Reflections on the Teaching of Little Snail in Grade One

As an excellent teacher, classroom teaching is one of the important tasks. Writing teaching reflection can improve our teaching ability quickly. What formats should I pay attention to when writing teaching reflection? The following are my thoughts on the teaching of "Little Snail" in Senior One (5 selected articles), hoping to help you.

Reflection on the Teaching of Little Snail in Senior One 1 Little Snail is a popular science fairy tale full of childlike interest. Through three conversations between the snail and its mother, the text introduces us to the changes of the forest all year round, and at the same time skillfully tells us the characteristics of the snail's slow crawling speed. The language of the text is simple and easy to understand, which is very suitable for first-grade pupils to read.

First, the teaching effect.

"Chinese Curriculum Standards" emphasizes: "We should broaden the fields of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, so that students can broaden their horizons and improve their learning efficiency in the intersection, infiltration and integration of different contents and methods." In this class, based on this principle, I have effectively integrated pictures and role reading in teaching, so that students can learn knowledge and understand nature in beautiful pictures and rich imagination, make Chinese classes colorful and improve learning efficiency. "Chinese Curriculum Standards" emphasizes: "Students should be more directly exposed to Chinese materials and experience and master the laws of using Chinese in a large number of Chinese practices." In junior high school reading teaching, students should lose no time in oral training to cultivate their oral expression ability. So I attach great importance to the accumulation of words and the expression of language in class. Grasping "green" guides students to accumulate ABAB vocabulary, and grasping "side" and "has" trains students to express. By imitating the dialogue in the text, let the students practice the four seasons in their own eyes and let them learn to use dialogue in their lives.

Second, success.

The Little Snail is a short and pithy story, in which exaggerated humor is used to describe the development of the story. It is through the slow snail that we interpret the characteristics of the four seasons. On the way to the Woods and home, the little snail experienced the story of four seasons: spring, summer, autumn and winter. In the interesting story, we saw a small forest that has been changing. Through the tireless crawling of snails, children feel the perseverance of snails and their mothers' invisible love for snails. Let students catch snails, draw snails, design experiments, understand their living habits, design a home for snails, and let them gain a rich direct understanding of small animals through observation, questioning, imagination, hands-on experiments, expression and communication. During the activities, they improved their communication skills and language skills, experienced the process of scientific inquiry, constructed basic scientific knowledge, acquired initial scientific inquiry ability, and cultivated students' scientific literacy. In the whole learning process, students are full of interest, actively participate in various activities, observe and record the behavior characteristics of snails in the form of words and pictures, count and sort out the feeding habits of snails with simple tables, and are willing to cooperate with others and exchange ideas in activities.

Third, shortcomings

Interesting stories enrich children's lives and bring them enjoyment with their unique artistic charm.

However, when children listen to stories, they often only pay attention to the salient features of stories, and are easily attracted by some superficial things, while the implied beauty is not easy to be noticed by children, or even easily ignored by teachers, and some of these things are quite beneficial to children. In the story, it is beneficial, interesting and feasible to try to explore the beauty hidden in the story with children.

Fourth, improvement measures.

Reading is a good learning method in Chinese learning. Every student has his own understanding and feelings about the text. We should conduct guided learning on the basis of fully respecting students' ideas and experiences. Therefore, this lesson fully guides and imagines the four seasons in the eyes of snails, so that children can speak freely and actively participate in learning, effectively promoting the development of students and making the classroom truly belong to students.

Reflection on the teaching of "Little Snail" in the second part of senior one. "Little Snail" is the last text of Unit 8, and it is a short and pithy story. The story uses exaggerated humor to describe the development of the story Take the snail's slowness as a clue to interpret the characteristics of the four seasons. Through the tireless crawling of the little snail, the students felt the perseverance of the little snail and the invisible love of the mother for the little snail, which were vividly expressed in this little story. Compared with the last article, this text is longer, and in order to cultivate students' ability to understand the text by looking at pictures, the whole article is not marked with pinyin, which is a big challenge for first-year students.

In order to make students understand the text better, I arranged a preview task before class. With the supervision and help of parents, students read the text aloud with pictures. In class, children are encouraged to tell the content of the text by telling stories. Children are enthusiastic, eager to express themselves and active in thinking. They can feel that the students have been attracted by this little story, by the persistence of snails, and by the slowness of snails. Although the little snail returned empty-handed again and again, he could feel the happiness of the little snail and the education of his mother, and naturally let the little snail feel the characteristics and changes of the four seasons through the love summary of his mother.

