Reflections on the Teaching of Thunderstorm

As a new people's teacher, teaching is one of our jobs. With the help of teaching reflection, our teaching ability can be improved rapidly. How can I write teaching reflection? The following are my reflections on thunderstorm teaching (6 selected articles), welcome to share.

Reflections on thunderstorm teaching 1 thunderstorm is an article in the second volume of the second grade of the standard Chinese curriculum for primary schools. The text uses refined words to describe the natural scenes before, during and after the thunderstorm, so that students can feel the change of weather and the magic of nature by studying the text.

First, at the beginning of the text, I gave full play to the role of multimedia.

Through sound effects, lead to the topic. Let the students feel the sound of thunder and rain in person, so as to arouse their interest and arouse their enthusiasm. It laid a good foundation for the following research.

Second, pay attention to the teaching of new words.

According to the age characteristics of junior students, attention is easily distracted and word teaching itself is rather boring, so I adopted various forms of word recognition activities such as free reading, deskmate cooperative reading, train reading and action reading. Let every student participate, the atmosphere is high and the effect is good.

Third, the combination of graphics and text, reading comprehension.

Two illustrations are arranged in this textbook. On this basis, I added pictures before the thunderstorm, trying to help students understand the text with vivid pictures. For example, when reading a text for the first time, it is difficult for such a small student to tell that the text was written in the order before, during and after the thunderstorm. In order to break through the key points. So I chose three pictures related to the content of the text to disturb the order, and asked the students to rearrange them in the order described in the text, hoping to subtly influence this narrative way on the students. In order to understand the context of the text. Another example: a spider hung from the internet and ran away. The word "hanging down" in this sentence is difficult for students to understand clearly and is easily confused with falling. So I showed the students the video of the spider hanging down on the internet, and the students understood the word "hanging down" on the spot, and then realized the accuracy of the words used in the text and read this sentence well.

Fourth, realize interest and train words.

This article is very accurate and vivid in terms of words and expressions, which deserves careful understanding. In teaching, I arouse students' intuitive understanding of words in various forms and appreciate the subtlety of these words. For example, the word "pressure" in the sentence "Dark clouds are falling all over the sky" is very clever. How did the dark clouds fall from the sky? I showed the image and asked: How do you understand the word "stress"? How do people feel when the dark clouds in the sky are so close to the ground? After training, students will not only understand the specific meaning of the word "stress", but also try to figure out people's feelings at that time. Another example is "the lightning is getting brighter and brighter, and the thunder is more and more like it." I use the strategy of creating pragmatic situations to describe the changes of the scenery in the text, understand the meaning and usage of "more and more", and then let students use sentence patterns to tell the changes of the scenery they saw during and after the thunderstorm, and then inspire students to trace back the full text, avoiding reading the full text word by word and being meticulous. The first class,

Some people say that the classroom is an art of regret. After this course, there are still many unsatisfactory places. The first biggest problem is-poor psychological quality, lack of control ability, tension throughout teachers and students, throughout the class. Because the students' enthusiasm has not been mobilized, the whole class seems very dull. When practicing oral English in the "increasingly _ _ _ _" sentence, students' thinking is not open, they are not guided in time, and the teaching transition is not natural enough. When students look at the pictures and repeat the text, the language is not refined enough and random, which leads to the failure of this link to achieve my preset effect. This is mainly due to the lack of teachers' own random education ability. I know that in teaching, I still have a lot to learn and improve, such as basic language skills, Mandarin, Chinese writing and so on.

The above is my teaching reflection after teaching this lesson. I think in the future teaching, I will work harder and improve slowly, so that my classroom will gradually be full of vitality and vitality!

Reflections on the Teaching of Thunderstorm 2 Every time I watch the awards evening on TV, the winners will always thank them when they give speeches. Everyone thinks that such words are too uncreative and boring, but they still thank each other year after year. In fact, I understand very well that there are always many people behind every class or competition. Although the audience is bored, they really want to thank many people.

This time I went to the thunderstorm, I got the careful guidance of the Forest School, the careful consultation of the Su School, and the follow-up of Cai. I really want to thank them. At the same time, because I was in Class 7, I didn't have a formal class. This is the first time. At first, I was actually a little worried about their class status, whether they were energetic, witty and focused. I didn't know until after class that these little guys looked casual at ordinary times, but at the critical moment, they were very United and performed well.

