Reflections on natural language teaching

In the teaching plan, the teaching content of each topic or each class hour, the time allocation of each teaching step and teaching link, etc. , must be determined after careful consideration and careful design. Compared with lesson plans, teaching reflection is also very important. The following is my reflection on the language teaching given by nature for your reference only. Welcome to reading.

Reflections on natural language teaching 1 Natural language is an intellectual poem with concise words and beautiful writing. Starting with some common phenomena, this paper introduces us to the mystery of natural language.

First, read aloud and understand the text.

In reading teaching, proper and full use of reading means can help students understand the text content, develop language, develop thinking and cultivate sentiment. Reading aloud turns silent written language into vivid oral language, makes some still pictures jump in students' minds, and makes boring language lively and interesting.

Therefore, in reading teaching, teachers should attach importance to the training of students' reading aloud.

For example, when teaching this class, I first give students enough time to read aloud, so that students can get a preliminary understanding of the text through self-reading, deskmate reading and roll call reading. Secondly, I guide students to imagine while reading. For example, when reading How Like a Swimming Comma, imagine that spring is coming and tadpoles with big heads and long tails are swimming freely and happily in the water. How cute and interesting! While reading, the students imagined the happiness that this sentence brought them. Finally, let students connect with reality and get some insights from reading. For example, "people who don't like learning will never understand it, and careless people will never see it." Let students think about the meaning of sentences in the light of life, let them know that only by careful observation can they find something, and realize the importance of learning scientific knowledge.

Go into life and explore the mysteries of nature.

Nature is an encyclopedia and a learned person. There are many languages in nature, which will tell us the weather, season and age ... Today, let's go into life and explore the mysteries of nature.

Before class, I asked the students to collect relevant information, but in the exchange, I didn't ask the students to recite the subject from the book, but asked them to say it in the form of poetry. The materials collected and exchanged by the students are rich and colorful.

Look at those geese flying south. This is also the language of nature. Autumn came to this world.

Look at the sunset sky, which is also the language of nature, indicating that tomorrow will be a good day.

Look at the ants moving, which is also the language of nature, indicating that it is going to rain. ……

This link not only enriches the content of "natural language", but also increases students' knowledge and further stimulates students' interest in understanding "natural language".

Third, the use of courseware to stimulate interest in learning

In this class, with the help of multimedia, I naturally brought the students into the learning situation. Especially when the students saw the pictures of trilobite fossils, it aroused their strong interest and helped them understand the text.

These silent languages stimulate students' desire to learn, but also stimulate students' interest in exploring nature.

Reflections on the second part of nature Chinese teaching In this class, I created a fresh space for the full development of students' learning activities and naturally brought students into the learning situation. The setting of questions allows students to get information feedback from free questions, which is convenient to adjust the established teaching process in time and embodies the purpose of teaching for learning. Autonomous reading mode caters to the learning requirements of students with different reading development levels, which mainly enables students to read new words accurately and read texts fluently, and pays attention to mutual evaluation between teachers and students, thus cultivating and developing students' sense of language.

In this class, I grasp the key points, difficulties and keys of teaching, and take "white clouds are fluttering, and tomorrow will be fine" as the topic; "Ants go high and take umbrellas when they go out"; In the natural phenomenon of "there is a circle on the stump, and a circle is one year", let students know that there are languages everywhere in nature, further cultivate their interest in careful observation and stimulate their interest in learning and nature.

Three natural phenomena are listed in this paper. Through group study, students can immediately discover natural phenomena and what they want to tell people. Group feedback, communication and proper use of courseware help students understand natural language emotionally. This trick is especially reflected in reading, from the relatively dull tone at the beginning to the passionate reading at the end, from the expressionless face at the beginning to the shaking of the head at the end. Every reading is different every time, and "reading" has undergone a qualitative change. From reading, people feel that the language of nature is really a long story. Finally, while the iron is hot, I asked the students to dub the text. This move made all the students enthusiastic and rushed to say, "I'll do it!" " I'm coming! "Media playback allows students to review the content of the text again, and at the same time feel that the language of nature is really wonderful. Therefore, creating an open teaching environment, providing students with enough time and space to see, think and talk, transforming the teaching process into an interactive process of students' active participation, mutual cooperation and common development, and realizing the change of teaching focus from knowledge transfer to students' development, from teachers' "teaching" to students' "learning".

