As an excellent people’s teacher, we need strong teaching ability. New discoveries in teaching can be written in teaching reflections. How should teaching reflections be written? The following is my carefully compiled reflection on the teaching of the fourth-grade Chinese language volume "The Century of Mobility". You are welcome to read it. I hope you will like it. Reflection on teaching of the fourth-grade Chinese language volume "The Century of Wind and Rain" 1
Lesson 29 of the fourth-grade experimental textbook "The Century of Wind and Rain" published by the People's Education Press. This article is written by Lu Yongxiang, President of the Chinese Academy of Sciences An explanatory essay on science and technology written by my husband. In just a few hundred words, the article clearly introduced the development process of science and technology in the 100 years of the 20th century, and demonstrated the impact that the rapid development of science and technology has brought to human life. Great changes and bright prospects.
Expository texts on scientific common sense, if not designed well, can easily become information exhibition halls or scientific common sense classes, losing the authenticity of Chinese language and lacking the flavor of Chinese language. Therefore, I think the design of this course should always focus on understanding, tasting, and using language. While mastering scientific knowledge, it should highlight the characteristics of the Chinese subject; while guiding students to understand, taste, and use language, it should also allow students to experience the science of the 20th century. With the rapid development of technology, we can appreciate the characteristics of expository writing.
Only when students have a large amount of relevant information before class can they participate in classroom learning more effectively, and can they actively construct new cognitions and generate new experiences based on their existing cognitions. There were many great scientific and technological inventions and creations in the 20th century. Before class, I assigned students to collect and read text and picture materials about the major scientific and technological inventions of the 20th century. This not only stimulated students' interest in learning, laid the foundation for an in-depth understanding of the text, but also enabled them to Cultivate students' ability to participate before class and embody the concept of Chinese language learning in life.
There are thousands of things to learn, but the starting point is one question. At the beginning of the class, I guide students to ask questions about the topic. This can not only strengthen students' problem awareness, cultivate students' questioning ability, but also enable students to grasp the content of the text as a whole and clarify the ideas of the text.
The third and fourth paragraphs of the text use specific examples to introduce the development process of science and technology from scratch in short and vivid language, explaining the great achievements of science and technology in the 20th century. There is a sharp contrast between these two paragraphs, which is a good material for students to acquire language and learn expression methods.
When teaching this part of the content, I use the method of guiding students to read and understand on their own, providing students with a broad space and time for independent learning. But instead of completely letting things go, they use self-study prompts and on-camera guidance during reporting to teach methods and clarify tasks. This not only avoids blind inefficiency in students' self-study, but also gives full play to the leading role of teachers.
Chinese classes should provide students with a large number of opportunities for language practice, so that students can "learn to swim while swimming." Therefore, I designed two sets of language training, allowing students to narrate the content collected before class using the expressions in the text, so that the information collected before class is no longer a mere display of information, but becomes a language practice opportunity for students; it becomes a language practice opportunity for students. Students deeply understand the text, deepen their experience, and figure out the carrier of expression methods.
At the end of the third natural paragraph, the author quoted a poem, "Suddenly a spring breeze came overnight, and thousands of pear trees bloomed" to illustrate the greatness and scope of the achievements of modern science and technology. In the process of teaching design, I did not guide students to understand step by step in the teaching of the third natural paragraph, but adjusted it to after the fourth paragraph. In this way, after the students have completed self-study of the third and fourth paragraphs, watched the video materials and conducted speaking training, students will be able to understand the poems easily and smoothly, and their experience will be more profound, achieving a teaching effect of twice the result with half the effort. .
The reason why the PEP textbook is convenient for teaching and learning is that the bubbles in the textbook play an important role. What is the difference between "'discovery' and 'invention' in the bubble after the second natural paragraph of this lesson?" "This issue deserves great attention. I first let the students talk about the difference between the two based on their existing experience and then put it aside for the time being. In the fourth paragraph, I guided the students to find out which ones were discoveries and which ones were inventions in the specific context.
In this way, students actively participate in learning through talking, reading, and searching, and truly and easily understand the accuracy of the author's word choice.
The last paragraph of this text is a summary and summary of the full text, and it is also an important teaching content. However, considering the teaching capacity of the first lesson, I arranged it for the second lesson, combining looking forward to the future and Communication and pen practice are combined together. On the basis of students' self-experience, it can stimulate students' enthusiasm for loving science and exploring the mysteries of science. I believe it will have good results.
