Reflections on the teaching of small fish in shallow water depression

Fish in Shallow Water tells the story of a little boy who saw hundreds of dying fish on the beach and threw them back into the sea one by one. The following are my thoughts on the teaching of small fish in shallow water pits. Welcome to read the reference!

Reflections on the Teaching of Small Fish in Shallow Water Pit 1 "Small Fish in Shallow Water Pit" tells a touching scene of a little boy trying his best to save those small fish washed ashore by the storm and trapped in the shallow water pit. When I read aloud with my textbook, I was moved by the article, especially the immature sentence "This little fish cares", "This cares, this cares, and this, this, this ...". The text "Small Fish in Shallow Water" is mainly to let students feel the boy's concern for small fish, realize the preciousness of life and establish the consciousness of cherishing life. So how can these inexperienced children realize this? I let the children really walk into the text, willing to participate in the rescue of small animals, realize the exchange of ideas and the collision between hearts, and make the Chinese classroom a paradise full of humanistic interests.

In teaching this lesson, I closely followed the word "care" and directly grasped the sentence "Before long, the small fish in the shallow water pit will be sucked dry by the sand and evaporated by the sun". The sentence "These little fish can do it" leads students to feel the dangerous situation of small fish. After feeling the fish's longing for life, let the students find out the sentence that the little boy saved the little fish, and lead the students to feel the usage of verbs and experience the hard work of the little boy to save the little fish, which shows that the child is very caring. In reading aloud, let the students act out the actions of the little boy picking up and throwing fish. In bending over and waving again and again, let the students experience the "difficulty" of the little boy insisting on picking up and throwing fish.

Arouse students' curiosity. Who cares if the little boy does this? Finally, 3-6 natural paragraphs are taught, so that students can experience the little boy's hard work of picking up and throwing fish through performances, and consciously "interview" to guide students to try to figure out the little boy's psychology. Through the teaching of each link, I lead the children into the text, enter the text role, let the children communicate with them, let the children communicate with the characters in the text harmoniously and easily, and create a multi-directional communication platform, which makes cooperative learning more enjoyable and meaningful.

Finally, after the students realize that the little boy cares about every small fish in the shallow water, I ask the students to fill in the blanks according to the sentence pattern of the text: this _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _! And this, this, this ... all the small fish _ _ _ _ _ _ _. With this form of practice, students can start thinking and expand their imagination.

Reflection on the Teaching of Small Fish in Shallow Water Pit Part II "Small Fish in Shallow Water Pit" is an intensive reading text in Unit 7 of Book 3 of People's Education Press. This is an easy-to-understand story. This lesson is about a little boy who saw hundreds of small fish trapped in a shallow pool. Although no one cares, the little boy cares about the feelings of every little fish. He picked them up one by one and threw them back into the sea. Through this story, the author makes children realize that when small animals are injured, they should lend a helping hand and help them with love.

Through the education of ideological quality, children's tender hearts can be beautified. In this class, I will strengthen the training of students' literacy and language, change the way of teaching and learning, stimulate students' interest in learning and improve the efficiency of Chinese classroom teaching according to the age characteristics of lower grades and the teaching objectives of the first phase.

First, a solid language training to improve the efficiency of classroom teaching

Teaching is a kind of language communication or activity, and its important feature is "dialogue". As Chinese classroom teaching, we must attach importance to language training in the process of "dialogue". I know very well that words are inseparable from words and sentences. We should organically combine literacy, word interpretation, sentence reading and learning, so that students can understand the meaning of words with the help of language materials and read aloud on the basis of understanding the meaning. In teaching, I carefully designed the sentence pattern of "you ... you ..." to describe the water in the shallow water pit. Speak with "maybe … even ……" and experience a lot of situations, and then guide students to experience "hundreds of thousands". Thanks to the previous understanding and foreshadowing, the meaning of the latter sentence was immediately understood.

In short, in teaching, we can start with the language, grasp the key words, use various methods to understand the meaning, guide and guide students to grasp the meaning, enhance the perceptual connotation, and improve the efficiency of Chinese classroom teaching. In Chinese class, students should be guided to experience, comprehend, learn and use the language. Only through solid training can students' Chinese ability and Chinese literacy be greatly improved.

Second, change the way of teaching and learning to stimulate students' interest in learning

"Chinese Curriculum Standard" clearly points out that Chinese curriculum should cherish students' curiosity and thirst for knowledge and fully stimulate students' interest in learning. I try my best to embody this concept in teaching design. When teaching the first natural paragraph, I designed students to read the first natural paragraph silently and think about why the little boy saved the fish. Look for the relevant sentences in the text and draw them in straight lines. Then the students reported that the teacher guided and enlightened the author's pity for the little fish and admiration for the little boy.

