As a good teacher, teaching is one of the important tasks, with the help of teaching reflection we can learn a lot of lecture skills, teaching reflection we should how to write? The following is my collection of second grade language teaching reflection (general 7), welcome to read and collect.
2nd Grade Language Teaching Reflection 1The text "Snow Child" tells a fairy tale about a lovely snow child who brought joy to the white rabbit and finally gave himself up to save the white rabbit from the fire.
I. Teaching effect:
In the teaching of this lesson, I think it is still more effective in guiding the reading aloud. For example, after the first sentence of the text, "It snowed for a day and a night", I let the students read the sentence with their own imagination, and some students were able to reflect the information of snow through their own reading. Then show the first illustration, through the language rendering to guide students into the situation, imagine themselves as the white rabbit in the picture, respectively, with "Huh" "Oh!" "Ah!" Continued to say the sentence, the students as if they were there, ground with a kind of doubt or excitement or epiphany or aria expression and tone, so that the language of the feeling ability to have a great improvement in the students to describe the scene after the snow is also more open, more infectious. Another example, in the study of the third paragraph of the text, show the picture of the snow child, let the students say what kind of snow child it is, if you have such a little friend, do you like it, are you happy, and along the way to guide the students to read this paragraph joyfully and happily, and I feel that the students also read more atmosphere.
Second, the success:
1, learn the method of silent reading, master reading skills. Silent reading is an important way of reading. Learning the lesson of The Snow Child allows students to learn a way of reading. The classroom first let the students read the text aloud, and then tell the students to read silently: not voice reading, not moving lips; do not use the finger to read; but also read while thinking. Let the students compare the differences between these two ways of reading and tell them the advantages of silent reading. Next, train students to read silently. First let the students read silently, understand the meaning of each paragraph, understand the form of the structure of the paragraph, a preliminary understanding of the general content of the article, and then let the students with different problems to read silently again, improve the efficiency of silent reading.
2, respect for the unique feelings of students, read aloud to understand. Students' feelings are realized through reading aloud. First of all, guide the child to imagine, read the beauty of the snow scene. How to read the beauty of the snow scene? I first guide the child to imagine the scene after the snow, everywhere is a white, the child has the experience of beauty in the reading feelings will naturally come out. Secondly, guide the child to grasp the key words read aloud. In the part of the study of the snow child to rescue the white rabbit, ask the child "How did the snow child feel when he found the white rabbit's house on fire?" The child can answer "anxious" and catch the key words "shout" and "run", then guide the child to "Where else can you see that the snow child was anxious? The students will be able to grasp the key words "shout" and "run" in the text. Students will seize the snow child to save the action of the white rabbit "rushed into, risking, holding, running" in the experience of the child without regard to themselves, for the sake of others, the excellent quality.
3, expanding and extending, thinking out of the box. In the understanding of the text, arrange a group of four to discuss "snow children will come back? The topic. This activity not only makes the students interested in this part of the simple oral communication, but also makes the students open the wings of imagination. Finally, through the courseware, students are guided to understand "the process of snow turning into water and water evaporating into the air to form clouds", and then through the demonstration of the courseware to understand "the process of clouds turning into rain and clouds turning into snow", so that children can experience the fun of learning and the joy of growing up. "What will you say to the snow child when it comes back?" Guide students to say from all angles, encourage students to be bold, innovative and creative expression.
Third, shortcomings:
1, the text is too much, basically according to the development of the story in the order of learning, but for how to ensure the integrity of the story on the basis of the key words and phrases is still very difficult to figure out.
2, students imagine the story is too single, creativity is not enough, in the future in teaching to inspire more creative thinking.
Fourth, the improvement measures:
Let go of the students, let the students go into the classroom normally. Don't guide too much.
2nd Grade Language Teaching Reflection 2This short anthropomorphic scientific text is a simple and vivid language about the changes in water and its benefits and harms. The lesson is illustrated in the form of riddles to show students how water can be in different states under different conditions and the advantages and disadvantages that water brings to human life.
