Reflections on the teaching of "It's going to rain" in the first grade of primary school Chinese

As an excellent people's teacher, we need strong classroom teaching ability. Reflection on writing teaching can sum up many teaching skills in the teaching process. So what problems should we pay attention to when writing teaching reflection? The following are my thoughts on the teaching of "It's going to rain" in the first grade of primary school Chinese (6 general remarks), hoping to help everyone.

Reflections on the teaching of "It's going to rain" in the first grade of primary school. 1 It's going to rain is a scientific fairy tale, which describes some natural phenomena before it rains with simple words and vivid language forms. When I let the students understand that "small fish swim to the surface because the water is stuffy", I began to teach according to the students' original knowledge and experience. "Have you ever felt bored?" In the memory of life situations, students realize that the quilt covers them and they can't breathe. The stuffy nose of a cold has the same meaning as the "stuffy" of a small fish. Then ask the students to experience the situation: If you are a small fish, how do you feel underwater? What's it like to swim to the surface? The students said that it was boring and uncomfortable at first, but later it was much more comfortable. Interesting experience, so that students can feel the same way with Xiaoyu easily and happily. Then ask students to express themselves by reading aloud, and students' understanding of key words can be described as natural.

"Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice." Therefore, the teaching effect is good on the basis of fully respecting students' unique feelings, experiences and understanding of key words.

Reflections on the teaching of "It's going to rain" in the first grade of primary school Chinese. The second part of "It's going to rain" is a text in Unit 4 of the new curriculum standard for primary school Chinese in the first grade of People's Education Press. Today, just before this class, it is going to rain. It was suddenly dark, and the cold wind penetrated the treetops, through the cracks in the windows and straight into the classroom. How to seize this good teaching opportunity? The following is my reflection on the teaching of It's going to rain:

First, I asked the students to look out of the classroom. Some students said it seemed to rain. Some people say it hasn't rained yet. "Today's text" It's going to rain "is similar to the present situation." As I spoke, I wrote "It's raining" on the blackboard, and then added the word "To" with a red pen. The students are very clever and immediately understand: it's raining, but it's going to rain, that is, it's not raining yet, and it's going to rain soon. After such a comparison, the accuracy of the words used in the topic "It's going to rain" is reflected.

"What hints will nature give us before it rains?" Outside the book, the students talked about the knowledge in the book "Swallows fly low, fish breathe, ants move", such as "there are small drops of water on the turtle's back, dragonflies fly low to catch insects, spiders pull nets" and so on. I asked, "Then how do you know?" Some said, "The kindergarten teacher said it." Some said, "I have seen it." It seems that these rural children should not be underestimated, and their experience is quite rich. I taught this text before, when children didn't know anything. I instilled a lot of knowledge.

Students know this knowledge, but it does not mean that they have fully understood the text. I still let the students read aloud step by step. However, before reading, in order to arouse students' interest again, I cleverly arranged such a link: all the students know so many omens before the rain, but the protagonist in the book, the white rabbit, is not as clever as you. How does it know? "Health:" It didn't know until it asked the swallow. "

In the lesson "It's going to rain", I always focus on "personal experience"-let children imagine themselves as a white rabbit, think like it, feel like it, say like it and do like it. When the students really enter the role, like a white rabbit, they feel the message conveyed in the text from doubt to doubt until it is sure to rain.

In the past, we always thought that the white rabbit met with swallows, small fish and ants in the same link and scene, but it wasn't! We started with "Will it rain?" And "the little white rabbit quickly picked up the basket and ran home." You can see it here. The former is dubious and the latter is affirmative, so we will "hurry" and run home. When it sees an ant, it tells the ant that it will rain. I have arranged an oral training here, and I don't know if it is appropriate. The original text probably means simple writing. I asked the students to talk about it in the form of dialogue. It is required to be consistent with the content before and after the text.

Another highlight is that I found onomatopoeic words like "rumble, whoa, whoa" at the end of the article. I think, although there is no requirement for first-year students, it is not bad to let them talk orally. Try it, and the effect is not bad.

This is a "original ecology" class, and there are many places worth thinking about. Unfortunately, time does not allow me to write a reflection on teaching and discuss it with my colleagues.