(Insufficient on-the-spot experience, insufficient grasp of academic situation, and no more agile control of the points that appear in the classroom, such as:) I am still young, and the road to teaching will be long. I believe that through the training of this competition, In the future, I will take every step in a down-to-earth manner, and I sincerely ask all the judges and colleagues to give me your valuable opinions. I will work hard! Reflection on Teaching of the Fourth Grade Chinese Volume 1 "The Century of Waves"
I watched Teacher Luo Zhengwei teach After the teaching vcd of the second lesson of "The Century That Moves the Wind and Rain", I felt deeply and benefited a lot from it.
"The Century of Mobility" is an article in the first semester text of the fourth grade standard experimental textbook of the compulsory education curriculum. This text mainly tells the development history of science and technology in the 20th century, showing the tremendous changes and brilliant prospects that the rapid development of science and technology has brought to human life.
After reading this lesson, I have the following reflections on the class taught by Teacher Luo Zhengwei:
1. I feel that Teacher Luo’s language is very useful throughout the teaching process. Affinity and motivation can often increase students' enthusiasm and enthusiasm for learning. He is different from some teachers who will consistently use sentences such as "You are awesome" and "You are so smart!" no matter how the students answer in their daily teaching work. This is what some of our teachers do in classroom teaching. Frequently used sentences often intentionally or unintentionally give students excessive praise and "encouragement": in a prosperous scene, slight flaws cannot be heard, for fear of dampening students' enthusiasm, and sometimes even students are not listened to carefully. Immediately after his speech, words of admiration blurted out, and he hurriedly entered the next teaching session. In practice, we found that the classroom atmosphere was lively at the beginning, but became more and more deserted as it progressed. Analyzing the reasons, in addition to problems such as preset links, the excessive frequency and generalization of this kind of motivating evaluation greatly reduces the motivating and guiding role of comments.
In teaching, Teacher Luo only uses her very friendly and motivating language to fully mobilize students' interest in learning. By creating a lively and interesting learning environment, students can actively participate in teaching, so that students can truly become the masters of learning, so that every student can taste success in learning. It also enables students to gain the joy of self-growth and experience the meaning of learning. This is really worth learning in my future teaching.
In addition, Teacher Luo is good at listening and entering into the children's world during the teaching process. When the students reach the understanding level, the teacher's motivational comments are timely, accurate and full of passion. "It's a kind of enjoyment to hear you read aloud. You keep reading out the sound and the love." This is a kind of heart-to-heart communication, mutual giving, and mutual possession. Teacher Luo also often imparts knowledge to students through affirmative and descriptive language, and guides students to experience the positive effects of personalized understanding and expression.
2. I feel that the enthusiasm of students in the classroom cannot be protected and maintained by praise. If the teacher's guidance can touch the chords of students' souls, make their thinking and emotions truly "move", let their thinking and text dance together, and make their spirit rhythm, it will also be heart-warming encouragement and stimulation. When teachers fully affirm students' unique experiences and bold statements, they should indicate the direction of learning for students by appropriately responding to students' opinions, and guide them to reflect, evaluate and even adjust their own opinions and views.
I strive to do this when I teach. For example: “It is these discoveries and inventions that have greatly changed human life, and the degree of change exceeds the sum of human history/millions of years.
"When students read, they always read "the sum of millions of years in human history". Here I will lead a discussion on the different effects of the two reading methods. After comparing the readings aloud, the children said: "Millions of years. It is longer than a million years, which makes us feel the great achievements of science and technology in the 20th century. "Only in terms of reading aloud, the emphasis, speed and time of students' reading aloud are longer, which makes us feel the great achievements of science and technology in the 20th century." The teacher can make some constructive comments, another example: "This person just said Why couldn't I hear my classmates' surprise and joy when they read it? Who would want to read it again? It would be like seeing the rapid changes in technology with your own eyes. With these, you can feel the surprises brought by technology even more."
