Reflections on Chinese Teaching in Grade Four

As an excellent people's teacher, we should have first-class teaching ability, and new discoveries in teaching can be written in teaching reflection for our reference! The following are the reflective model essays (6 selected model essays) for your fourth grade Chinese teaching, which are for reference only and I hope to help you.

Reflections on Chinese teaching in the fourth grade: 1 Primary Chinese pays attention to accumulation. In Chinese teaching, teachers should consciously create and provide students with opportunities to accumulate beautiful languages and characters. Spring Festival couplets have a wide range of contents and are good materials for students to accumulate language and writing.

This article is an informative and explanatory article. The text vividly expounds the function, types, characteristics and benefits of reading Spring Festival couplets in concise language. In the intensive reading stage of the text, I focus on guiding students to appreciate the infinite mystery of China's language and characters through repeated reading, and to stimulate students' thoughts and feelings of loving the language and characters. This paper introduces four kinds of Spring Festival couplets, aiming to make students love reading and learning, gain some insights in reading and accumulate internalization.

There is a saying: "It is better to teach people to fish than to teach them to fish." It is very important for students to teach them how to study and gradually cultivate their learning ability. When analyzing the contents of the Spring Festival couplets, I first instructed them to learn the first picture of the Spring Festival couplets, "Another year of fragrant grass, still ten miles of apricot flowers." Feel the content of the description first, then let the students know where to feel the beauty of spring. In this way, students can grasp the two key words "grass green" and "apricot blossom red" at once, feel the breath of spring from the language and words, and at the same time deepen their impression of the contents described in the Spring Festival couplets. Then he directed a picture of Spring Festival couplets, "Spring returns to Qian Shan, and Rizhao Shenzhou is full of prosperity".

Because the Spring Festival couplets are short and the language is simple, the other two students organize self-study, discuss with their deskmates, and then communicate in the form of reporting their learning results. Practice shows that students can learn independently well, and they also taste the joy of success in autonomous learning! Then I launched an activity to let everyone try to tell what the Spring Festival couplets after class belong to, so that students can read the Spring Festival couplets to everyone in class, and tell everyone from which words the contents described in this Spring Festival couplets can be seen and related by themselves. The atmosphere in the classroom is very active. Meanwhile, the students have classified what they have learned as their own.

From the teaching process, from guidance to release, the spirit of autonomous learning has been well cultivated and very effective.

Reflection on Chinese teaching in grade four 2. Reflection on teaching materials.

The advantage of the new textbook lies in changing the tendency of the old textbook to pay too much attention to knowledge transmission and emphasizing the formation of a proactive learning attitude. Make the process of acquiring basic knowledge and skills become the process of learning to learn and forming correct values at the same time. That is, from simply paying attention to imparting knowledge to guiding students to learn to learn, learn to cooperate, learn to survive, learn to be a man, and pay attention to students' all-round development. Cultivate students' sense of social responsibility, sound personality, innovative spirit and practical ability. The textbook also pays attention to the cultivation of students' personality, pays attention to individual differences, meets different needs, and creates exercises that can guide students to actively participate in education and teaching places, which changes the independence of the old textbook, while the exercises in the new textbook are integrated with oral communication. This is of great benefit to improving students' practice, and the content of the exercise book is also matched with the teaching material, which not only pays attention to mastering the basic knowledge, but also pays attention to cultivating students' ability. For example, after each text, the workbook has corresponding basic knowledge questions and ability improvement questions, which complement each other with the teaching materials and have a moderate depth.

At the same time, there are some shortcomings in this textbook. For example, in the practice of China Gardens IV, let students write about rural scenery or rural scenery. For urban children, most of them don't know what the countryside is like, what the countryside has and what the life of rural people is like. Because few children have been to the countryside to understand the countryside, it is impossible for urban children to write such an article. But it is easy for rural children to write such articles.

If we want to change this problem, we can only change a few unreasonable chapters and find out the learning content suitable for different areas in rural areas or cities.

Second, reflect on teaching methods and learning methods.

In teaching methods, I changed the teacher to be responsible for teaching and the students to be responsible for learning; Teaching instead of learning teaches students, not the traditional teaching methods they have learned. The new curriculum emphasizes that teaching is the exchange and interaction between teaching and learning, and both teachers and students communicate, communicate, inspire and supplement each other, making the learning process more of a process in which students discover, ask, analyze and solve problems. Under the leading role of teachers, the whole teaching process fully mobilized students' learning enthusiasm, improved students' awareness of participating in classroom teaching, made students become masters of learning, and changed "I want to learn" into "I want to learn". Through students' own observation, thinking, thinking and speaking, coupled with teachers' moderate guidance, guidance and reinforcement, students' various abilities are cultivated while completing teaching.