In this way, students can read and think independently, give students more time and space in class, lay a platform for students to experience success, adopt flexible and diverse evaluation methods, stimulate students' interest in learning, let students acquire knowledge and skills, pay more attention to processes and methods, and guide students to love learning. This link is based on the teaching principle of cultivating self-learning ability, which fully embodies the learning pleasure of taking teachers as the leading factor and students as the main body.

Reflections on the teaching of small fish in shallow water pits 3 This lesson presupposes the following objectives: review new words; Can read the text correctly, fluently and emotionally, and express pity for the little fish and admiration for the little boy; Further establish the awareness of protecting small animals and cherishing life. Although the teaching process is progressing smoothly, looking back on the whole process, I always feel that there are many regrets in it. Now I think so:

1. When asking the first question, I asked the students to read the full text freely and loudly at one time, read the correct pronunciation, find out the relevant sentences describing diving pool and Xiaoyu, and draw them with "-".

Later, I feel that students need to find out the relevant sentences after reading it for the first time. I feel that the following changes should be made, so that students can understand what to do more clearly, and at the same time avoid teachers' verbosity and nagging and improve classroom efficiency, that is, 1. Please read the full text freely and read the pronunciation accurately; 2. Browse the text quickly, find out the relevant sentences describing diving pool and Xiaoyu, and draw them with "-".

2, reading "He walked slowly, kept bending down in front of each puddle, picked up the small fish inside and threw it back into the sea." In the process of this passage, I feel that although I asked the students to circle verbs and carry out learning activities in groups of four, I didn't give more guidance when the students didn't perform well, so what the children can say later is simple and superficial. If you set a few small questions, the effect should be much better: Why are you working so hard? Why is it so slow? You can experience an admirable image of a young man who is kind, caring for small animals, cherishing small lives and dedicating himself wholeheartedly.

3. Read aloud according to roles: two narrators, one playing "the little boy" and the other playing "me", find that the children's roles are not well divided and noisy, which needs coordination; In addition, it is not confident and bold to show it in front of the whole class.

In the whole classroom teaching process, I think childlike innocence is lovely and precious, and children also actively express their views. However, I feel that as children get older, some children, especially boys, are a little unruly. In the future teaching, we should constantly pay attention to the new problems that children appear in the classroom, especially pay attention to cultivating children's listening habits.

The little boy's actions in this text are very touching, so how can students deeply appreciate the touching place of the little boy when learning the text?

First of all, I show the topic directly for students to see. Results After reading it, the students mainly put forward three questions: What is a shallow water pit? How did the small fish get into the shallow water pit? What happened to the little fish in the shallow water pit? Therefore, it is natural to guide students to look at the pictures to understand the shallow water pit, and then read the first paragraph of the text to solve these three problems. Then, when they understand, they are guided to read their own feelings. The third question is that the students have made clear the content of the first paragraph. This fish is really poor. So what would you do if you saw this scene? Just watch it die? Or take the opportunity to catch them all and eat them? When the students haven't answered, let them read the following and see what you have learned. Then the students begin to read paragraphs 2 to 6 and talk about their feelings. Many students said that the little boy was very touching. Where is he touching? Students say it again, and on the basis of what they say, guide the whole class to read it well and read it touching. Give students some time to practice reading in groups, and then find several groups of students to perform. During the performance, it is found that students' performance reading ability needs to be further cultivated. Three groups are called, two groups read well, but they are confused when combined with action. Finally, let the students contact their hometown and talk about the small animals in their hometown and how to protect them. There is one place where I am confused. Many students said that after learning this lesson, they would protect small fish and never let their relatives fish again. What's more, some students have to protect chickens and puppies. Seeing that he knows this, I am really at a loss, but I can't help it. What should I do?

Reflections on the teaching of small fish in shallow water pits 5. Classroom teaching is an art as well as a science. Art needs to be colorful and brilliant, and science needs to be serious and meticulous. Teaching should be lively-guide students into the text and love the text; More rigorous-teaching students accurate knowledge. Preparing lessons is the first step for teachers to enter the text. Teachers should read the text first. After I get the text, I always read it several times first, read the correct pronunciation and understand every sentence. No matter what students are asked to do, teachers must do better. Take the lead in setting an example and learn to be a teacher. Read the text not only through, but also through, so as to know it by heart. The advantage of this is that you can walk into the text, grasp the meridians of the text, grasp the key points of the text, and understand the author's thoughts and feelings. Many times, a clever teaching idea often comes from familiarity with the text. The teacher must read the text. Reading teaching is a dialogue among teachers, students and texts. Text is the material and carrier of teaching, and the understanding of each element in the text can be different. However, everything that is mainstream, essential and important must be accurately grasped and unambiguous. "Little Fish in Shallow Water Depression" embodies the little boy's love and cherish for life, which requires students to feel and understand on the basis of familiarity. At this time, the teacher should not blindly instill what you understand in the students, but let the students figure out what this article wants to express.