A teaching effect:
The main line of the article falls on the word "change". The whole idea is clear, around the word "change" to explain the introduction: first write the form of water changes, then write the water in the pool, streams, rivers, the ocean in the state of change, and finally wrote the character of the water changes and the contribution of mankind and disasters. According to the changing form of water, I start from the change of "cloud", so that students can understand the process of cloud change and read out their favorite tone. From "rain", "hail", "snow" different changes, grasp the key words--"fall", "snow", "rain", "hail", "snow", "snow", "rain", "hail", "snow", "snow". "falling", "hitting", "drifting". These three different phenomena come down from the sky in different ways. Through reading aloud, students know that "rain" falls from the sky, "hail" is beaten from the sky, and "snow" is drifted from the sky. Through comparison, the students know that the tone of voice should be emphasized when reading "hail" and "beat down"; the tone of voice should be lighter when reading "snow" and "drift down". When reading "snow", the tone should be lighter, slowly; when reading "rain", "fall", the tone is not slow and fast. Let the students understand the accuracy of the use of words. Finally, the character of water changes. Through the understanding of the words "gentle" and "irritable", we know that the water will do many good things when it is gentle, and read out the feelings of gentleness and harmony; the water has done many bad things when it is irritable, and read out the feelings of power and temper. Comparison of reading aloud is the best way to let students read the different performance, I use the girls read the gentle part, the boys read the grumpy part, so that a comparison is very easy to read this paragraph. According to this way of thinking to understand the text, not only teach the students from revealing the key, the connection between the sentences questioning the method, but also cultivate the students' courageous personality and curiosity to explore knowledge.
Successful:
Comparison of images to deepen understanding. The use of courseware to play the water "gentle", for people to do good things - irrigate the fields, start the machine, to help people work, the Three Gorges Dam power plant; "violent", for people to do bad things - flooding crops, the three gorges dam power station. Bad things - flooding crops, bring inconvenience to people's transportation, washed away houses, endangering people's lives, bringing disaster to people. Through these images, let the students further expand the classroom teaching of the amount of information caused by the students *** Ming, guiding the students to discuss: "human beings to come up with what ways to control me, so that I do good things, do not do bad things?" Thus making the classroom more full, at the same time, to complete the students to understand the water can bring people both benefits and disasters to people's teaching objectives.
Third, shortcomings:
In the process of literacy teaching, students should read aloud in the form of more, for example, men and women read, group reading, open the train read, read at the same table and so on. Through the use of different forms on the one hand to stimulate students' interest in learning, but also to facilitate better consolidation of vocabulary teaching, for word teaching and understanding of the text to lay a solid foundation.
Fourth, improvement measures:
Teachers should speak more slowly. As students in the lower grades think slower than students in the upper grades, the teacher's speed of speech will affect the students' thinking time. In this class, the teacher should let go of more children to say and think, to play their naive imagination and creativity.
2nd Grade Language Teaching Reflection 3What Am I is a short scientific text that is extremely suitable for elementary school students. The text adopts the rhetorical technique of anthropomorphism, with the first person "I" narrative, in an intimate tone vividly and imaginatively introduces the different forms of water in nature and the pros and cons of the relationship with human beings. The text does not point out that I am water, but describes the relationship between water and human beings through the changes in the form of water, which is interesting. The content is vivid and interesting, the language is simple and vivid, through the study of this lesson, let the children understand that only the rational use of water resources can benefit people, stimulate the students to observe the interest of nature, cultivate their love of nature ideological feelings.
A teaching effect
In the class, I use the teacher-student interaction, so that students as soon as possible into the role, as "water", "walk" to different places. I have a different feeling. This design stimulates the children's desire to explore, so that they enter the text as quickly as possible into the situation, into the state of learning, and there is a feeling of immersion, received a very good effect, the student enthusiasm unprecedentedly high.