Finally, I ask students to talk about natural language in the way of sections 2, 3 and 4 of the text. While allowing students to learn textbooks, they should not stick to textbooks and melt them, but also go beyond textbooks, creating an open classroom environment for teachers and students and providing space for inspiration, improvisation and surpassing preset goals. Through parody, let students' thoughts fly, let them soar in the vast world of free creation, and show their elegance, so as to really cultivate students' interest in careful observation and further stimulate students' interest in learning and nature.

I attended an open class for foreign teachers some time ago. Through my careful preparation and the enthusiastic help of Mr. Liu and all my colleagues, I successfully completed this activity and gained a lot. Now I will make a simple analysis of this class.

"The Language of Nature" is the first article under the theme unit "Observation and Discovery" in Unit 9 of Book 6 of Primary School Chinese published by Beijing Normal University. This is a poem full of wisdom, with simple words and beautiful writing, which introduces us to the mystery of natural language from some common phenomena. The poem specifically introduces seven languages of nature: white clouds float high to indicate sunny days, and it will rain when ants move; Tadpoles swim in spring, wild geese fly south in autumn, and fish scales and tree rings are "one year old". Trilobites infer geology and can be divided into four plates: weather change, seasonal change, age and geology. Among them, the "trilobite" section is difficult for students to understand, which is the difficulty of this poem.

The key training item of this unit is "Observation and Discovery". According to the types and characteristics of the text and its position in the teaching materials, I focus on stimulating students' interest in observing the surrounding things and cultivating students' awareness and ability to pay attention to and explore nature. At the same time, students should be guided to understand the characteristics of abstruse knowledge of nature in easy-to-understand and interesting language. Through the understanding of the teaching materials, I carefully designed the teaching process.

In the introduction part, in order to arouse students' interest in learning, I used CAI courseware to demonstrate the scenes of rooster crowing, lightning and thunder, and streams running. The teacher asked: What do you see? Know what? After the students answered, the teacher said: These are all natural phenomena, and they are unique languages of nature. In nature, there are many such languages. It is natural to bring students into the natural classroom and attract students to actively understand the natural language.

As for the process of dealing with textbooks, I mainly guide students to understand the magic of natural language through the understanding of key words, words and sentences, but the poem has 9 sections, which are relatively long and difficult to complete in 40 minutes, so I adopted the method of block teaching. I divide 2-8 into three sections. Step 1: Learn the second and third sections by reading, speaking and discussing, and understand the learning methods. Step 2: Say what you have read through silent reading. Let's study parts 4 and 5 together. Step 3: Teach yourself 6-8 sections, and then communicate your own gains.

The difficulty of this lesson is solved by courseware, an intuitive tool. In the eighth section, it is difficult to infer geology from trilobite fossils, and students lack perceptual knowledge of this long crustal evolution. So I use students to watch the whole section by themselves before asking questions. Then I make full use of the combination of multimedia courseware and vivid explanation to let students have a perceptual understanding of the evolution of the earth's crust, so as to achieve the interest in exploring nature.

In the part of classroom development, I train students to integrate materials and imitate poems. Before class, I arranged for the children to collect information about natural language. In order to imitate poetry, materials were prepared. When reading the text, guide the students to discover the writing characteristics and forms of this poem, grasp this training point, and write a poem by imitating the text with the materials collected before class. First, let the students say that they know those natural languages. Then use courseware to show natural languages such as sunflower, capital verification and rainbow to stimulate their interest in exploring nature. Then I show my own poems and guide students in writing methods. At this time, I instruct students to be little poets and make a series of poems according to the collected materials. In the group, the students think freely, and soon, poems full of childlike interest are born from their mouths. For example, "Look at the ravine clouds in the sky. Isn't it the prophecy of nature: nature is telling us that rain is coming? "