When Bailey scored the1000th goal, the reporter asked him, which is the best1000th goal? Bailey replied, "Next!" In fact, the same is true of classroom teaching. For those excellent teachers, a wonderful lesson is always the "next lesson". There is no end to learning and no end to teaching. When preparing lessons, teachers should constantly adjust. Teaching different students with the same lesson plan has different teaching effects. Due to the different teaching objects, backgrounds and other factors, there are often many unexpected situations in classroom teaching. It can be said that it is changing rapidly, which also requires teachers to adjust their lesson preparation in time. "Little Fish in Shallow Water" can design an expansion assignment at the end. "What will happen when the little fish returns to the sea? What kind of mood will the author have? Will he pick up the small fish and throw it into the sea? " Write a paragraph according to your own understanding.

"A good singer makes people follow his voice, and a good teacher makes people follow his ambition." If Chinese teachers want to prepare lessons well, they should read widely and memorize by rote, and they need "knowledge and learning" to understand Gu Xiao today. It is not too difficult to be a Chinese teacher, but it is not easy to be an excellent Chinese teacher. "Preparing lessons for life" is the premise of becoming an excellent teacher!

Reflections on the teaching of small fish in shallow water pits 6 This text tells the story of a little boy who picked up small fish one by one and threw them into the sea. It can be seen that he is not playing games with a momentary curiosity, but is persistently completing a task. This move is very touching! The little boy in the article regards small fish as life, and picking up a small fish saves a life! So how can students deeply feel the awe of the little boy when learning the text?

Create situations and guide classes with emotion. This lesson is placed in the second class, which is a necessary part of the new word "review the old and learn the new" First, I put the fish of the new words in this lesson on the beach. I can read the new words in fish accurately and swim to the sea. As a result, students can read it accurately, but the light word "Lie" can't be read correctly. I was guided by the camera.

After reading the first paragraph of the text, I asked the students to express their thoughts after reading it. Many students already think this fish is too pitiful. I immediately asked, "So what did you learn from that sentence?" Students' understanding of "sleepy" in the specific environment and their grasp of the meaning and importance of the word "sleepy" in the text are really the finishing touch and the soul of the whole class. If a small fish is not trapped in a shallow water pit, it will not make people feel its pity, its pain and the touch of various sensory organs. This struggling picture is being seen and understood by the little boy on the beach. This sudden change of vision allows students to put themselves into the situation, and the lens guides them to observe the illustrations. Then the students begin to read two to six paragraphs and talk about what the little boy is doing. The students are different. Understanding Care In a specific environment, students unconsciously express the meanings of care, care, concern and love. The little boy kept saying, "This little fish cares. And this, this, this ... "Students feel reading. On the basis of reading, they guide individuals to read well, show reading, and then guide the whole class to read well and read out the little boy's" concern ". When students know who cares about whom through their own reading, our reading teaching will return to the truth, and students' learning will be independent and true. Then, the students all entered the situation, as if they were picking up small fish at the seaside and throwing them into the sea. So they kept talking about this concern, this concern, this concern ... Qi Xin, a classmate of the whole class, worked together to help the little boy pick up the small fish in this shallow water pit, let them return to his mother's arms, and carefully understand how the little boy "constantly" and "vigorously" saved the small fish and regained his freedom and happiness. At this time, the theme of this class, protecting animals and cherishing life, will be sublimated and the innocent love of children will be successfully drawn.

Finally, let the students contact their hometown and talk about the small animals in their hometown and how to protect them. Here, I think many students have the same answer. After learning this lesson, everyone said that they would protect small animals in the future, and some students would also protect chickens and puppies and resolutely put them back into nature.

We care about the design of a class, and we care more about the students' learning experience. Classroom is generative. What we care about is sufficient presupposition, and what we care more about is to grasp students' unique feelings and experiences in reading class. Chinese is a pleasant course, and the Chinese classroom is the temple where students' thinking soars, and our teacher is the companion who leads them to soar, sharing joys and sorrows with them and traveling with them. Generally speaking, under the guidance of my passion, children's emotions have been well mobilized, and they can learn and feel life in an emotional way, but they pay more attention to the details of personal teaching and body language, which need to be honed in their future work to improve their professional level.

