Reflections on the teaching of tadpoles looking for their mothers 1 Little tadpoles looking for their mothers is a childlike text. In the process of looking for their mother, a group of innocent and lively tadpoles unconsciously turned into small frogs, helping their mother catch pests together. The textbook presents the scientific knowledge of frog's growth process in the form of fairy tales, which contains the truth of being able to live independently and actively explore when something happens.
In the teaching of this class, first of all, I introduce the learning of this class in the form of guessing riddles to attract students' attention and stimulate children's interest in learning this class. And throw out questions in time, let students walk into the created situation with questions, arouse students' thinking and cultivate students' observation ability. Children all like solve riddles on the lanterns, so when I said I wanted solve riddles on the lanterns, everyone seemed very excited, and this session went smoothly. Next, I will ask in the form of a question, "Are tadpoles and frogs a family?" ? Then why are they so different? "The children were asked, so I led them to learn this lesson.
In the teaching process, I also use illustrations to stimulate students' interest in learning. I ask students to read the stories in the text in different roles, help them master the content of the text and cultivate their expressive ability. Let students acquire knowledge in a relaxed and pleasant environment and achieve twice the result with half the effort.
During the whole class, I first found myself lacking in the handling of teaching links. Secondly, I didn't handle the unexpected situation during the class, and I didn't take care of the children's thoughts at all, but ended it hastily. Third, I didn't completely let myself go during the lecture, which led to the children's enthusiasm not being mobilized, and the atmosphere of the whole class was rather dull. In short, it is still necessary to give more lectures, let the old teachers listen to lectures, polish themselves, study more at ordinary times, and grow through tempering!
Teaching reflection on tadpoles looking for their mothers II. The fairy tale "Little Tadpole Looking for Mother" vividly describes a series of processes of how tadpoles become frogs. The article starts with two clues: "seeking" and "changing". These two clues are closely related. I use audio-visual means to let students observe the changing process of tadpoles intuitively, and feel immersive. This is the way I deal with this link in teaching.
First, grasp the bright line.
Starting from the topic, first demonstrate a picture of a tadpole looking for its mother. Q: What does a tadpole look like? This animation immediately attracted the attention of the students. Through students' active observation, the appearance of tadpoles left a deep impression on the students. I then asked, which word is the key word in the topic, and why does the tadpole want to find his mother/how does he find it? What was the result? Let the students listen to the tape and read the text with these questions to understand the cause, process and result of the matter. Make clear the main content and level of the article.
Second, the dark line
Through the above study, the students know that Tadpole found his mother on the advice of carp and tortoise. I then asked: What did my mother say to the tadpole when she found her mother? Why did he say, "You have grown into a frog"? Guide the students to look back for the first sentence of each section, and then demonstrate the students' answers one by one on the screen through multimedia, so that students can understand how the tadpole's body shape changes in the process of looking for its mother, so as to tap the dark line of the article, which is the focus of the article. Through multimedia demonstration, students' understanding of this hidden line is deepened, and their learning enthusiasm is improved, thus achieving better results.
Teaching reflection on tadpoles looking for their mothers III. The cultivation of students' reading and writing ability is a key point in junior middle school Chinese teaching, but reading and writing teaching is boring. How to teach literacy and writing well? I made the following attempts in the literacy class "Little Tadpoles Looking for Mom":
First, pay attention to cultivate students' desire to read actively.
The new curriculum standard puts forward the requirement of "like learning Chinese characters and have the desire to read actively" in literacy teaching. To meet this requirement, a strong interest in learning is very important. Therefore, it is particularly important to stimulate students' interest in learning and let them experience the happiness of literacy in interesting literacy scenes. At the beginning of the new class, I will play animated courseware and colorful multimedia courseware to narrow the distance between students and teaching materials and stimulate students' initiative to read. In teaching, I use various forms such as "breakthrough", "test you" and watching videos. With the active participation of students, we can clearly see that students have a strong interest in this literacy course, and the desire to read actively has sprouted unconsciously.
Second, the methods of teaching students to read
Classroom is the main channel for students to read and write. Teacher Cui Luan said: "We should guide students to find the similarities and differences of Chinese characters in contact and comparison, and constantly find the literacy methods that suit them. Accumulated bit by bit, it will form a relatively strong independent literacy ability. " So in this class, I mainly help students find the rules of word formation and create their own ways to remember words, so as to achieve twice the result with half the effort.
(1) plus one, another way.
After learning the most common radicals, students can be guided to remember words by adding one and changing one. For example, this method can be used for "pool", "jilt" and "ash" in this lesson. This method is a common notation for students. Many Chinese characters can be memorized in this way.