Thunderstorm describes the natural scene before, during and after the thunderstorm with concise words. In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air and enjoying the beautiful rainbow, frogs croak in their ears, and naughty children play barefoot on the rain-filled road. This is what happens after a thunderstorm in summer. Thunderstorms add a lot of fun to our lives. Therefore, by studying the textbook, I designed two teaching goals: knowing four new words, writing five new words, silently reading the text, imagining while reading, and expressing different scenes before and after a thunderstorm with perceptual reading. According to the characteristics of junior students, I designed a teaching method suitable for students in my class, skillfully used multimedia combined with classroom teaching environment to create a vivid, vivid and infectious text situation, and through repeated reading, guided students to understand the vividness and vividness of words and sentences used by the author when describing scenery. Then develop pictures to train students' thinking ability and speaking ability.

First, the full text is driven by word string learning.

When designing this course, there was a simplified process, and I began to feel that everything was a bright spot and everything was worth talking about. So the classroom capacity is super large, and students have no time to study by themselves. More teachers take students to feel, and after a class, teachers are the center, not students. Later, after improvement, I master the experience of "hanging" and "sitting" in the text, so that students can understand the accuracy of the author's words. In extra-curricular vocabulary, let students speak the word "rain" before class, and then in the learning process, according to the text content and scenes, let students understand "lightning and thunder", "rainstorm" and "rainbow after rain" in time, so that students can accumulate.

Second, train language and guide reading aloud.

Reading the text with emotion and expressing the feeling of appreciating the beautiful scenery before, during and after the rain by reading aloud is one of the teaching objectives of Chinese training. When guiding students to read aloud the language fragments describing before the thunderstorm, let them talk about the scenes written before the thunderstorm, let them grasp the key words "the sky is full, dark, heavy, static and drooping" to read, read the scenes of depression before the thunderstorm, moving first and then static, lightning and thunder, lead students to watch the animation of "lightning" and listen to the louder thunder, so that they can read. In the thunderstorm, let the students read and communicate what they read. When students talk about heavy rain, guide them to know where it is raining heavily. From the contrast between "unclear" and "wow, wow, wow" and "sand, sand, sand", they can understand that it is raining heavily, so they should read louder and pause shorter. And when a student stood up and said "gradually", I followed suit. Can you get rid of a "gradually"? After discussion, the students think that the rain is not getting smaller for a while, but getting smaller over time, so the more you read, the lighter you read, the more you read. The language fragments describing the natural scenery after the rain are beautiful. I turned it into a poem, and then asked the students to look at the beautiful scenery after the rain and try to say "The rain has stopped …". Students' language is also vivid, which stimulates students' aesthetic interest and perceptual desire to read the text.

Third, combine reading and painting to expand thinking.

This text describes the scene after a thunderstorm as a very beautiful and refreshing picture. How can students appreciate this beauty and read it through emotional reading? If you just talk about it, this goal is of course difficult to achieve. Therefore, I am not in a hurry to let students read or talk. Instead, I want them to silently read the paragraphs after the thunderstorm, and then the whole class will draw a picture after the rain on the blackboard. Everyone can only draw one scene, either from a book or from his own imagination. After painting, you should also talk about why you painted this scene, and imagine what the animal characters in the painting might say. Let the students express their feelings after the rain through the colored pens and dubbing in their hands. After drawing, let the students read the text with feeling. In the process of achieving this goal, the students did well, drew well, were imaginative and spoke well, effectively trained their thinking and speaking skills and developed their imagination. I think this teaching link is a highlight of my class, and I have accomplished the teaching goal of reading the beautiful paragraphs after the rain with emotion very vividly and effectively.

Generally speaking, the teaching of this course is closely related to children's experience world and imagination world, which stimulates students' interest in learning, inspires their thinking and develops their imagination.

Reflections on the Teaching of Thunderstorm 3 Thunderstorm is a beautiful article describing the thunderstorm scene in summer. The author of this paper described the natural scene before, during and after the thunderstorm with concise words. In teaching, I can use multimedia courseware to assist teaching, combine pictures and texts, inspire students' imagination, guide students to feel the characteristics of thunderstorm, and feel the pictures described in the article through various forms of reading aloud.

First, the combination of graphics and text, reading comprehension

In this class, I can make full use of courseware and article illustrations to help students learn and understand the text, so that students can feel the pictures intuitively first, then walk into the text and deeply understand the artistic conception described by the sentence through reading aloud. For example, the word "dark clouds are falling all over the sky" is not easy for students to understand. I show the courseware with dark clouds in time for students to observe. Only when students look at the pictures can they understand that it is dark because the clouds are heavy and thick, which means that this sentence describes the scene that it is going to rain soon. On this basis, I ask students to read aloud and feel.