Reflections on the teaching of small fish in shallow water pits 7. The passage "Little Fish in Shallow Water Pit" contains the author's rich emotions. This article tells the story of a little boy who tried his best to save those small fish trapped in a shallow water pit. The little boy's action of protecting animals and caring for life is very touching. In teaching, I try to infect students with emotion, grasp the emotional points of teaching materials and students, and try to combine them organically.

First, create a situation to stimulate students' interest in learning

Combined with the content of the last text, the introduction of pictures makes students realize that every small animal has its own living environment and home. On this basis, play the scene of fish living in the depths of the seabed, so that students can intuitively feel the happy scene of fish playing on the seabed. This not only greatly stimulated students' interest in learning, but also laid the foundation for understanding the desire of small fish to return to the sea.

Second, contact the actual life of students and experience the content of the article

When I understood the word "care", I designed such a question. What makes you "care" in your daily life and study? After the students talk about their understanding of the word "care" in their own lives, let's talk about what the small fish in the shallow water depression "care" most. Students can understand that the fish cares about the boy's actions, thus feeling the fish's desire for life. Then read paragraphs 2-6. Through his actions and language, I feel that the boy cares about every little fish. For example, the little boy said without looking back that he kept picking up the fish and throwing it hard. These actions can feel that this boy cares about these small fish. The whole class takes "care" as the starting point and "care" as the main line to start teaching. The teaching process is clear and students' understanding of the teaching materials is in place.

Third, grasp the key words and sentences and understand the content of the text.

In the first natural paragraph, I guide students to grasp the words "hundred" and "thousand", and I feel that there are a lot of small fish trapped. In the second paragraph, I caught two adjectives describing the little boy saving fish, and felt the boy's efforts and persistence in saving the fate of every small fish. The third paragraph grasps the feeling of "can't help it". After seeing that boy's behavior, I felt sorry for him. The fourth paragraph grasps "never look back" and the sixth paragraph grasps "this care! This also cares! ..... "Feel the kindness of the boy, and help these little fish quickly. Understand the content of the text by grasping the key words and sentences and feel the kindness of the boy.

The little boy's actions in this text are very touching, so how can students deeply appreciate the touching place of the little boy when learning the text?

First of all, I show the topic directly for students to see. Results After reading it, the students mainly put forward three questions: What is a shallow water pit? How did the small fish get into the shallow water pit? What happened to the little fish in the shallow water pit? Therefore, it is natural to guide students to look at the pictures to understand the shallow water pit, and then read the first paragraph of the text to solve these three problems. Then, when they understand, they are guided to read their own feelings. The third question is that the students have made clear the content of the first paragraph. This fish is really poor. So what would you do if you saw this scene? Just watch it die? Or take the opportunity to catch them all and eat them? When the students haven't answered, let them read the following and see what you have learned. Then the students begin to read paragraphs 2 to 6 and talk about their feelings. Many students said that the little boy was very touching. Where is he touching? Students say it again, and on the basis of what they say, guide the whole class to read it well and read it touching. Give students some time to practice reading in groups, and then find several groups of students to perform. During the performance, it is found that students' performance reading ability needs to be further cultivated. Three groups are called, two groups read well, but they are confused when combined with action.

Finally, let the students contact their hometown and talk about the small animals in their hometown and how to protect them. There is one place where I am confused. Many students said that after learning this lesson, they would protect small fish and never let their relatives fish again. What's more, some students have to protect chickens and puppies. Seeing that he knows this, I am really at a loss, but I can't help it. What should I do?

Reflections on the teaching of small fish in shallow water pits 9 I taught the first two sections of "small fish in shallow water pits" In the teaching time of 35 minutes, I basically completed the teaching task, from mastering words and phrases to reading sentences and paragraphs, and then to understanding and feeling paragraphs.

At the beginning of the class, I designed the links of reading poems and watching videos, which are illustrated with pictures and texts, which are in line with the characteristics of the learning psychology of junior two students. But I didn't expect the students' interest in learning was not as strong as I thought, so when I asked the question "What do you want to say after watching this video", only a few students could get to the point.

Then I naturally transitioned to the presentation of the topic through one sentence: "... but one day, the carefree fish came to another world ...", and then I successfully entered the study of the text by explaining the topic "Shallow Water Depression" and the reading topic by looking at the pictures.