In addition, through the exchange of class interaction, guide students to understand that only the rational use of water resources can benefit mankind's reasoning, thus stimulating the students to observe the interest of nature, cultivate the students love the feelings of nature, received a very good effect.
Second, the success
1, in the teaching, I am very interested in a small riddle introduction, the introduction of the form of simple, interesting, and immediately mobilized the children's attention. Then, leave the students to ponder the time, let the students themselves from the text to find out what the riddle is. In order to find the answer, the children from the overall grasp of the content of the text, perceived the text of the general idea, and easily guessed that it is "water".
2, effective questioning to take children step by step into the depths of the classroom. After reading the text, throw out the question: "I" will become what? At the same time. In the face of the students' answers, I timely encouragement and praise, encouraging the children's fighting spirit.
3, I will teach the different forms of water in the form of a sketch on the blackboard, so that the children feel friendly, interesting, at a glance, the classroom atmosphere is more active.
4, the use of multimedia, so that students intuitively understand the process of cloud changes. So that the students know that they respectively refer to "white clouds", "dark clouds" and "Xia". Guiding students to read, think, to create an environment and conditions for students to play autonomy, initiative, so that they really become the master of learning.
Third, shortcomings
1, the overall reading of the text is too little, did not implement the literacy with the text. When checking students' preview, only a paragraph with more words was presented and literacy, and the three words at the beginning were presented separately for students to recognize because they were not required to know the words, which seemed too abrupt.
2. Lack of information gathering and extension outside the classroom.
In dealing with "people have come up with all kinds of ways to control the water, so that the water for people to do more good, not to do bad things", people have come up with what a good way? After the question was posed, many children couldn't think of anything. I think if you can let the children in advance to collect relevant information about water, and then exchanges to discuss the class before the collection of information about the contribution of water to mankind, you can let the students through the exchange of information, know that the people planted trees, build the Three Gorges Dam to prevent flooding, power generation, shipping and so on. This is not only the oral communication training, but also to develop their ability to collect and process information.
Expand the link, further thinking: how to save water in life? Organize students to carry out "water-saving small guard" activities to help and supervise people around them to develop good habits of water conservation, so that more people to enhance the awareness of environmental protection - so it can be more effective.
Fourth, improvement measures
In the future teaching, the use of the text, the implementation of literacy with the text. After the introduction, check the students with learning difficulties to read aloud, and find out the difficult words in reading aloud and timely board, literacy. Then bring these words back to the text to read aloud, it will make the students have a deeper understanding of the content of the text, but also to remember the words. In the future, we need to do a good job of pre-class pre-determination, set up in advance for children to preview the text and prepare for the collection of pre-class materials.
2nd Grade Language Teaching Reflection 4The text "Scene Song" is mainly to let students feel the beauty of the scene, the beauty of life, to perceive the usage of quantifiers, to stimulate students to understand and observe nature, and to try to use quantifiers to express familiar things.
What's good:
1. Sense the meaning of the words in reading, using a variety of forms of recognition, to further consolidate students' literacy achievements.
2. Teaching difficulties through independent reading, showing pictures, developing imagination, linking expression, fun recitation, etc., so that students can really appreciate the expression effect of quantitative words.
Inadequacies:
In this lesson, in the link of literacy, most of the students can only use the method of numbers plus bias, in a single way, the interest in literacy is not too high. This shows that not make full use of children's life experience, mobilize students cognitive enthusiasm, at the same time on the creative use of teaching materials still need to work. In addition, I should also pay attention to the living and situationalization of literacy teaching, and pay more attention to teaching students a variety of literacy methods. We should strive to combine practical, use a variety of visual teaching methods, in the situation of literacy.
Improvement measures:
1, in the future teaching, better design of teaching evaluation, the literacy method is really applied to learning.
