As a people's teacher, we have to grow fast in classroom teaching, and for the teaching skills we have learned, we can record them in the teaching reflection, how to make the teaching reflection focused? The following is my collection of language "three bags of wheat" teaching reflection, I hope to help you.

Language "Three Bags of Wheat" Teaching Reflection 1

I. Discuss, read the text

Teachers: students, through the study of the last class, we already know the piglet, the calf, and the monkey on the different ways to deal with a bag of wheat they got. Whose approach do you appreciate? Tell us your reasons. (Students discuss in groups of four)

......

生：I appreciate what little monkey did. The little monkey planted all the wheat in the ground, though it could not eat it right away. But a year later, it can eat a hoard of wheat. It is the most capable and clever.

Teacher: (happily): That's a good point.

Student: I don't appreciate the little monkey, I appreciate what the little pig did. It is very good at enjoying, the bag of wheat all ground into flour, made into their favorite white bread and pancakes. I think, can eat their favorite things, then the happiest thing.

Division (nodded approvingly): good. You are quite analytical.

Student: I appreciate what the calf did. It finished eating its own family's miscellaneous food and saved the good stuff for the last before enjoying it slowly, it will plan and know how to be thrifty and frugal.

......

Teacher: just now the students expressed their own views on the approach of the piglet, the calf and the monkey, and each student's views are very reasonable. However, the vast majority of students still think that the monkey's approach is the best. Indeed, many places in the book also imply that the monkey's approach is the best, please read carefully and find, see who find more and better.

(Students read aloud freely, circled in the book)

......

生：从结果看，小猴的做法最好，它收获更多的麦子，是满满的麦子的囤。

Born: From the practice itself, Piglet thought of eating. The calf was thrifty, but very tired, afraid of the wheat bad, often have to move the wheat in and out of the wind and sun, while the monkey, all the wheat planted in the ground, both to save trouble, and the result is good.

Teacher (happily): you are very good at brainstorming, the view is not ordinary.

生：从土地爷爷的态度上也恩能够看出。 To the piglet, the land grandfather always "laugh", to the calf, is "praise", but to the monkey, is "excited to say", obviously, "" praise "is only praise. praise" is just praise, is expected, and "excited" is the land grandfather unexpected.

Teacher (joyful): you read the book to see really carefully, very good at analyzing, this point, the teacher also almost did not see.

Students: the book has "the best wheat seed", wheat seed, and the best, is to imply that the monkey's practice is good.

Teacher (nodding, smiling): you really know how to read, look really carefully.

......

Second, Sai Sai, read the text

Teacher: students are really terrific, rely on their own to read the text, then how do you intend to read the text well? Please students to find out their own most Xiha a paragraph of the dialog, try to read. Requirements not only to read the feelings, but also to say why you read this way?

(Students read aloud freely and emotionally)

......

Students read: Piglet looked at the yellow wheat and shouted happily, "Wonderful! I love eating white bread and pancakes!"

I read this passage in a happy tone because the little pig couldn't wait to grind the wheat into flour and make food. It wanted to eat it very much.

生读(上面一段段) I also read the passage in a happy tone, but also read it with the feeling of craving coming from my heart.

......

Third, acting, read live text

Teacher: students read fantastic. Students, really nice story, do you want to act it out ah?

Students, to perform, on the rise of the second year to the text of many narratives to imagine the creation of the text does not change the original meaning of the text on the basis of adding the appropriate action performance and lines, etc., the following students to the group as a unit to try to read the group of other students can be a small director, pointing out how to act the best.

(Student group rehearsal)

Select a group of students to wear headdresses for the performance.

Reflection

The "Full-time Compulsory Education Language Curriculum Standards (Experimental Draft)" suggests that: we should actively create independent, cooperative, and exploratory learning styles. This new way of learning requires that our language classes must be based on the physical and mental development of students and the characteristics of language learning, pay attention to the individual differences of students, so that students in a democratic, broad and harmonious teaching atmosphere, lively and active learning.

The above case is undoubtedly a successful class, from which we see that the students are smart, they have great creative potential, sigh of relief, quite touching.

First, the position of teachers and students to establish a student subjective view.