In the future, in Chinese classroom teaching, I will insist on letting students understand the text through the process of "questioning, solving doubts, and clarifying the text content." A text. Let students "do not read without writing" and develop a good habit of learning Chinese. At the same time, think quietly and solve problems. Fourth-grade Chinese language volume 1 "The Century of Mobility" Teaching Reflection 3
This text mainly tells the development process of science and technology in the 20th century, showing the huge impact that the rapid development of science and technology has brought to human life. A scene of change and splendor.
Although the text is relatively short, it is difficult for students to understand it.
Therefore, I have set the following teaching goals:
1. By learning key words and sentences, understand the characteristics of the text in terms of expression, and read the text correctly and emotionally.
2. Understand the miracles and power created by science and technology, and feel the amazing speed and changes of science and technology development.
3. Be able to relate to the reality of life and talk freely about your feelings and future.
Teaching focus:
Understand the tremendous changes that science and technology have brought to human life in the 20th century. The difficulty is: understanding the sentences with deeper meanings in the text.
The teaching of this course attempts to illustrate the importance of modern science and technology by comparing before and after the 20th century, as well as some inventions and creations made in the 20th century, guiding students to discover and solve problems, so that students can fully I learned that it is modern science and technology that allows us to live a happier life than the princes and nobles of the past.
My main ideas in class are as follows:
Introduce topics through conversation, ask students to ask questions, and read the text with questions in mind. Then point out the central sentence of the text, and then ask students to question, and attribute the main task of this lesson to solving why the 20th century was a century of change. Then let the students fully read the text and share their findings after reading. A strong contrast emerged during the student exchange: human beings lived two completely different lives before and after the 20th century, both of which originated from modern science and technology. Then put these two sets of sentences together and let students read them fully and understand the meaning. Finally, we return to the 20th century, which was a century of great changes. Let students read it with their own understanding and experience. At the end of this class, I arranged for students to connect with real life situations and talk about how science and technology will bring changes to our lives in the 21st century. Finally, I quoted Marie Curie's words: I want to turn life into a scientific dream, and then turn the dream into reality to end the text. Inspire students to study hard and be motivated.
Although the students understood how the 20th century was changing by reading the text, they did not have a deep understanding due to the lack of intuitive images in the courseware. Fourth grade Chinese language volume 1 "The Century of Mobility" Teaching Reflection Chapter 4
This article mainly introduces the development process of science and technology in the 100 years of the 20th century, showing the huge impact that the rapid development of science and technology has brought to human life. changes and bright prospects, thus arousing students' strong interest in loving science, learning science and exploring science.
Text + Life﹦ Living Chinese
The educator Mr. Tao Xingzhi believes: “Education without life as the center is dead education. Schools without life as the center are dead schools.
A book without life as its center is a dead book. "Therefore, I try to use Mr. Tao Xingzhi's "Life Education Theory" as a guide in my teaching to expand Chinese classroom teaching to daily life, thereby activating Chinese learning.
Before class, I require students to fully Preview of texts (a unified requirement for three classes in the same year. This is another teaching and research activity of the lesson preparation group after the heterogeneous activity of the lesson preparation group - same class, same teacher, different class), allowing people to understand life in a farming society through various channels status, and collect information on modern scientific and technological achievements, allowing students to experience the joy of life in the integration of lively and rich social life and Chinese learning, and strive to make "the extension of Chinese learning equal to the extension of life."
During the class, I firmly grasped the training points and conducted solid language training for the students: at that time, there was no, no, and no (the students combined their own understanding and said that there was nothing in the agricultural society); in the 20th century , (What else do we have in the 20th century). In the process of language training, students can feel the huge difference between agricultural society and modern society through comparison. At the same time, students can collect and use information and imitate language. Various Chinese language trainings have been carried out for students.
Through such presets and implementation, I feel that the classroom performance of students in the three classes is relatively active, which should be caused by the organic integration of text and life. Good results!
Interest - the cornerstone of effective teaching.
What is effective teaching? The so-called effective teaching refers to teaching that can guide the learning of all students; Teaching that can train students from "not understanding" to "understanding", from "not knowing" to "knowing", and from "not being good" to "good"; teaching that can guide students to strive for higher efficiency and gain something. To achieve these goals, I think the prerequisite is students' interest in learning.
Confucius, the great educator in ancient China, said: Those who know are not as good as those who are good at it, and those who are good at it are not as good as those who are happy.