2. Before the next lesson, or use the time after class to extend the practice for children.
The second grade language teaching reflection 5
The third grade human education version of the textbook of the "language garden" reveals a synthesis and summary of the knowledge of the whole unit, the study of the text is in fact mainly centered on the "work" to edit. Therefore, the teaching of "Language Garden" is very important. In the teaching of oral communication and composition in Language Garden VIII, the main purpose of teaching is to inspire students to be good at discovering other people's strengths, and to praise others sincerely through specific things. In the process of teaching the use of interactive games, the classroom atmosphere is very active, students are able to enthusiastically come to the stage to participate in interactive games. The following "language garden eight" in the oral communication and practice as an example to talk about a few reflections:
First, let the students say what they really think.
Oral communication teaching, mainly so that children can use their own language through a specific example to find the advantages of classmates. Some students are able to narrate the merits of their classmates through small examples in daily life, and observe them very carefully; however, some students always see the shortcomings of others in their eyes, and think that the shortcomings of others are very easy to find, while it is very difficult to find the merits of others. Based on this, in the teaching of the children to say what they really think. In the summary of the teaching, to point out, in fact, to say that the merits of others is a very happy thing, but also a very happy thing, because you know how to "praise" others, know how to bring a smile to others.
Two, let the students learn to summarize.
In the oral communication teaching "guess who I am" in the link, some students said the classmates "characteristics" to let classmates and teachers to guess, in this point, reflecting the classmates on the characteristics of classmates is very easy to remember in mind, but to say the characteristics of the classmates. This reflects that it is easy for students to memorize the characteristics of their classmates, but it is a bit difficult to say one or two of the advantages of others. So in the usual classroom teaching and learning life, to be good at cultivating children's observation ability and training them to learn to praise others, to be able to find the advantages of others, and at the same time to be able to obtain the advantages of others and **** the same progress.
Three, so that students understand what is "love"
On the "love" is not a very precise definition, but in this unit of the textbook mainly around the "love" and the "love". However, in addition to receiving and understanding the knowledge, more is to let the children can understand in life in fact there are many such examples exist. In life, "oneself" can also be a person with love, can also be a person who can give "love", such as giving encouragement to classmates is "love"; to help classmates is "love"; to help classmates is "love"; to help classmates is "love"; to help classmates is "love"; to help classmates is "love"; to help classmates is "love". "Love"; to give students smile is "love" themselves to be a caring person, to be a happy person.
After learning so much. On the love of the article, the children in the exercise are recorded about their own happy and unhappy, a childish smile, naive envisioning, carefree joy? The children have expressed them all under the tip of their own pen.
Second Grade Language Teaching Reflection 6"The Hornbill" is a folk tale. The requirement of the teaching is that the teacher guides the students to judge the characters of the story correctly, and from the sad fate of the hornbill, they know that they can't just focus on the present and get by, they should be like the magpie, look far ahead, focus on the future, and start from now.
I. Teaching Effect:
I have arranged six teaching steps around the teaching objectives in teaching: describing to bring into the situation; self-study of the text; exchange to check the self-study; reading and speaking of the text; creative retelling (new, renewed) of additional texts and summary. My teaching design pays more attention to students' ability to retell and make sentences. In the teaching process, I use description to bring in the situation, because I am dealing with second-grade students, I introduce the text with a vivid description, which will arouse their interest. When I introduce the text, I make use of the topic, which makes the students pay attention to the multi-syllabic word "号". Then I asked the students to study the text on their own to get a preliminary understanding of the text. I asked the students to read the text twice, the first time to solve the vocabulary, where I associate old and new words, so that the students can pay attention to the way the words are written.