Third, reflect on the confusion in Chinese teaching.

1, the confusion between teaching method and learning method

The new curriculum reform advocates autonomous learning in order to promote people's subjectivity, initiative and independence. With respecting students' individual differences and encouraging students to choose their own learning methods, primary school Chinese classes pay more and more attention to encouraging students to think from multiple angles and directions, and consciously guide students to choose their favorite learning contents and methods to learn Chinese. For example, please read a paragraph in your favorite way and then learn which paragraph you want. So don't you need to learn other paragraphs? Don't you need to master other reading methods? On the surface, teachers respect students' themes, but in actual teaching, is this teaching method applicable to all texts? It seems like a lively class, but what did the students learn in this class? Have you mastered those writing methods? What writing order do you understand? What is more regrettable is that this teaching method has become a teaching situation, rather than a way of in-depth exploration. The next step of teaching is almost from scratch. Also, when reporting, the teacher teaches and guides the students what to report. Teachers have no opinions, no priorities in teaching, and they are completely in a passive position. How can such teaching be beneficial and effective? Learning is inseparable from teachers. Autonomous learning really needs a relaxed teaching atmosphere, but in order to make students autonomous, teachers give up the leading role, or even don't organize students to study and become bystanders. In essence, they don't grasp the "degree" between teaching and learning.

2, composition guidance and students' writing confusion

When it comes to writing, most Chinese teachers have the same' confusion'. How to guide students to write a composition? Be careful. The compositions written by students are almost all the same. Without careful guidance, almost students don't know where to start. However, composition teaching is one of the important tasks to improve students' writing ability in Chinese teaching and the central link to improve the quality of Chinese teaching.

Writing is both important and difficult for students. Indeed, improving a student's writing ability is not an easy task, it is difficult to do it overnight, and it needs a subtle process. After more than twenty years of teaching practice. I have the following feelings about composition teaching.

(1) Let students form a good habit of reading.

Let the book corner of the class play its role. Every semester, I will ask students to take out more than two books they like to read and put them in the corner for everyone to see. The content of the book should not be restricted, and students' autonomy should be respected. Some people like river of no return; Some people like "small bridges and flowing water". Individuals have personal interests and personal tastes. We don't have to insist on consistency, as long as it is beneficial to the healthy development of children's body and mind. Reading any book will increase your knowledge. Reading time is after class or after homework. I wasn't used to it at first, but the habit was not born, but acquired. At first, I reminded them and guided them to see it. When watching, allow them to talk, allow them to talk, and allow them to laugh. Sometimes they laugh their heads off when they see interesting places; Sometimes you blush because you argue about a problem. Sometimes let me be the referee and tell them who is right and who is wrong. While speaking, it also enriches students' language and cultivates students' language expression ability. 80% of the students in my class have a good habit of reading consciously. Reading more books can also broaden students' horizons.

(2) Let students accumulate more.

Language exists and accumulates. In grade one, I asked my students to accumulate an idiom every day. In the second grade, I asked my students to accumulate two idioms, a famous aphorism or a good fragment every day. With the increase of grade, the accumulation amount gradually increases. Over time, students' language will be enriched and they will have something to say when writing.

(3) Seriously lead students to analyze the text.

I tell students that the teacher leads you to analyze the text, but in fact, he is teaching you to learn to write a composition. Speaking of which, I actually violated the requirements of the new curriculum reform. Students should first analyze which paragraph they like. Sometimes it starts in the middle, and sometimes it starts at the end. And I am still the old teaching method, analyzing it step by step from beginning to end. I think this kind of analysis can make students clearly understand the author's writing ideas, what to write first, then what to write, and finally what to write. In this way, when they started writing, they repeatedly cleared their minds and laid a good foundation.

Reflection on Chinese Teaching in Grade Four This text is based on "Describe the shape and momentum of land tornadoes and sea tornadoes in the text, experience the special shape and momentum of tornadoes, and talk about what impression tornadoes left on you?" The central topic runs through the whole article. Cultivate students' reading and perception ability. In teaching, I pay attention to understanding the content of the text, the advantages and disadvantages of natural phenomena to human survival, and cultivate students' interest in exploring natural science. When explaining, we should also pay attention to guiding students to understand the explanation methods of analogy, examples and graphics in the article.