Student-centered classroom teaching, the teacher is overriding the students above the "absolute authority", the teacher class "one word", "full irrigation ". In the face of the serious atmosphere of the classroom and the teacher's dignified look. Most of the students do not dare to lift their eyes, mouths do not dare to open. Problems do not dare to mention, opinions do not want to say, this dull called atmosphere, not only affects the development of students' thinking, and affects the development of students' sound personality.

Case, the student's mind is so active, because the class teachers pay attention to carry forward the teaching of democracy, creating a good psychological environment for teaching. A class, teacher-student relationship is always harmonious, democratic, equal and cooperative. It is manifested in the mutual respect, mutual trust, mutual cooperation between teachers and students, and the atmosphere of experience and inquiry is formed in the interaction. Teachers respect the differences of students, subjectivize the content and means of teaching, and teach widely and freely.

Not only that, the teacher pays more attention to respect for students and their personality. Throughout the teaching process, teachers always with a friendly smile, gentle tone, kind eyes, the students "sense of security", "sense of freedom". A class, the teacher commonly used to motivate the language, understand the gesture, timely nodding, even if the praise, random praise, etc., so that students to establish confidence in learning, so that students in the study of calm state of mind, stable state of mind to express their own insights, recounting the heart of the doubt.

Under this role, the students' subjective spirit has been well played, and the subjective personality has been enriched and perfected. They are in the teacher's full respect, trust and understanding, positivity, initiative, creativity are stimulated. In the long run, the students' self-esteem, self-confidence, self-reliance will continue to establish the belief that the students unlimited potential for development will continue to be unearthed.

The second, create a situation, play the students "happy to learn", "happy to practice" consciousness

Traditional language classroom teaching often focus on can be transformed into a lot of conclusions of the test, and ignore the teaching process. The first step is to make sure that you have a good understanding of the concepts and concepts that you are looking for, and that you have a good understanding of the concepts and concepts that you are looking for. This kind of teaching excludes the students' self-experience, stifles the students' individuality, vulgarizes the language teaching to the point that no intellectual effort is required, as long as you listen to lectures and recite the provisions to get high marks, this kind of teaching fundamentally stifles "human nature", thus alienating the students into "test-taking tools". "

This is the first time I've ever seen a person who has been in a position to do this.

And the case, the teacher can combine the characteristics of the students, according to the needs of the material, carefully designed teaching scenarios, with colorful content, ways to maintain students' interest in learning, to promote students' interest in learning, to promote their imagination, creativity, and the development of their personality. Throughout the class, the teacher consciously create a certain situation, play the students "happy to learn", "happy to practice" consciousness, through reading, discussion, performance, etc., to guide the students to self-experience, so as to experience the content of the text, to understand the role of the ideological feelings.

It has been proven that only the initiative of learning to students, so that the language class to achieve a true sense of "freedom of mind", "freedom of speech", "freedom of action", the language classroom will really become a "free", "free", "free", "free", "free", "free", "free", "free", "free", "free". The language classroom will really become a happy place for teachers and students to learn and explore together

Language "Three Bags of Wheat" Teaching Reflection 2

This is a story rich in children's interest, for third-grade students, it is very suitable for reading aloud and performances. The piglet, calf and monkey in the story are distinct and full of personality. The way the different characters handle the wheat is also in line with the characters' characteristics, which is easy for students to understand. The content of this text is relatively simple, so I leave most of the time for students to practice reading aloud. Through individual reading, group role reading and other ways for students to practice.

In the individual reading, it is mainly a process of modeling and guidance, when students read individually, let other students listen to what is good, where there is room for improvement, which words need to be read well, and where there is a need to have a pause in the sentence. The dialogues of the characters are the key part of the practice, and the characters' personalities can also be seen from their language. I guide the students to read with expression and action, sentences with difficult words, first let the students understand before reading. For example, when it comes to the piggy, there is a "can't wait", I let the students say how anxious to eat the wheat when the piggy sees it, and the students can understand that can't wait is the meaning of can't wait. I also let the students use can't wait to make sentences, students in the understanding of the basis, combined with their own personal experience, said the sentence is basically correct. After the performance, when I asked the students to evaluate who they thought did the best job, the students at first unanimously said the little monkey. Later, I guided them to say that none of the three little animals did anything wrong, and that anyone can be the best as long as you can give reasons. Therefore, in the next question, "If you were to handle the bag of wheat, what would you do with it?" In this question, students will be able to express their own views, and will no longer be limited to one answer of planting the wheat in the ground.