Educator Ushinsky said: “Learning without any interest and relying solely on force will kill students’ enthusiasm for learning, and this kind of learning will not last long. During this round of teaching, the teacher's motivating comments and other factors made students feel the joy of success; learning methods such as reading together and reading by name allowed students to feel the presence of their partners; self-study and choosing the way to read the text, Let students feel that "I" can make the decision in learning; teacher-student dialogue and other methods allow students to experience the infinite fun of the classroom; the guidance, summary, and transfer of study methods make students feel: learning is actually very simple...
These keep students excited throughout the entire learning process and create a harmonious classroom learning atmosphere. Because the teacher's praise, the joy of success, and the improvement of peers' status in the group all motivate students to work harder.
This shows how important interest is to learning. Fourth grade Chinese language volume 1 "The Century of Wind and Rain" Teaching Reflection Chapter 5
"The Century of Wind and Rain" is a scientific common sense explanatory text. It mainly tells the development process of science and technology in the 20th century and shows the history of science and technology. The rapid development has brought tremendous changes and bright prospects to human life. Explanatory texts on scientific common sense, if not well designed, can easily become information exhibition halls or scientific common sense classes, losing the authenticity of Chinese language and lacking the flavor of Chinese language. Fourth-grade students have adapted to the new structure and content of the PEP primary school Chinese experimental textbook. One of the training knowledge points in this semester is that students must have the ability to collect and collect information. Before class, I arranged for students to collect and read text and picture materials about major scientific and technological inventions of the 20th century. This not only stimulated students' interest in learning, but also laid the foundation for in-depth study of the text and cultivated students' ability to participate before class.
In class, I ask students to question, resolve doubts, and clarify the content of the text, so that students can develop a good habit of learning Chinese: think quietly and solve problems. The third and fourth paragraphs of the text introduce the development process of science and technology from "agrarian society" to "modern society" in short and vivid language with specific examples, explaining the great achievements of science and technology in the 20th century.
There is a sharp contrast between these two paragraphs, which is a good material for students to acquire language and learn expression methods. During the teaching process, I did not guide students to understand the third natural paragraph in the teaching of the text in the order of the text, but adjusted it to after the fourth paragraph based on the students' group reports. In this way, after students have completed self-study of the third and fourth natural paragraphs, fully read aloud and conducted speaking training, when they understand the poem "Suddenly a spring breeze comes overnight, thousands of pear trees bloom", students are enthusiastic The reading aloud transformed a boring expository text into a rich poetic and picturesque atmosphere, and also strongly felt the huge scientific and technological achievements made in the 20th century, and a strong sense of pride arose spontaneously.
In the small bubble in the second natural paragraph, "What is the difference between 'discovery' and 'invention'" is also the focus and difficulty of understanding. Through "students explain the meaning of the word - understand the meaning of the word based on life - put it into practice This process of "putting words into the language environment to consolidate understanding" will lead to a deeper understanding of words and texts, achieving a teaching effect of twice the result with half the effort. Let the text truly become an example, and students become the masters of language learning. You can also clearly see the development of students' abilities in understanding and expression, thought and speech from classroom teaching. When learning expository texts, you should not only pay attention to the scientific knowledge introduced, but also pay attention to how this knowledge is expressed in words.
There are many shortcomings in this class: my language affinity and motivation are not enough, which often affects students' enthusiasm and enthusiasm for learning. I realized that only through my very friendly and motivating language can I fully mobilize students' interest in learning. By creating a lively and interesting learning environment, students can actively participate in teaching, so that students can truly become the masters of learning, so that every student can taste success in learning. The handling of after-class questions is also inadequate: "The text is so wonderfully written that I want to read it several times." "The author clearly introduces a hundred years of scientific and technological development in just a few hundred words" here It shows that the text's simplicity is also a kind of linguistic beauty. This is somewhat different from what we usually think of the beauty of language, so I have somewhat neglected my perception of the beauty of language in the article. Reflection on teaching of the fourth-grade Chinese language volume "The Century of Wind and Rain" Part 6
1. Keep pace with the times and learn and apply
"The Century of Wind and Rain" is a scientific explanatory article. The 20th century was a century of unprecedented brilliance for science and technology. The author of the article clearly introduced the development process of science and technology in the 100 years of the 20th century in just a few hundred words, showing the impact that the rapid development of science and technology has had on human life. The tremendous changes and bright prospects have aroused students' strong interest in loving science, learning science and exploring science. When understanding the word "move about wind and rain", I thought why not use the Internet search method to understand the meaning of the word. This is simple and practical, and it is also a good explanation for students to understand the great achievements of science and technology in the 20th century. When teaching, I adopted this design, and students quickly learned this method of searching for information. It not only achieved the preset effect in the Chinese class, but was also a good extension.