Second, guide imagination and deepen experience.

Expanding imagination through the combination of language and writing is one of the important ways to cultivate students' imagination in Chinese teaching. In this class, before learning Thunderstorm, I can let students imagine how other small animals will react except spiders, cicadas and cicadas in such an environment with dark clouds and thunder and lightning. What would you do if you were in such an environment? The students suddenly boiled up, thinking like a spring. Some said, "Dragonflies just stood there, afraid to fly", while others said, "Ants are about to escape into the hole ..." While imagining pictures and exchanging feelings, they not only deepened the students' own experience, but also paved the way for emotional reading.

Third, follow the words and practice oral English.

This text is very accurate and vivid in terms of words and expressions, which deserves careful consideration. In teaching, I can guide students to grasp key words and read sentences. For example, there is a rainbow hanging in the sky. The usage of "hanging" is very clever, and a spider escapes from the vivid place of "escape". Students can grasp these keywords, read them carefully and slowly realize the beauty and exquisiteness of the words. Later, in the process of reading aloud, I asked the students to say sentences "gradually and more", and the students' oral expression ability was fully exercised.

There are still some shortcomings in the study of this class. For example, when asking questions in class, the presupposition of individual questions is a bit difficult, which makes students unable to answer them for a while, which leads to the lack of activity in class. In the future teaching, I will try my best to make students learn knowledge and master skills in a relaxed and happy classroom based on their actual life and interests.

Reflections on the teaching of Thunderstorm 4. I like to taste Thunderstorm with the students. Students play different roles, and their unique comments on the roles let me see their potential. Yes, Chinese class should really believe in the power of "the masses" and let students devote themselves to learning. The text Thunderstorm can be played and read. Let the students read and act, master the learning method of drama in a subtle way, and realize the moral improvement in the seamless performance.

When students read in different roles, because I was too absorbed in the textbook, I didn't respond when the students finished reading. Under the reminder of my classmates, I came to my senses and said, "I was deeply intoxicated by the wonderful performances of these two classmates." Hearing the well-meaning smiles of the students, the two praised students were a little proud, and I was a little proud! This may be the usual teaching wit. In the speeches of the students, we found the deep maternal love contained in Shi Ping. The mother would rather bear all the pain and darkness than let her children suffer any hardships. This is what I almost ignore in my presupposition, and it is also the virtue of Shi Ping that many people rarely mention.

I think this class still has the following regrets:

First of all, stiffness and green

Because I seldom videotape my classroom teaching, I am walking on thin ice in front of the camera. I always feel unnatural and sometimes even incoherent. In the future, we should invite more people to attend classes, record more classes, reflect on our teaching behavior, and lay a good foundation for future teaching.

Second, stick to the rules, slightly less clever.

When preparing lessons, I positioned myself as Zhou Puyuan's choice in the whirlpool of interests. Although the theme of Thunderstorm is rich, once the goal is determined, it has to follow the content preset in the classroom. In fact, the Chinese classroom can be more flexible, and can be extended and hit more ideas in the face of the sparks of students' thoughts.

It is said that movies are the art of regret, and I think teaching is also the art of regret. Even so, I gained a lot in this video class. They all have their own styles in how to guide the study of strange students and in the diversified interpretation of their works. Although my performance is not perfect, my classmates have tried their best to read, study and show wonderfully. I also think this course is worthwhile! In the future teaching, I will polish my classroom more attentively and make students fall in love with Chinese. My students are the best!

Reflections on the teaching of Thunderstorm 5. The open class I attended this time is the second lesson (excerpt) of Thunderstorm. Thunderstorm is the masterpiece of Cao Yu, a great playwright, and a classic of China's modern drama. It has been written in 1932 for more than 70 years, but it is still active on the stage at home and abroad. So from preparing lessons to attending classes, I think it is really not easy to do this course well, and I feel very rewarding.

Harvest:

First, the classroom teaching ideas clear

When preparing lessons, we should enter the inner world of the characters mainly from the text language situation, feel the image of Zhou Puyuan and understand the complexity of the characters. So I mainly designed two big questions: First, "What was Zhou Puyuan like thirty years ago?" The second is "What kind of person is Zhou Puyuan after 30 years?" Around these two big problems, several small problems are designed, which are promoted layer by layer and have clear ideas.

Second, the import is suitable for the situation.