Language "three bags of wheat" teaching reflection 3

Three bags of wheat is a fairy tale, about the land grandfather gave the pig, calf, monkey each a bag of wheat, the pig ground the wheat into flour, made into a variety of food to eat; calf to save the wheat, slowly enjoy, and the monkey planted the wheat in the ground, a year after the harvest of a hoard of wheat, each little animal so used a different way of handling way, the result is different. In teaching this article, I have the following points to think about:

1, guiding students to read carefully, so that students through the key words and phrases to understand the text, to experience the character image. Guide students to take themselves as the text kind of characters, read the article with flavor. Such as the students in reading piglet happily shouted: "It's great! I like eating white bread and pancakes the most!" When this sentence, I said, thinking about how happy you usually are, come and read this sentence and read out the piggy's happy face! The students are very engaged in reading. Teaching I use a variety of forms of reading, training students to read silently, improve students' reading interest and reading ability.

2, the classroom to guide the students to compare the treatment of the three little animals, the camera thinking about the speech: if it is you, in the face of such a gift, what will you do? I fully respect the differences, diversity, uniqueness of the students on the basis of the right to lead the students to affirm the land grandfather's multiple evaluations, to analyze their own answers. In the classroom, students did not simply follow the example of the little monkey, nor did they reject the little pig. They gave a variety of answers: "I will eat half of it and plant half of it"; "I will make all kinds of food and give it to many people to eat"; "I will give wheat to the poor people". Through this discussion to guide students to multiple identity, consciously to adjust the understanding, expanding the thinking of students.

3, after the class to savor the class for the students' different answers, give me such a revelation: piglet, calf, monkey, three small animals represent three different levels of students, they have different attitudes towards learning and life. Normally I would be "piglets eat all the food" and criticized the students good and bad work, do not think of progress; because "calves save wheat, the last remaining half a bag" and teach students to use their brains in all things, do not dead brain; because "the monkey to plant all the wheat, the monkey to plant all the wheat. The monkey planted all the wheat in the ground, a year can not eat good food, will be bitter for a year" and tell students to do things more down-to-earth, to find a more scientific, more reasonable approach. When I studied the text "Three Bags of Wheat" with my students***, I realized that treating students should not be complaining, but more should be appreciating. Appreciation should become our mindset, our way of thinking and our belief in treating children.

Language "Three Bags of Wheat" Teaching Reflection 4

This lesson was prepared in the school during the study session, and was spoken in the class, and then let Mr. Li listen to modify and improve some. The Three Bags of Wheat is a fairy tale, which is very interesting to read and the children love it. So in teaching, I try to make the children feel fun in every link. I prepared stickers of three little animals, and the children's motivation was mobilized at once. When dealing with some key words, such as "fine wheat seed", I use contrasting pictures, the children know that the fine wheat seed is brightly colored, full of wheat grain. When I talk about the piggy licking his lips, I let the kids act it out, and we all laughed and laughed, and it was really cute.

Just in the teaching, I guided the reading aloud more detailed, may be in the middle of the children speak more, read relatively less, especially in the last part of the link, should let the children in the full perception of the text, to understand the three little animals after the character traits of the respective read the text better, which can be all involved, so that every student fully experience the feelings in the text. I chose to read aloud in character, the effect is not very good, because after all, the role of reading less.

After listening to the expert's teachings, I have a better understanding of my own problems, but also understand the direction of their own efforts.

After listening to the expert's teachings, I know more about my own problems and the direction I should work on.

Language Three Bags of Wheat Teaching Reflection 5

I. Teaching Objectives:

1, through the study of the students to understand the beautiful character of the three animals piglet, calf, monkey .

2, can correctly, fluently and emotionally read aloud the text.

3, in the specific language environment to understand the meaning of some key words.