(2) pictophonetic symbols
There are a large number of pictophonetic characters in Chinese characters. Pictophonetic characters help to express the meaning of words, and sound helps to pronounce. If students master this rule, they can easily remember a series of words, which is convenient and fast. For example, the eight words "Ke, Dou, A, Yi, Na, Na" in this lesson can be memorized by pictophonetic notation, so that students can remember the pronunciation and understand the meaning. Kill two birds with one stone.
(3) Make up a formula or a nursery rhyme.
The process of literacy is a relatively boring process. How to make the forms of literacy vivid and diverse and enhance the interest of students' literacy process? I asked the children to compose Chinese characters into nursery rhymes or nursery rhymes, which made the students like Chinese characters. For example, the notation of "Fan": ask questions in your mouth and listen to them in your right ear, and add two lines in the middle of the knife.
(4) crossword puzzles
Students are always interested in the answers to crossword puzzles. In teaching, I encourage students to design their own puzzles. If students want to make up a good riddle, they must carefully observe the font, which not only enhances their memory of words, but also activates their brains and trains their thinking. More importantly, students are more and more interested in literacy. For example, the riddle designed for the word "Xiang": the "same" of "classmate" changes horizontally to the top.
5] Imagine memorizing words
Rich imagination is the wing of creation and the cultivation of students' learning ability. For example, "ash" can take things to the fire and burn them to ashes. It's really well covered. It not only cultivates students' innovative consciousness, but also teaches students a good way to remember glyphs and sounds.
Third, pay attention to the guidance of writing.
Start with the difficult word "that" and focus on guidance; Adhere to the three-step training of reading, writing and comparison, so that students can combine their brains with their hands. When they see a word, they should first think of how to write it well. For example, if you want to find a single-character pen, you must first determine what structure it is, such as left-handed structure, up-and-down structure, semi-closed, fully closed, needle-shaped and so on. Words with left and right structures can be divided into three categories: narrow left and wide right, narrow left and narrow right, and equal left and right. Guide students to learn to analyze glyphs step by step. After a long time, students master the writing rules, and teachers don't have to analyze every word. From helping to letting go, the initiative is completely returned to the students. Teachers don't need to explain more, just a little nudge will get twice the result with half the effort.
Fourth, use different forms of evaluation to stimulate students' interest in writing.
1. self-evaluation: students compare with the imitated model words to find out the shortcomings so as to correct them before writing the next word.
2. Mutual evaluation: After the imitation is completed, organize students to comment on each other and circulate the works in groups to point out their advantages and disadvantages. If the writing is correct, the structure is reasonable, and the strokes are in place, let the students show their works on stage and the rest of the students will evaluate them. Through mutual evaluation, they can not only exercise their observation and analysis ability, but also exercise their oral communication ability.
3. Comments: through appropriate and accurate comments, enhance students' belief in writing good words and improve their shortcomings.
In class, I also found many places that need to be improved in my teaching. For example, when memorizing words, students can group some words to deepen their memory; You should also strengthen your basic skills in chalk writing.
Reflections on the teaching of tadpoles looking for their mothers 4 "Little tadpoles looking for their mothers" is a language activity in the theme activity "Spring" in the middle class. Spring has come, and some activities related to spring involve various fields. At first, the children didn't know what season it was, so they answered in spring, summer, autumn and winter. Gradually, after a series of activities, children have fully perceived the changes of climate and plants in spring, as well as the basic characteristics of animals in spring.
Before this class, we have done a series of activities, such as drawing "tadpoles", "folding tadpoles" and making "frogs" with disposable paper plates, so that children can have a preliminary understanding of the simple process of "changing tadpoles into frogs". Therefore, children have a basic understanding of this lesson. Now children have all heard different versions of this story, and they still like it very much.
But how to let the children in the middle class know more about the growth process of "tadpoles turning into frogs" and let them expect knowledge on the original basis?
First of all, I guess riddles to stimulate children's interest; Then let the children look at the pictures and tell them what you see. Let the children express their thoughts through observation, and then sort out the answers. This not only exercises the child's observation, but also gives the child enough imagination, so that the child has his own thinking to consider problems, and also exercises the child's language expression ability.
Second, I am telling stories in different tones and throwing questions at children: for example, what eggs did mother frog lay on the grass? Let children learn: "black, round eggs." Step by step, let the children gradually understand the characteristics of frogs through the dialogue between "Little Tadpole and Four Mothers". So that finally, "Little Tadpole" learned the reason why little Tadpole is different from mother frog through the dialogue with mother frog, and pushed the focus of this lesson to a climax.