Second, the success:
I was in the teaching around the teaching objectives were arranged in six teaching steps: description to bring into the situation; self-study of the text; exchange to check the self-study; reading and speaking of the text; creative retelling (new, renewed) of additional text and summary. My teaching design emphasizes students' ability to retell and make sentences. First of all, I guide the students to describe the situation and arouse their interest. When I introduce the text, I make use of the topic and make the students pay attention to the multi-syllabic word "号". Then I want students to go to self-study text, a preliminary understanding of the text, I was asked to read the text twice, the first time is to solve the vocabulary, the overall perception, the students basically understand the general idea of the article, all talked about their feelings, they have said different feelings, came up with different reasons. The second reading is that I guide the students to expressively read aloud the magpie twice to advise the phrases of the hornbill, the purpose is to let them figure out the order of time is the order of the writing of the text, to clarify the vein of the article. Finally, I retold the story creatively. My teaching design pays more attention to the students' ability to express themselves!
Share:
1, to describe the situation, because I am facing the second grade students, I introduced the text with a vivid story, which will arouse their interest. In the introduction of the text, I used the subject, very good for students to pay attention to the "number" this polyphonic word.
2. The students studied the text on their own and got to know it initially. I was asking students to read the text twice. The first time is to solve the vocabulary words, where I associate the old and the new words in passing, so that elementary school students pay attention to the way the words are written. There was also the realization of my purpose - overall perception. The students basically understood the general idea of the article, all talked about their feelings - they all said different feelings, came to different conclusions.
Three shortcomings:
Finally, because of the relationship between time, did not let the children practiced retelling the text, which is a pity, if there is an opportunity to make up for it later.
Fourth, improvement measures:
To students to find out the description of the seasonal changes in the sentence, the purpose is to let them figure out the order of time is the order of the writing of the text, and then naturally let the students subparagraphs, to make sense of the article's vein. They also noticed the contrasting character of the text. However, here later I think can be merged into a reading well, so that the first reading, to achieve the overall perception, clear words, clear veins, seem concise point.
2nd Grade Language Teaching Reflection 7"Language Garden II" **** set up three panels. "Dictionary" suggests that students can use radicals to look up words they don't know while reading to solve the problem. Then three sets of exercises on radicals are arranged, respectively from the perspective of "which page of the dictionary is the radical", "counting how many drawings there are in addition to the radicals" and "using radicals to look up words you don't know in children's songs" to practice using radicals. "Three perspectives to practice using radicals. "Day by day, month by month" has three quotes about honesty, rules, and being kind to others. "I love to read", organized by the poem "December flower name song", so that students in the process of reading aloud poetry to understand the blooming season of each flower, experience the joy of extracurricular reading.
I. Teaching effect: In the "Language Garden II" this plate teaching, I mainly to mobilize students' learning initiative, cultivate students' independent learning habits, improve the ability to learn independently for the main purpose of teaching, teaching. Students learn "dictionary", I first let the students read the children's song, draw out the children's song do not know the words, for the following connection ③ questions to prepare. Then I guide the students to read the sentences in the bubble to understand the usefulness of radical lookup, and then follow the steps of radical lookup to learn radical lookup. Finally, complete the following three practice questions. In the future teaching, I want to use more of this form, focusing on the inspiration of the students to guide.
Second, the success of this lesson: the use of independent, cooperative inquiry teaching method for teaching, giving full play to the role of the main body of the students, and actively create a harmonious, safe environment for students, students in the independent space, free-ranging imagination, thinking and learning, and achieved better results.
Third, shortcomings: the classroom time arrangement is not reasonable enough. We should be bold, fully explore the life of the language curriculum resources, creative use of teaching materials, creative language teaching activities, so that our language classroom will truly become a paradise for students to learn.
Fourth, the improvement measures: the lesson Teaching design, the teacher as a guide to student learning, motivator, active integration into the student's game to create a pleasant, democratic classroom atmosphere, so that students can boldly communicate and improve classroom efficiency. The change in learning style is a significant feature of the reform of the classroom, students are always in the self-study, group cooperative learning in independent learning, the teacher plays a guiding role, in the key to lead, correct, consolidate.