Blackboard writing is a highly generalized miniature teaching plan, and it is also an auxiliary means of Chinese teaching. Proper blackboard writing can add new vitality to the classroom and train the generality of students' thinking. The blackboard writing in this lesson should not only summarize the natural language introduced in the text, but also highlight the key training item "observation and discovery" in this unit, so I designed the blackboard writing as follows: When revealing the topic, the blackboard writing: natural language. In the process of intensive reading and understanding the content, students draw pictures on the blackboard and classify the languages according to the students' summaries. After feeling the magic of the language of nature, the blackboard is wonderful. When summing up the whole poem, the board: observation and discovery.

By speaking this lesson, I have gained a lot and found that there are many places to improve. Such as the treatment of teaching materials, the application of teaching methods and innovative breakthroughs, we should also be willing to spend time, even if there is a little gain, it is worth celebrating. At the same time, I think the classroom atmosphere is also very important. We should try our best to enliven the classroom atmosphere and truly implement mutual assistance and learning in teaching. I firmly believe that we should think more about wisdom and do it as long as we think.

Nature's Reflection on Language Teaching 4 Students are the main body of classroom learning, and even the best classroom design can only be a castle in the air if it is separated from students. Therefore, teachers must study students deeply in the process of preparing lessons. Only by studying students and communicating with them in advance can teachers effectively guide them in class.

When I was in the preview class, I found that my classmates were not very cooperative. I tried to communicate several times, but I ran into a wall. At this time, I didn't actively think of ways to guide and guide, but I was eager for success. I just want to finish the preview task quickly and lose the best opportunity to communicate with students. As a result, students can't show themselves well in class, and their performance in class is also unsatisfactory. This is what I regret most about this course.

In the future, I need to learn more about how to communicate with students, study all kinds of students deeply, pay attention to them when preparing lessons, guide them in teaching, and encourage students at all levels to participate in Chinese learning.

Reflections on natural language teaching The fifth part, Language of Nature, is an expository article, which mainly introduces phenological knowledge that students are unfamiliar with or are not interested in. In the teaching process, I follow the teaching mode of "learning first and then guiding, independent cooperation and problem evaluation", and through the teaching operation process of "picking, reasoning and tasting", I have solved the learning of words and the screening of main information from different angles.

1. Return the reading time to the students.

In class, I gave the students 15 minutes of free reading time in class, and had a spiritual dialogue and exchange with the students according to my preset teaching procedures. Although this article took 60 minutes, there are still some problems. But I am glad that I can have a conversation with my students easily. Students' knowledge comes from reading the text and reading the text well. Reading is fundamental. Without reading, there is no feeling and understanding, and there is no sense of language, emotional edification, language accumulation and application.

2. Touch students with passion.

Poetry, novels, essays and detailed expositions are the soul of the author's emotional creation. If a text wants to impress students, it must first impress teachers. Teachers should first thoroughly understand the teaching materials, achieve a comprehensive understanding and split the text, find the beauty and focus of the text, and communicate with students. In the classroom, use your passion to infect, edify and stimulate students' emotions, so that they can have imagination and insight in high emotions.

Today, with the comprehensive promotion of curriculum reform, we must clearly realize that Chinese should follow the road of Chinese, and let students feel the charm of Chinese on the basis of reading aloud and appreciating words and expressions.

After the implementation of the new curriculum standards, teachers constantly explore how to carry out teaching reform in classroom teaching. I also want to discuss and communicate with you. And talk about the teaching idea and reflection of this course:

First, teaching mode: independence, cooperation and inquiry.

After the implementation of curriculum reform, classroom teaching has changed from passive learning style of students in the past to independent, cooperative and inquiry learning style of students. Students discuss, ask questions and communicate in cooperation, which is conducive to giving play to group consciousness and promoting active thinking. But the time and progress of classroom teaching are not easy to control. When preparing lessons, I try my best to carefully and comprehensively consider some difficult problems that students may encounter in the process of autonomous learning, so as to guide students when they can't think about it.