In the actual teaching process. Use a central topic throughout the article. It not only grasps the main content of the text, but also presents the teaching focus to the students. When reading the powerful momentum of tornadoes, guide students to cut through the key verbs in the sentence, such as "staggering", "destroying constantly", "throwing at random" and "piercing", so as to have a more vivid and profound experience of tornadoes with strong destructive power. It is the first time for students to know the explanation of analogy from "the hum of a thousand bees flapping their wings" and "a monster like a nose", so I use the well-known figurative rhetoric to further understand analogy. Understanding the content of the text from familiar things around you is helpful to enliven the classroom atmosphere. In class, the students in my class can speak actively and boldly express their views and feelings, which is the highlight of this research class. Even students with poor grades can raise their hands confidently after usual efforts and practice; I have been thinking about "how to make the audience willing to listen?" This problem, so now I pay attention to interlanguage in the teaching process and try my best to make every sentence serve the text teaching.

After the end of this class, I reflected on my own shortcomings in classroom teaching. For example, when asking questions, speak a little faster. Intonation can attract students' attention more. When feeling the violent momentum of the tornado, teachers use their more passionate tone to infect students, so as to achieve the best effect of students entering the country. Moreover, due to the limited time, I am eager to complete the following teaching links, and the concepts of "diameter above 200 meters" and "diameter above 100 meters" below the text are not clear enough. In the future, we should pay more attention to the simplicity of language and the control of time.

Through this seminar, I feel that I have made progress in teaching and classroom language.

At the same time, I think the following aspects need to be worked hard:

First, we should dig deep into the teaching materials and better scrutinize the words in the sentences. No matter which class, I feel the teachers' attitude of Excellence. Example is more important than words and deeds, and students will study so rigorously.

Secondly, I think a teacher should have classroom wisdom and sensitivity in class. Kong Qingxian, the teacher of the second joint film teaching and research lecture primary school, showed the teacher's unique personality charm in the third grade "Scared Birds" class. As her student, she must be very happy and more enterprising. How to have this wisdom? I think we need to constantly improve our Chinese literacy. Only with knowledge can we derive wisdom.

Thirdly, humor is also a magic weapon deeply loved by students. In the third joint school report class, teacher Xu Zhezhe of Youyi Street Primary School won applause from teachers and students again and again with humorous language. The atmosphere in the classroom was so warm that I could hardly feel the passage of time. The teaching design is interlocking, so that students' curiosity and enthusiasm are fully mobilized, and the whole class is impressive. This teaching and research activity, let me learn so many excellent teachers' teaching methods, which is of great help to my future teaching path.

Reflections on Chinese Teaching in Grade Four Around the theme of "Going into the countryside and loving the countryside", this group of texts describes the rural scenery and life from different angles and expresses sincere love, praise and yearning for rural pastoral life. But the writing of each article has its own characteristics.

When teaching this group of texts, according to the fact that rural children are familiar with rural life, first of all, contact the students' real life, and let the students talk about which places in their living environment make you most nostalgic and why. What do you love to do with children? What impressed you the most? The second is to guide students to feel the idyllic beauty through the text and experience the rustic, natural and simple pastoral life. The third is to guide students to grasp the characteristics of the scenery in reading, and to understand how the author shows the expression method of the study author of rural life through simple and vivid language, and at the same time enrich his own language accumulation. Fourth, combined with comprehensive learning, let students feel and understand the rural scenery they have learned again in real life.

When teaching the article "Country People", because students are familiar with rural life, I asked students to find relevant paragraphs in combination with their own living environment after reading the text for the first time. And find out the same or different places in the living environment described in this paper. In this way, students realize that their hometown is a landscape painting by comparing the environment of their hometown with the rural people described in this paper. In order to feel the beauty of natural scenery in my hometown. Inspired praise and love for my hometown. When I let the students know the writing order, I asked them to work together and show different landscape maps, so that they could understand that this article was described according to different places and different landscapes. It can be a combination of static and dynamic, from people to things. It can also be reflected from describing the unique and charming scenery of rural people to praising the natural and harmonious life of rural people.

In the future teaching, we should also guide students to expand their reading and let them read related articles after class, so as to broaden their horizons and enrich their language accumulation. At the same time, we should understand the reality of students' life and design teaching. For example, when teaching the word "eaves", because students have lived in buildings since birth, they don't know what eaves are at all and don't understand the meaning of the word. I even reprimanded the students loudly: What do you know under the eaves? It's a pity to think of it.