In this teaching process, I used the story frame of Thunderstorm to lead in, which stimulated students' interest.

Third, the classroom atmosphere is more active.

Before the second class, I have asked the students to read aloud in roles, and the students are familiar with the dialogue between the characters. Therefore, in this class, students can quickly find the corresponding paragraphs in the text and answer questions actively. For example, I asked, "From what details can we see the wonderful life of Zhou Puyuan and Lu Shiping in Wuxi 30 years ago?" The students quickly found the original words in the article "Wuxi is a good place", "Isn't there a right sleeve with a burning hole, which was later embroidered into plum blossoms with silk thread?" "There is also a' flat' embroidered next to it."

Insufficient:

First, the teaching design is more conventional.

When I was teaching design, I made a detailed analysis of the characters' language, and finally analyzed the characters' images by grasping the characters' language. However, this kind of teaching thinking is more conventional, and students can learn about Zhou Puyuan's characters in one class, but this is obtained under the traction of a series of questions from teachers. After class, I reflect on my design. I should give students full right to speak in class and respect their personalized interpretation. The drama Thunderstorm has many topics for students to discuss, such as the discussion of characters. Zhou Puyuan is the hero of this play. There are many contradictions and controversies in him. If we take him as the center of discussion, the students will have something to say. If I ask a seemingly simple big question: What kind of person is Zhou Puyuan? It is easy for students to find out the dialogue in the script to illustrate the characters. Let the students master the basic content of the script through this question. In the discussion, students can easily focus on his love for Lu Shiping. Then, I can put "Is Zhou Puyuan's love for Lu Shiping true or false?" Put this question out and give students enough time to argue. With the help of this question, we can dig deeply into the characters' personalities, and then study the causes of their formation.

Second, the teaching attitude is not relaxed and natural enough.

Because it is a famous article and an open class, my mentality has not been adjusted yet, and I am a little nervous. I didn't relax and be natural in class as usual. In the future, we should adjust our mentality before giving lectures, narrow the distance between ourselves and students, and let them play better.

Third, the comments on students in the classroom are not in place.

This is related to my classroom reaction ability and language ability. I always want to improve, and I can pay attention to it in class, but it is still not good enough. I hope to hone myself and improve my ability in the usual class in the future.

In short, through this open class, I have gained a lot, including teaching design, classroom implementation and personal ability. I hope I can improve my teaching ability continuously in the future.

Reflection on Thunderstorm Teaching 6. The enthusiasm of the students in this class is still relatively high. They are full of interest, active in thinking, uplifted in spirit and shocked in mind. After class, many students are still immersed in the tragic atmosphere of thunderstorm, constantly chewing aftertaste.

Looking back on this lesson, I think the following points are worth pondering:

First, change the passive situation in students' reading, make reading a process of active inquiry, and make students' reading really a process of "questioning and dispelling doubts". Questioning and dispelling doubts in the reading process should be multifaceted and vary from person to person, and teachers should guide them appropriately. Asking questions can go from simple to deep, from words to articles, so that students can feel, understand and appreciate independently, and then improve their reading ability continuously in the process. Just like this class, students keep reading, pondering and exploring in the whole process, which not only exercises their own ability, but also feels the great charm of drama literature. We should also read it carefully.

Second, we should find the starting point of the text. The understanding of any article or character needs a breakthrough and a breakthrough point. For example, in Moonlight on the Lotus Pond, we can take "quite restless" as the breakthrough point to understand the thoughts and feelings of the article, in Medicine, we can take the word "wrapped" which frequently appears in his words as the breakthrough point, and in Chen Qingbiao, we can take the word "love" in the title as the breakthrough point. When dealing with the text, we should simplify the complex and find a breakthrough point that can affect the whole body, so that students can better understand the text. In this lesson, I seize the hidden line of "the tragic fate caused by the irreconcilable contradiction between Zhou Ping and Lu Dahai" as a breakthrough, so that students can feel the tragic consciousness and value of Thunderstorm in reading.

Third, we should respect and cherish students' unique feelings, experiences and understanding in the process of students, which is conducive to giving full play to students' initiative and enthusiasm. Chinese Curriculum Standard emphasizes "respecting students' unique experience in the learning process". The answers to students' questions are colorful. I don't simply affirm or deny them, but respect their views, guide them correctly and encourage them to discuss and defend. The significance of discussion lies not in the result, but in the process. We should make students feel that learning Chinese is a kind of enjoyment, not pain, which is the greatest success of Chinese class.