The second is the change of teachers' role: from teaching to promotion, from management to guidance; The change of students' learning style: from passive learning to active learning

In this class, I try to make teachers become partners, guides and participants in students' learning, and make the teaching process an interactive process of teacher-student communication and development. When analyzing the coherent structure of the explanatory text, I didn't use the teacher's method of designing questions, but let the students discuss in groups and ask questions by themselves. If you come to be a teacher, what questions do you want to ask? Do you have any questions? People often say that sometimes it is more important to ask questions than to solve them. In order to ask original questions, students should first study the text deeply, and then ask questions after thinking, summarizing and refining, thus cultivating students' learning spirit of active inquiry. In order to prevent students from asking questions, I put forward my requirements from three aspects: organizational arrangement, structural setting and content summary. When preparing lessons, I designed some questions according to the text itself and the students' understanding, and made corresponding courseware. But before the students had a whole perception of the textbook, I didn't rush to put the questions on the students, so as not to deprive them of their initiative in learning. In class, I didn't use the questions designed in advance, because the questions designed by students are comprehensive and can be answered.

Third, respect students' experiences and feelings.

The main purpose of respecting students' own unique experience and allowing students to express their different opinions is not to affirm and strengthen students' sometimes incorrect "unique experience" and opinions, but to let students have their own perception and understanding of teaching materials, develop the habit of independent thinking, mobilize their own life accumulation and put forward their own opinions and opinions.

The new curriculum standard mentions "paying attention to the evaluation of students' multi-angle and creative reading." "We should believe that with the deepening of students' learning and the continuous improvement of their understanding level, students' unique experiences will become more and more colorful and reasonable. We should also see that sometimes an idea that seems not so correct at that time may become an extraordinary idea.

Fourth, teach methods and sum up laws.

Chinese textbooks are nothing more than an example. Ye Lao said: "Teaching any homework is ultimately for not teaching." Our teacher's responsibility is to let students enter such a realm: they can explore, analyze and experience by themselves. So as to solve the problem and improve the ability. In this lesson, I teach students two ways: one is how to write the explanatory text clearly, and the other is two ways to taste the language, direct and alternative. This is also the focus of this lesson. It is better to teach people to fish than to teach them to fish. These methods are useful for life.

Fifth, let Chinese teaching enter life.

The teaching reform emphasizes the establishment of the concept of Chinese education, that is, overcoming the disadvantages of isolation, closure, solidification and rigidity of Chinese courses and encouraging teachers to develop and utilize inexhaustible Chinese education resources. In the course implementation, we should let teaching enter nature and society, and explore various teaching forms closely related to the real life of natural society.

Language of Nature is an expository article that introduces the knowledge of phenology. In order to make the content of the text closely related to natural life, I ask students to collect phenological knowledge from life. Students collected stories, agricultural proverbs and poems about phenology through the Internet and consulting their elders. This extension process makes the relationship between classroom and life closer, breaks the gap between school and society and real life, makes classroom teaching, Chinese activities and real life gradually integrate, allows students to enter life and stimulate their love for life, which will also make classroom teaching open, innovative and full of vitality.

Disadvantages:

There are still many unsatisfactory places in the teaching process of this course. For example, if we can add a foreign language part to the "taste of language" part, we can feedback students' mastery in time and enhance their interest, so as to better appreciate the charm of language. Although I also designed this link, I didn't do it because of limited time.

Reflections on Chinese teaching in the seventh chapter of Nature: What is a good Chinese class? I believe that different people have different views, but in my mind, there is a simple criterion, that is, let students gain and develop in class, and look forward to the next class or Chinese class, then your class is a good class!

Today's open class "Language of Nature" is satisfactory: students have gained something in class.

1, teaching students some reading methods.

The first method: use "extract main grammar" to filter text information.

