat me, in order to show themselves without regard to the feelings of others, not down-to-earth work, then our society is not a mess? You see our teachers in order to train students to work quietly, selfless dedication, do not ask for any return, this is not the falling peanut?

In the classroom, the wonderful words are endless, the spark of thought constantly jumping between them, I was convinced by the students' wonderful debate, I did not expect that the fifth-grade students actually have such a deep understanding of society, life and feelings.

In the heated debate after the students I timely point: everyone has a point, our society needs to be like a peanut such as down-to-earth, hard-working people, but also need to be like apples, pomegranates, such as innovation, dare to challenge, and the courage to show their own people. Which kind of people are you willing to be? You can decide for yourselves when you grow up in the future! Students see their own opinions have been recognized by the teacher, faces are full of satisfied smiles.

Language "Falling Peanuts" Teaching Reflection Part 6

The teaching of words in the upper grades is different from that in the lower grades, in that the lower grades focus on the teaching of words, while the upper grades focus on the understanding of the content of the article and the use of methods of expression. However, I feel that the teaching of words in the upper grades should not be ignored, after all, literacy and writing is a major focus in elementary school, is the foundation. It is not possible to completely let go and let the students learn by themselves outside the classroom.

For the learning of words, I think the teaching method, teaching strategy should be diversified to take the strengths of all. Originally, everything is diversified, so learning Chinese characters is no exception. There is no one method that can be used for everything, and it is important to be specific in each case. This is especially true for senior students, who already have some ability to read on their own, and a lot of reading has already made their literacy far beyond the textbook, so they must be flexible in dealing with the vocabulary in the text. Don't be dogmatic and discourage their interest in literacy.

Writing should also be a small part of the classroom, although the time can be short, but not without. In addition, the teacher's board should always pay attention to, every stroke, every picture is a demonstration, do not think that in the upper grades, there is no need to be a board, do not forget, children are children, they are good at imitating the nature is still there, we should be the best model for them.