Thirdly, on the basis of children's free observation and explanation, "role performance" can make children's interest point to a new level, which can increase children's further memory and consolidation of stories.
But because of the long story, it is not a class hour for middle school students to achieve their goals. So, I told it vividly while the child was taking a nap. On the basis of the original work, the children further understood the content of the story and had a complete understanding of the scientific knowledge of the frog growth process.
After every activity, there are many defects waiting for us to reflect, explore and learn. Only by continuous analysis can our children gain something. I hope I can make continuous progress, constantly understand the needs of children and work hard for their growth.
Reflections on the teaching of tadpoles looking for their mothers 5 "Little tadpoles looking for their mothers" is a vivid and interesting fairy tale. In class, I try to stimulate students' interest, arouse their enthusiasm for learning, pay attention to cultivating students' listening ability, and reflect on the teaching of this class, which has the following characteristics:
First of all, through the introduction of riddles, students' interest in learning is stimulated.
Interest is a person's love for something. At the beginning of class, I mysteriously told my classmates that today, the teacher brought a riddle. Do you want to guess? The students said in unison, "Yes." The teacher told a riddle and the students guessed that it was a tadpole. Then, get to the point. Without laborious introduction and time-consuming practice, students naturally enter the text and role.
Second, reading, speaking, discussing and learning enrich the accumulation of language.
1, reading-reading layer by layer, reading out feelings.
(1) First reading. After I introduced the text interestingly, I immediately threw out questions and asked the students to listen carefully.
A, the old teacher reads the full text, and the students think about the process of tadpoles looking for their mothers.
B.who is the mother of tadpoles? Find out the characteristics of its mother from the text. Students understand the outline of the content in reading and gain the overall perception.
(2) intensive reading. Based on students' overall perception of the text content. I carefully guide students to deeply understand the text, and at the same time pay attention to the cultivation of students' various abilities. The second and third paragraphs of the text are the process of tadpoles looking for their mothers, which is the focus of the whole text. I focus on guiding tadpoles to talk with carp and tortoise, and read aloud and perform in different roles at the right time.
2. Promote speaking by reading and understanding by speaking.
(1) Say the order. Let the students talk about the growth process of tadpoles first, then, then and finally. Fill in the blanks according to the students' words.
(2) say the content. After students know what frogs look like, they are asked to add the characteristics of frogs to their search for you. Combine what you have learned with practical application in time.
3, discussion-various forms, in-depth guidance
Students know that frogs are good friends of crops and use their brains to say a lot of protective measures. It enhances students' awareness of protecting beneficial animals, promotes students' healthy growth, and embodies the essence and function of educating people.
Teaching is an art of regret, and there are many regrets in this class. For example, students understand the text, but the way students understand the text is not timely and clear. In the future teaching, I will insist on leaving the right to study to students; The right to ask questions to students; Let students become the masters of learning.
Reflections on teaching tadpoles to find their mothers. The text "Little Tadpole Looking for Mother" takes tadpoles looking for their mothers as clues to introduce the growth process of frogs. It took me two class hours to complete the teaching task. The first class is mainly about literacy. I think it is difficult for junior children to understand this text because their vocabulary is limited. Therefore, it may be easier to learn new words and understand their meanings before learning the text. Literacy is the key and learning literature is the key. In word teaching, I arranged a preview in advance. In class, the children boldly went to the podium and said new words and phrases themselves. The effect is better.
When studying the text, I adopted the following methods:
1, I first showed the students a video of a tadpole looking for his mother, and then combined with the text, I knew what the tadpole looked like. In the process of learning literature, let students know that tadpoles know the characteristics of mothers step by step with the help of mother carp and mother tortoise, and let students talk about the characteristics of frogs step by step to understand the cause, process and result of things.
What I pay attention to is that teachers play a leading role and students are the main body. After guiding children to learn the first and second paragraphs, I guide them to sum up their learning methods, and then let them learn independently, let them work in groups, and cultivate their ability of unity and cooperation.
3. I prepared five pictures in ppt, which are a small tadpole, a tadpole with two front legs, a tadpole with front legs and hind legs, a frog with a shortened tail and a big frog. Guide students to tell the changing process of tadpoles by looking at the pictures, so that students can easily and effortlessly master the process of tadpoles becoming frogs.
4. In order to let children better understand the meanings of the words "face up", "catch up" and "swim over" and the sentences in which they are located. Cultivate students' abilities of observation, thinking, imagination and expression. I asked the children to perform "face up", "catch up" and "swim across".
Believe in children, return the classroom to children, and let the 40-minute classroom become a stage for children to show themselves!