Screening text information is not only the unit requirement of Unit 4, but also an effective means for students to read expository and argumentative essays quickly. If students master this method, they can not only double their reading speed, but also improve the speed of doing questions in the examination room, thus winning more time to get better results, because sometimes you don't need to read the paragraphs in the examination room carefully and word by word.

The second method: the way to taste the language.

Usually, when students taste a language, they just feel "vivid" and "beautiful", but they don't know how to express it. In this class, I taught the students the methods of "adding one", "subtracting one" and "changing one". The students immediately realized the beauty of the original sentence: using certain rhetoric, using an elegant dictionary, or writing the state of things. Some students with aura may apply this method to reading other articles. Over time, he (she) will deeply appreciate the infinite charm of Chinese characters and thus love Chinese more.

However, this class did not arouse students' desire to "continue to take Chinese classes", which can be seen from students' speeches and classroom lectures. The reason is: too dull.

(1) "Is there a language naturally?

What does natural language tell us? "The original intention of designing this question is to let students go deep into the text and really understand what" natural language "is. Although under my inspiration, the students all found the answer, but the process was not wonderful. If I can join some competition mechanisms at once, such as dividing the whole class into two groups to see which group can find faster, the effect will be better.

(2) There is no good realization of unit requirements.

Looking for "the language of nature" has delayed a lot of time, which makes vivid sentences have flavor, but the most basic requirement of explaining language-"accuracy" has not been touched at all, such as "the latitude of Dalian is about 10 south of Beijing" and "Nanjing Robinia pseudoacacia blooms only 10 days earlier than Beijing". Therefore, it is a pity that the "scientific attitude of focusing on observation and argumentation" and "scientific spirit of seeking truth and innovation" in this unit have not been well infiltrated in the teaching of this course, and the spiritual edification of students is not in place.

(3) Teachers teach more than students learn, and students' dominant position is not obvious.

In short, my teaching design level, the ability to organize classroom teaching and the means to stimulate students' interest need to be further improved. "It's a long way to go in Xiu Yuan, and I will go up and down", which makes the title of "famous teacher" worthy of the name. Everyone is welcome to criticize and correct me.

Reflections on Chinese teaching in the eighth chapter of Nature; The text teaching in the new edition of small language experimental textbooks is an effective way to increase students' literacy, enrich their knowledge, enable them to accumulate more languages, and thus cultivate their new spirit and practical ability. In teaching, the emphasis should be on reading more, remembering more and accumulating more, and no analysis of the text is required. In the process of students reading the text, teachers can do it with ease. It is enough to guide students to understand the meaning of the text.

Language of Nature is a text in Unit 9, Book 2, a multi-cultural textbook. The teaching process of this course is designed according to the idea of "directed introduction-teaching new courses-consolidating exercises". The teaching of the new curriculum is divided into four steps: getting familiar with the text, feeling the text, reciting the text and memorizing new words. This lesson mainly highlights the following characteristics:.

1, guide preview and seek autonomy.

The implementation of the new curriculum emphasizes students' autonomous learning and development, and the cultivation of this ability is also the need of social development. Therefore, from the first grade, we should consciously guide students to master the general learning method-preview before class. In this class, when I read the text, recite the text and recite the new words, let the students choose their own methods, discover the rules, encourage students to cooperate with each other, complement each other, correct each other, establish a three-dimensional classroom structure for teachers and students, and mobilize the students' initiative to the maximum extent, so as to achieve the goal of teaching without teaching.

2, familiar with reading, seeking accumulation.

Reading is the ladder of national progress, and accumulation is the source of literary creation. So pay attention to reading more books in class. Familiarity with the text is what I ask students to do on the basis of preview. In class, I ask students to read many times in their favorite way to improve their reading ability. At the same time, I also participated in the students, reading, reciting and performing with them, which made the classroom atmosphere lively and the teachers' teaching relaxed. Students learned knowledge in a relaxed and happy atmosphere, satisfied their desire for expression, and made them fully enjoy the joy of success.

3. Expand teaching materials and seek expansion.

The overall goal of the course goal is to enable students to have the ability to collect and process information initially.