When learning the first paragraph, I put forward several simple and clear questions in series, so that students can clearly understand the content of the first paragraph and read it well. "What kind of difficulties have these little fish encountered?" "What's the difficulty?" "How many small fish are there?" "If you were those small fish, what would you say at this moment?" I help students feel the danger of fish's living environment and experience the concept of fish. Among them, I tried various learning methods in the timely time and content, reading and underlining sentences by myself; Understanding of key words; Say what you think; Use the text to solve problems from the text; Get into the role, imagine speaking, etc. But there are also some teaching mistakes caused by insufficient presupposition. One of the teaching highlights of the original design: the feeling of the word "sleepy" I also realized many meanings, but I didn't expect the actual situation of students to overestimate their learning ability, which led to a temporary silence in the classroom. Therefore, presupposition is very important, but we should also proceed from students' actual ability, and don't completely add our own ideas to students.

The study in the second quarter was a turning point, and I also used a turning transitional language to introduce it. "... finally, they ushered in the hope of life. what's up "In this section, I mainly focus on making students understand after reading. After the students have fully read and taught themselves, ask them to "find out the verbs", "act out the paragraphs" and "say the words that give you the deepest feelings". This link, due to the high preset, the classroom is temporarily deserted. When I asked students to say what impressed them the most, presupposition and generation were out of touch again, and students were always trying to explain the surface. So I put the lesson plan aside and made a demonstration: demonstration reading, demonstration performance and demonstration speaking. Finally, the effect soon came, students had a "sample book", a foundation, began to feel, and they listened well. Therefore, some knowledge must be given directly, and it is not necessary to "set a trap" or "pretend to be difficult" in order to achieve a certain effect.

There are still many shortcomings in this course, for example, students have not read enough, which leads to the need to spend more time guiding their feelings. It is true to read it a hundred times. In addition, after this class, I still have a feeling that it is very important for students to develop classroom habits, so that they can learn the text, feel the text and feel the text under the guidance and guidance of the teacher.

Reflections on the teaching of small fish in shallow water depression 10 I chose the course hastily, read the text over and over again, read the class record over and over again, and carefully considered every sentence in the text. It seems that there are training points everywhere. The first time I gathered all the highlights in a class, as I expected, 40 minutes in a class was not enough, so I chose carefully. I have tried three classes in other classes, and the teaching plan and courseware have been revised three or four times, and I have to give up what I want every time. Finally, under the guidance of courseware and lesson plans issued by Henry Lau, the teaching process is established, and with the help of Xue Juan, the teaching process is sorted out, especially the design of interlanguage. The night before the lecture, I gave a complete trial lecture to the child and her father. I saw that there were still five minutes left, and my hanging heart finally relaxed a little. If every class is prepared as carefully as an open class, the classroom efficiency will definitely improve rapidly, but more time is needed to prepare lessons.

This class is the second class, and there are articles. I focus on the description of the little boy's fish-saving action, so that students can read, circle and understand, so as to realize the little boy's concern and his feelings of loving animals and cherishing life. Then, we study with the text in the same way to deepen the feelings of caring for animals and cherishing life. The idea is good, but the situation in class is repetitive. Dictation and reading words are not compared with courseware. The middle default is "the boy picked up a fish and threw it into the sea while answering." This sentence, thinking that the students could not find it, was finally added to the students. As a result, what the students said in class was not the same as the order I designed, so I had to temporarily adjust the courseware screening, and my mood was tense again. Then fill in the blanks, "this _ _ _ _ _ _ _ _,

This is also _ _ _ _ _ _ _ _, and this, this ... all small fish are _ _ _ _ _ _ _ _. "The students are my nervous emotional contagion, play well. They are a little icebreaker. Seeing that time is running out, I am worried, but I don't know what to do. As a result, the class became incoherent and verbose, which caused serious delay. After class, my mood still lingers for a long time So I feel nervous before class, dry mouth during class and uneasy after class in WeChat.

After the experience of this class, the advantages are as follows:

1. Under the guidance of reading methods, students draw sentences, circle words, read sentences with emotion, and apply methods in the text in time.

2. I strengthened the guidance for students to read aloud. I think students' reading level has been improved obviously by teachers and students speaking and removing words.

I didn't expect the students to talk about their feelings in the form of poems. It can be seen that as long as students can deeply understand the feelings of the text, they can naturally and unexpectedly reveal them.

But more shortcomings are exposed:

1, the classroom mechanism is missing. Poor psychological quality, lack of adaptability, these reasons are because of lack of money, need to strengthen learning, and reading and extensive reading are the best learning.

2. Classroom design is not drastic enough, such as "one side …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. When preparing lessons, we should be fully prepared for the learning situation, so as to keep constant and change.

In a word, I think everyone's class should have its own characteristics. As long as we combine the characteristics of students in our own class, we can fully mobilize students' learning emotions and let them learn in passionate activities to understand the true meaning of knowledge. This is a successful lesson. In a word, let the language glow with vitality.