Reflections on Chinese Teaching in Grade Four and Grade Five Tornado is an expository article introducing strange natural phenomena. The theme of this course is "Understanding the unique shape and violent momentum of tornadoes and feeling the frightening horror", focusing on students' self-reading and their experiences and feelings since the Enlightenment. The classroom atmosphere is active. People living in our area seldom feel the strange natural phenomenon of tornado and lack similar life experience, so they have little perceptual knowledge of tornado. Before class, I provided the students with video materials about tornadoes, which further enhanced their perceptual knowledge of tornadoes. Students can boldly express their views and feelings in class. Most students can master the words describing the unique shape and violent power of tornadoes and tornadoes, and tell their experiences boldly in connection with the context and real life. Therefore, students have a deep understanding of the unique shape and fierce momentum of tornadoes, and they have also made some achievements in reading.

After a period of training, students' application of mind mapping has begun to take shape, so this lesson does not give too much guidance on the drawing of mind mapping, but only regards it as a summary of what the whole class has learned, so that students can think in class and prepare to draw. Check the mind map after class and find that students understand the text clearly and orderly.

At the same time, there are also some problems in the teaching process:

1. Although students were guided to grasp the key words in the text, they failed to grasp the key words and dig deeper. For example, it would be better to write about the "unrecognizable" land after the tornado, and it would be better to ask further questions and guide in-depth understanding.

2. The time allocation is not reasonable enough, and the link near the end is not compact enough, so that students have no time to draw mind maps in class, which is slightly delayed. In the future, we should pay more attention to the timing.

I think what needs to be improved is to dig deep into the teaching materials, study the texts carefully and teach according to the stylistic characteristics. At the same time, teachers should create situations for students, grasp the main words, adopt different strategies, get in touch with students' lives, and guide students to do as the Romans do, feel the same way and have a profound experience. In short, let Chinese teaching move towards experience and expression.

Reflections on Chinese Teaching in Grade Four and Six The Great Wall is the first volume of Chinese in Grade Four in primary schools. The main purpose of the text is to let students know that the Great Wall is a world cultural heritage, experience the greatness of the ancient working people in China, and inspire students' national pride. However, I feel that the Great Wall still has a certain distance in emotion and space for fourth-grade students, so when designing the teaching of this course, I focus on narrowing the emotional distance between students and the text.

In class, I use the design of palindrome teaching to guide students to understand that "such a grand project is a great miracle in world history." This sentence. Then, this sentence became the central sentence of my classroom teaching. Next, guide students to understand this sentence again and again from three aspects: viewing the Great Wall from a distance, viewing it from a close distance and the great man who built it.

Seeing the Great Wall from a distance makes students realize the grandeur of the Great Wall. First, let the students read the first paragraph by themselves and talk about what impression the Great Wall left on them. After reading the article, the students realized that the Great Wall was very long. We discussed the provinces that the Great Wall needs to pass between Shanhaiguan in the east and Jiayuguan in the west, and felt the length of the Great Wall. Then I added information to the students, saying that it took someone more than two years to walk the Great Wall, and it turned into "more than 13,000 miles".

When I came to see a part of the Great Wall, I designed to feel the grandeur of the Great Wall from the perspectives of the size of the stone, the width of the Great Wall, the grandeur of the crib, the observation port, the shooting port and the city platform. I asked the students to read the text and make full use of the textbook resources. There happened to be a small close-up of Zhang Changcheng. So I adopted the method of silent reading, allowing students to read the text silently and mark the names and positions of various parts of the Great Wall on the map. After reading the text, the understanding of the height and firmness of the Great Wall will come naturally. But they talk too much, and students are more passive. If we can let students read more emotional sentences, I believe that students will have more to say and their feelings will be more substantial and profound.

Experience the hardships of ancient working people. There is a great emotional distance between this and students. How to make students realize that the Great Wall is the crystallization of the sweat and wisdom of the ancient working people in China? I will let the students read this natural passage first, and tell them the sentences that you understand the most, and then grasp the words such as "lift", "steep" and "two or three kilograms" to inspire the students to use their existing knowledge and experience, especially "two or three kilograms". I'll let them talk about their weight first. That stone is equivalent to the weight of many of our children. With this contrast, students have a deeper feeling of the boulder, and they can also appreciate how difficult it was for the ancient working people to work on steep mountains with their hands without trains, cars and cranes, thus realizing the greatness of the working people.