Reflections on the teaching of "It's going to rain" in the first grade of primary school. The third part "Chinese Curriculum Standards" points out: "Reading teaching at all stages should pay attention to reading aloud and reading silently. Some poems require students to read aloud in order to accumulate, experience and cultivate a sense of language. " Therefore, in the teaching of "It's going to rain", I attach great importance to reading training and always take reading as the basis. There are also various forms of reading aloud. From reading to reading, to reading with emotion, give an encouraging evaluation after reading.

Especially in emotional reading, students are allowed to read independently according to their different feelings. For example, when the rabbit is talking to the fish, he reads aloud. Some students think that the rabbit is in a hurry, so he reads faster. Some students think that the white rabbit is afraid of scaring the small fish and reads very lightly. Different feelings make them read differently. In the sound of reading, they got a preliminary emotional experience, felt the beauty of language and realized the performance of various small animals when it was going to rain.

Reflections on the teaching of "It's going to rain" in the first grade of primary school. The fourth chapter "It's going to rain" is a reading text that expounds scientific common sense in the form of fairy tales. This is a good textbook for learning Chinese training language. Therefore, we should pay attention to the following aspects in teaching:

1, there are many ways to read. First of all, circle the previewed new words and mark the words that can't be read correctly or are easy to be read wrongly. Secondly, I contact the quality of life. For example, when teaching the word "wet", I said, "Some time ago, it rained all the time. How do you feel? " Thirdly, read with synonyms and change "shout" into words with similar meanings, so that students can easily think of "shout"; There are also word literacy, such as using children's songs when remembering the word "boring": shut your heart in the door, of course, it feels boring.

2. Understand the meaning of words in various ways. Understand the meaning of "low" by observing the pictures; Understand the opposite meanings of "straight" and "curved" through the demonstration of activity teaching AIDS; Experience the feeling of "boredom" through two different breaths and understand the meaning of words; Understand the meaning of "ku" through action demonstration. Integrating literacy teaching into reading teaching makes language development and literacy organically combined.

3. There are various forms of reading training.

Teach key sentences in the text, guide students to understand on the basis of reading aloud, and practice reading aloud on the basis of understanding. Let emotions be expressed by reading aloud through association and imagination. Through various forms of reading: individual reading, group reading, paragraph reading, whole reading, question-and-answer dialogue reading, reading guide, etc. This will not only enable students to understand the content of the text in reading. At the same time, it also cultivates students' reading ability.

4. In the expansion, some slides were shown to students, the content of which was to predict the weather change by observing the abnormal performance of small animals. After that, let the students talk about what they have learned. Students lack this knowledge. It seems that practical experience and indirect knowledge need to be accumulated.

Reflections on the teaching of "It's going to rain" in the first grade of primary school. When I walked off the podium of the teachers' competition, I sighed lightly and put down a burden, but I climbed another shadow in my heart.

The text I teach is going to rain. This is a lively and interesting science fairy tale. Through the dialogue between white rabbits and swallows, fish and ants, the text introduces three phenomena that indicate that it will rain, such as swallows flying low, fish swimming to the surface and ants moving, so that students can know that weather changes can be predicted by observing nature.

1. According to the similarity of the words spoken by swallows, fish and ants in the text, I designed a teaching mode of "guiding, helping, releasing and acting" in my teaching. First of all, the 1-3 paragraph of the text is "guided" by the teaching method of "watching, reading, quoting and reading".

Then, the teaching method of "watching, reading, discussing and reading" is adopted to guide students to learn the fourth to sixth paragraphs of the text by themselves, which is called "help"; Finally, let the students learn 7-9 paragraphs by themselves according to this method. As a result, students have experienced a learning process of "looking at pictures, reading texts, self-learning and reading beauty", and have mastered certain learning methods in this process.

This design gives full play to the main role of students. While cultivating students' self-study ability, students are encouraged to question boldly, creating conditions for students to study and solve problems in group activities, and cultivating students' initial questioning consciousness and ability.

2. In teaching, I use cartoons, exaggerated language and other situations to guide students to read vividly. Students enter the countryside in the context, as if they were the white rabbits and swallows in the text. For example, "Now you are lovely white rabbits, a swallow (with a picture of the swallow) flies over your head, and you shout loudly-".In this way, the students' enthusiasm is mobilized, and they can't help but walk into the situation created by the teacher, laying a good foundation for the later study.

According to the characteristics of primary school students in lower grades, I adopted various reading methods to arouse students' enthusiasm. Students can deepen their understanding of the text in the process of reading, through reading by themselves, asking students to read aloud, practicing reading at the same table, reading by teachers and students, role reading and so on.