4, in reading and teaching respect for students' experiences and feelings, guide students to express their own views, learn the correct way of thinking, in order to obtain the correct value orientation, and develop creative thinking skills.

The focus of the teaching:

Understanding of the three little animals of the good character, read aloud the text with feeling.

III. Teaching Difficulties:

In the process of reading, guide students to express their views, learn the correct way of thinking, in order to obtain the correct value orientation, and cultivate creative thinking ability.

Fourth, the design concept:

This lesson through the reading of the text, to cultivate the practical ability of students to use the language, improve students' language literacy. Encourage students to take the initiative to participate, enjoy exploring, and develop their ability to analyze and solve problems as well as their ability to communicate and cooperate. Strive to create an equal and harmonious learning atmosphere, and respect students' unique emotional experience and original understanding. Focusing on the combination of learning and application inside and outside the classroom, to enhance students' motivation to learn and use the language.

V. Teaching process:

(a) Review introduction.

1, children, in the holiday season you most hope to get what gift from whom? When Westerners celebrate Christmas, it is Santa Claus who gives gifts to everyone, while in our China it is Grandpa Land who hands out gifts to everyone. In the last lesson we learned the fairy tale "Three Bags of Wheat", do you remember the main content of this story?

It's New Year's Eve, and Grandpa Land gives (who) sends (what) holiday gifts. A year later, three completely different outcomes occurred.

2. What three different results appeared? Let's continue to enjoy the story today. Grandpa Land said whoever performs best today, he will also get a gift, want to want Grandpa Land's gift? (Want) Then let's study the text carefully and see who can get the gift.

(Design intention: review and consolidate the old knowledge, stimulate interest in the introduction, stimulate the desire of students to learn new knowledge.)

(B) the fine-tuning of the text.

1, please children open the book, read the whole text. Requirements: read aloud, read accurately, read coherently.

2, read familiar and then quickly read the text silently, the network courseware to show the teaching requirements, the students study:

Read and think about the following three questions. And find out the sentence describing the piglet, with "___" crossed out, describing the sentence describing the calf with "﹏"划出来, describing the sentence describing the monkey with "..." crossed out. The monkey's sentences are underlined with "...".

(1), the three little animals received the wheat from Grandpa Land, how did they feel? What did they think?

(2) How did they handle the bag of wheat? What was the result?

(3) What was the attitude of Grandpa Land towards each of the three little animals?

3. Exchange sentences describing the piglet.

(1), who will read the sentences you found describing the piglet, name the answer.

(2), the piglet looked at the yellow . Wheat, what will the heart think? (Eat) What is the mood? Which word in the text best reflects the mood of the piglet at that time, can you find out? (can't wait)

(3) What does "can't wait" mean? When have you ever been in a situation where you couldn't wait?

(4) Can you find a word to replace "can't wait"?

(5) Say a sentence using "can't wait".

(6) What did he do with the bag of wheat? What was the result? (It was made into various kinds of food and was soon eaten up.)

(7) What was the attitude of Grandfather Land to what Piggy did? (laughed out loud) (watch the classroom video)

(8), what kind of piggy do you think this is? Where did you read it? Do you like this piggy?

(9), reveal the characteristics of the piglet. Originally the teacher hated the pig because it was fat and lazy. Now after listening to this story I can't help but be impressed by the little pig, and began to like it, because he is simple and lovely, or a gourmet, will grind wheat into flour and make a variety of food.

Read aloud: read aloud the sentences describing the piggy in a favorite tone, read out the piggy's simple and lovely appearance.

Let's see if everyone is enamored with the variety of food and can't wait to try Piggy's handiwork.

Summary: Just now we read the sentences, find a keyword, recognize a simple and honest pig, and finally read to experience the pig's simple and lovely character.

Transition: Now please use the same method of self-study describing the calves and monkeys of the passage. If you do not understand the problem, you can discuss it in the group to solve it.

(Design intention: to piggy as a teaching breakthrough point, teach students learning methods, so that students can transfer the method of learning piggy passages to learning calf and monkey passages.)

4. Self-study describes the calf and monkey part. (Students click on the courseware to learn by themselves)

Report:

(1), and how did the calf deal with the wheat? What was the result?