2. Reasonable selection of materials to create excitement
Reasonable selection of materials is the premise and key to whether a class is exciting. Only a classroom with content and connotation is alive and can arouse students to take the initiative to explore. desire, the driving force for positive thinking. As the first lesson, I focused on the three and four key sections, which injected vitality and connotation into the class. When talking about the scientific and technological achievements in the fourth natural paragraph, let students give some more examples. The students immediately opened the door to their thinking, "Magnetic levitation trains, X-rays, nanotechnology, manned spacecraft, digital television..." The students said a lot in one breath. The students' active thinking and enthusiastic speeches promoted the atmosphere of the classroom. When understanding the poem "Suddenly a spring breeze came overnight, and thousands of pear trees bloomed", the students' passionate reading integrated a boring expository text into a rich poetic and picturesque feeling, and they also strongly felt the huge technological achievements in the 20th century. Achievement, a strong sense of pride arises spontaneously. When the bell rang for get out of class, the children and I were still deeply immersed in the excitement brought by the text. Such success stems from rich classroom content.
Reflection on teaching of the fourth-grade Chinese language volume "The Century of Mobility" Part 7
This is an article close to students' lives, so it is easier to stimulate students' interest in learning during the teaching process.
Since the center of this text is prominent and the content is relatively simple and easy to understand, I grasped the central sentence of the text "The 20th century was a century of turmoil" and let students learn from reading, listening, watching and speaking. Feel. Then I designed a series of questions to allow students to think, discuss, and imagine with the questions: ① Why is it said that "the 20th century was a century of change?" Where can you see it? ②What was human life like before the 20th century? ③What makes the 20th century completely different from the past? ④What other miracles can you guess that humans will create in the 21st century? Firmly grasp the central sentence from the question, let students fully expand their imagination, and boldly speak out what they imagine.
In addition, this text also has several teaching points: for example, let students learn to use hypothetical questions; feel that the text is written around one sentence and use contrasting techniques; learn to distinguish between "discovery" and "Invention"; understand the meaning of "Suddenly like a spring breeze coming overnight, thousands of pear trees bloom" used in the article.
In the classroom teaching, the atmosphere is lively, and students can boldly express their thoughts and opinions, which stimulates the imagination of the students. However, the disadvantage is that the time arrangement in some places is not appropriate enough, and some can The places briefly mentioned will be kept longer. I will do more research and work on this aspect in the future, hoping to make progress each time. Reflection on teaching "The Century of Wind and Rain" in the fourth grade Chinese language volume 1
Lesson 29 of the fourth grade experimental textbook "The Century of Wind and Rain" published by the People's Education Press. This article is written by Lu Yongxiang, President of the Chinese Academy of Sciences An explanatory essay on science and technology written by my husband. In just a few hundred words, the article clearly introduced the development process of science and technology in the 100 years of the 20th century, and demonstrated the impact that the rapid development of science and technology has brought to human life. Great changes and bright prospects.
Expository texts on scientific common sense, if not designed well, can easily become information exhibition halls or scientific common sense classes, losing the authenticity of Chinese language and lacking the flavor of Chinese language. Therefore, when I teach this class, I always focus on understanding, tasting, and using language. While mastering scientific knowledge, I highlight the characteristics of the Chinese subject; while guiding students to understand, taste, and use language, I also allow students to experience the science and technology of the 20th century. Develop rapidly and experience the characteristics of expository writing.
Only when students have a large amount of relevant information before class can they participate in classroom learning more effectively, and can they actively construct new cognitions and generate new experiences based on their existing cognitions. There were many great scientific and technological inventions and creations in the 20th century. Before class, I assigned students to collect and read text and picture materials about the major scientific and technological inventions of the 20th century. This not only stimulated students' interest in learning, laid the foundation for an in-depth understanding of the text, but also enabled them to Cultivate students' ability to participate before class and embody the concept of Chinese language learning in life.