4. At the end of the article, I asked in time: "We know three weathermen, the swallow, the fish and the ant. Do the children know other weathermen? " Expand students' thinking in time, let students show their rich extracurricular knowledge and give encouragement. This not only stimulates students' interest in observing nature, but also trains them to listen carefully.

Of course, the regrets left in class have been bothering me!

1. When students learn the dialogue between rabbits and fish, rabbits and ants independently, many children can't find the dialogue between small animals and can't achieve the expected teaching goal because my guidance is not in place. If I can summarize the methods in time when teaching 1-3 natural paragraphs, and let the students find out the natural paragraphs or sentences of small animal dialogue in advance when teaching 4-7 natural paragraphs, and then the students can learn independently according to the summarized methods, I believe the children can keep up well.

2. Feedback language is not witty enough. In class, many children's answers are wonderful, and I can feel the teachers' approving eyes. For example, a child stands up and boldly comments on others: "You read loudly, so awesome! But I didn't read the tone of doubt. " But I didn't give corresponding feedback, and if I can get him to read this question to my classmates in time, I will definitely get good results.

3. In teaching, there is too little model essay reading, so students can read aloud in more forms, such as reading aloud by men and women, reading aloud in groups, reading aloud together, etc., which can break through the difficulties.

After saying "class is over", I buried myself in deep remorse, feeling that my two-week efforts would be ruined by my own regrets, and naturally I didn't give the children a good face when I returned to the classroom. Then there was the Chinese class, but gradually, I found that I could pay attention to the problems exposed in the teaching contest and adjust them in time. A feeling of being suddenly enlightened filled my heart. Today is not important, but what to do tomorrow is the theme. Suddenly relieved. ...

Repeated trial teaching is boring, and repeated tempering is painful, but who can grow up without going through a period of stumbling and self-restraint? How can it be amazing! "Growth"-the unchanging melody of young teachers' competition, why bother to have any regrets? Some kind of deficiency, phoenix nirvana, is our goal. Today is just for better growth tomorrow!

Reflections on the teaching of "It's going to rain" in the first grade of primary school. Chapter 6 "It's going to rain" is a science fairy tale. Through the natural phenomenon of "swallows fly low, fish come out of the water and ants move", the text explains the characteristics of animals before it rains and the reasons for these phenomena. This article is lively and interesting. In the vivid and interesting language, the natural science knowledge around us is organically permeated. It can not only guide students to pay attention to things around them and pay attention to observation, but also stimulate students' interest in exploring natural science phenomena around them, thus sprouting their thoughts and feelings of loving nature in their young minds and enabling them to initially accept ideological education of loving science.

Through the teaching of this class, my thoughts are as follows:

First of all, I use the courseware before the rain to attract and mobilize students' various senses, so that students can recall their real life and stimulate their interest in learning with situations. The textbook of this lesson describes cute little animals. I use courseware to show pictures, so that cute animal images can be displayed in front of students and stimulate their interest in learning. Starting from the whole, I not only understand the main content of the article, but also clarify the role and organization in the article. The creation of situations is conducive to stimulating students' interest in learning.

Secondly, when consolidating literacy, students are required to study their mastery of new words and texts through "quizzes" on the basis of being familiar with the texts, so that they can become primary teachers. First tell yourself how to read, and then tell students how to remember new words. On the basis of fully respecting students and their unique experiences, stimulate students' interest in learning and deepen their impressions.

Then I explained the first part "Swallows fly low before rain" in teaching, guiding students to grasp key words, studying the relationship between this natural phenomenon and rain, and helping students understand the content of the text. In the part of "Fish Out of the Water Before Rain", let the students study in pairs. In the part of "Ants Move Before Rain", students can understand the text by themselves. Let students read, understand, experience and feel easily and happily in the situation, and let every child participate in the study through cooperative learning and autonomous learning.

Finally, I read the text through too many roles in teaching, which stimulated students' interest in reading, felt and experienced the profound phenomenon connection of the text, helped to break through the difficulties of the textbook, and guided students to realize the connection between the changes of animal behavior before the rain and the climatic conditions before the rain, thus cultivating students' habit of observing things and analyzing problems.

In the teaching of this course, my teaching design is not innovative enough, so students can say, "What other small animals do you know about their special behaviors when the weather changes?" Learn from the accumulation of gardens in China, and guide students to know that we can predict the weather changes by observing interesting phenomena in nature.