(2) What advantages do you find in the calf? (Hardworking, thrifty, and intentional)

(3) What did the monkey do when he realized that this was "good wheat seed"? (Plant the seed)

(4) What advantages do you find in the little monkey? (It seems that the monkey is not only smart, but also very insightful.)

(5) What did Grandfather Land say about Little Cow and Little Monkey?

Summary: Although the three little animals have different ideas and ways of dealing with the wheat, they are all in the same mood, that is, very happy.

Read aloud: Now we are the calf and the monkey in the text, read out how happy we were!

(Design intent: the link is designed to reflect the three dimensions of the classroom reform, so that students learn the methods, practice on their own, reflecting the teaching is not to teach, so that students learn to explore, learn to cooperate, and learn to learn to be a human being in the learning of the truth.)

5, who does the land grandfather think is the best practice? Where do you see it? (excited) How do you understand "excited"? Please read this sentence in an excited tone.

6. Whose way of doing things do you agree with most, the piglet, the calf or the monkey? Why?

(Design intention: to guide students to express their views, in the face of different experiences, feelings, and encourage students to explore in depth in order to obtain the correct value orientation.)

(C) Summarize.

1, let the students oral story. (The courseware shows the animation of the whole text.)

2. After learning this fairy tale, what do you know?

(Design intention: let the students return to the whole, talk about their own gains and feelings, from which penetrate the ideological education.)

(D) to extend.

1, the teacher said before the class who performed well in this class, the land grandfather will send him a gift. Now Grandpa Land really took back some wheat from the little monkey and gave it to our class. After learning this story, you must be smarter, what will you do with your pocket of wheat?

2, after the class continued to write "Three Pockets of Wheat New Biography"

(Design intention: to cultivate students' self-experience, the ability to learn independently and the quality of innovation. Let students' minds be opened, personalities be promoted and creativity be liberated.)

With board book design:

Three Bags of Wheat

Little Pig, Little Cow, Little Monkey

Eat up, eat slowly, plant the ground

Being naive and lovely, thrifty, smart, capable

(Design intention: to help students understand the content of the story, and the good character of the three little animals, students at a glance.)

Language "three bags of wheat" teaching reflection 6

"Three bags of wheat" is a fairy tale in the first book of the third grade of the Su Zu Zu version, about the land grandfather gave pig, calf, and monkey each a bag of wheat, pig grinding wheat into flour, made into a variety of food to eat, calf to save the wheat to enjoy slowly, and the monkey will be all the wheat planted in the ground, a year after the harvest of a full hoard of wheat. The text has an interesting plot, easy-to-understand language, and the characters have distinct personalities.

For third-grade children, they have just entered the middle grade from the lower grades to learn, how to grasp the characteristics of the teaching of this year, to help the children smoothly over, is a problem that I drew this text preparation constantly thinking about. So my teaching position has two relies: one is the cognitive characteristics of the students; the second is the language characteristics of the text. The whole classroom teaching I try to highlight a "fun" word - fairy tale language strong interest, teaching situation creation of interest, students involved in the learning of interest.

Looking back at the classroom, I am very pleased and excited, the children and I get along with the 40 minutes I can feel their hearts are always happy, the learning state is high positive, which is what I hope to bring the children's enjoyment, but also this fairy tale should be left to the students to enjoy. The text of nine natural paragraphs, three small animal stories, before and after two years, staggered narrative, how to do? I think, read, but only solidly guide students to read aloud repeatedly, read the language of the text, read live characters, read sound and color, taste, feeling and reason, in order to enter the second lesson to deepen the understanding of the text and perception, and can creatively perform the story to build a good bridge, pave the way.

1, the first reading of the text, the overall grasp, the implementation of a "real" word.

First read the text, read the words, read through the sentences. Read with each other, help each other learn, understand the main content of the text.

2, read the text, experience the emotion, highlight a "fun" word.

In this part of the teaching, the sound of reading aloud reflects the students' strong interest in learning and solid learning process.

(1), read the words, interest

(2) read the text. Teaching in the middle grades should strengthen the reading aloud and practice silent reading; learn to use a variety of methods to understand the words, sentences and paragraphs, and to experience the effect of the expression of words and phrases.

Language "Three Bags of Wheat" Teaching Reflection 7

"Three Bags of Wheat" is a very interesting fairy tale about the land grandpa to the pig, calf and monkey each gave a holiday gift - a bag of wheat after the pig, calf and monkey each dealt with the bag of wheat in a different way. A year later, the land grandfather revisited the same place and made three different evaluations of the different initiatives of the piglet, the calf and the monkey.

How did you deal with the three bags of wheat? Read the text and draw the appropriate phrases. After that, say from which you feel what kind of piglet, calf, monkey? At this point, I asked the children: If you were an animal, what would you do in the face of such a gift? On the basis of fully respecting the differences, diversity and uniqueness of the students, I correctly led the students to affirm Grandpa Land's multiple evaluations and to analyze their answers. In the classroom, students did not simply follow the example of the little monkey, nor did they reject the little pig. They gave a variety of answers: "I will eat half of it and plant half of it"; "I will make all kinds of food and give it to many people to eat"; "I will give wheat to the poor people". Through this discussion to guide the students to diversified identity, consciously to adjust the understanding, expanding the students' thinking. The final link is that the next year the land grandfather came to the little animal home to see their different ways of dealing with the different attitudes given.

The most active is when the children perform. Lower grade students have a strong desire to perform. Therefore, I try to develop the resources of the teaching materials and design the performance content, so that students can participate in the performance. Through the demonstration performance, will stand up and perform, table mutual performance, on stage performance and other means, so that the students' emotions and the perceived object into one, to achieve the sublimation of emotions. Students in the performance of learning, in the performance of the development of their own, the classroom atmosphere is particularly active. Really reflects the "students as the main body, the teacher as the leading" teaching concept.

language "three bags of wheat" teaching reflection 8

"three bags of wheat" is the Su Zu education version of the first book of the third grade of a fairy tale about the land grandfather gave pig, calf, and monkey each bag of wheat, pig wheat ground into flour, made into a variety of food to eat, calf wheat saved, slowly enjoy, and the monkey is all the wheat planted in the ground, a year after the harvest of a full hoard of wheat. The text is very strong storytelling, the language is easy to understand, and the characters have distinct personalities. However, the reasoning behind it and the distinctive personalities of the animals depicted in it are difficult for the students to comprehend.

A solid reading

The content of this text is simple, but the text is more long sentences, to read well but so simple. The text of nine natural paragraphs, the story of three small animals, before and after two years, staggered narrative, I think, only a solid guide to the students to read aloud repeatedly, read the language of the text, read live character image, in order to enter the second lesson take a good bridge, pave the way.

1, read through the text Read the text, read the words, read through the sentences, difficult to read a few times. Read with each other, help each other learn, understand the main content of the text. I check and implement the raw words in the text that are difficult to read, difficult to recognize and easy to confuse. I deliberately arranged three levels when checking students' recognition of vocabulary words, one is to recognize and read the new words in this class, the second is to distinguish two difficult to recognize shape words, and the third is to read the three polyphonic words in the text that are easy to confuse. Among them, excited and ground into flour are the two words that most of us are most likely to misread.

2, read the text

read piglet, is to create a situation to guide the imagination, so that students in the reading sense, experience; read calf a paragraph may seem a little heavy, but this is the real situation of the students reading, this section of the sentence is not good long, so I arranged here to read by name, the model read as well as the competition read a variety of read-aloud forms, solid guidance for students to read, and at the same time penetrate the reading of some skills. Some of the skills, such as long sentences to learn to spacer short sentences, such as reading while imagining.

The second language training

Language class, there should be clear teaching objectives, class objectives and link objectives, but also to present a solid teaching process, so that the students have something to gain in the classroom. Students read strings of words, read the text, retell the story, and internalize the language of the text into their own language.

Three, cultivate the ability to segment

This article is very strong storytelling, penetrate the students storytelling text can be in accordance with the beginning of the development of the story, after the results of the text to the division of the hierarchy. In the first lesson of the teaching, the children according to the teacher's tips to the whole text is divided into three levels, sorting out the general idea of the text.