In the lecture, I presented the characteristics and cycles of the four seasons to the children in the form of maps and words. Good words and sentences should be infiltrated consciously, so as to accumulate students' vocabulary, develop students' language ability and cultivate students' habit of reading independently. As in the past, the good words "green" and "naked" are not well understood by first-year students, and need to be briefly explained and improved by teachers.

The teaching effect of this class is good, students' thinking is active, and the teaching objectives are basically achieved, but there are also some problems. Some students have poor autonomy, and the basic learning of pinyin is not solid, so reading the text is a problem. According to the difference of students' acceptance ability, the future teaching should be targeted and hierarchical.

Reflections on the teaching of "Little Snail" in the third part of senior one (1), accurately grasp the teaching material This lesson is to observe small animals like snails. In the activity, I started with the characteristics of animals and the age characteristics of students, and made a thorough consideration on the environmental layout and material selection. Because snails are timid, afraid of being disturbed and like dark and humid environment, I use curtains to block the light and ask students to be quiet, so as not to scare our animal friends and create a physical environment suitable for snails to crawl out. Snails are very active in class. In the selection of materials, the place where snails crawl is a piece of paper, and below it is a piece of white paper. White paper is to prevent the table from confusing students' observation and judgment with snail-like colors. The use of bright film has two major functions. First, reduce friction, which is conducive to snail crawling. The second is to enable students to observe snails from multiple angles. Paper cups are also used in materials. On the one hand, snails will crawl randomly, which will affect the classroom order; On the other hand, considering that students are hyperactive and easily distracted, students will put snails in paper cups to listen to their classmates' speeches and reduce distractions.

(2) Time and space science teaching for students to explore should take students as the main body and students' active exploration as the core. This course strives to embody this idea in teaching. In the first activity of the class, students observe and study snails in groups for 13 minutes, and the communication lasts for 6 to 7 minutes. In the second activity, the student group observed the snail shell for 6 points and reported the exchange for 9 points. In terms of time, the time for students to explore is guaranteed, and the classroom is handed over to students, so that the concept of inquiry can be better implemented in the classroom. According to students' feedback, students have their own unique views on the description of snails, and each group has different methods of observation and description. Students have their own observation and thinking. Students' observation of snails is not limited to the classroom. Through the snail food given to students by teachers, students' exploration of snail food naturally extends to extracurricular activities. Through the observation of students after class, I found that students are still very interested in snails and the atmosphere is very warm, which makes me quite gratified.

(3) Some discussions about this course and science teaching.

1. Grasp the teaching focus. In the past, teaching was the connection of knowledge points. Now, science teaching emphasizes the connection of activities, so that students can experience and understand in activities, so as to gain the experience needed for children's growth. Therefore, he not only pays attention to knowledge, but also pays attention to students' activities and their values. In this class, if I focus on students' observation of snail shells, it will be more conducive to students' development. Because students' observation of the soft part of snails is what they usually pay attention to, there is no need to focus on it in class. The observation of snail shells was originally ignored by students. If students pay attention to the observation in class, they will have the experience of observing the details of animals' bodies, and then pay attention to the observation of some details in life, and make more discoveries, so as to be a conscientious person in life. Therefore, in science teaching, teachers should think, discover and find more valuable activities for children from the perspective of children.

2. The problem of improving classroom teaching efficiency in science teaching is not only for me, but also for most teachers. If students are to be active, activities will not be effective without the guarantee of time. However, it is problematic to give students time to complete our teaching tasks. How to solve this contradiction? Only by improving the efficiency of classroom teaching. To improve efficiency, we can start from these aspects. First, cultivate good study habits. When the group activity is over, stop it in time, or it will pass in a minute or two. After several activities, the 40-minute class has wasted a few minutes. In the aspect of habit cultivation, it should also include the effectiveness of records, the rapidity of division of labor within the group and the timeliness of the start of activities. The second is the organization of observation activities. When organizing observation activities, we should understand the actual level of students and let go when it is time to let go. We can't ignore students' existing life experience, treat students as blank paper and guide everything. Time is naturally not enough. Of course, we should not overestimate students' existing knowledge and ability and let them go with the flow. Only by grasping the reality of students and keeping our teaching in the "nearest development zone" of students can we develop students' scientific literacy to the maximum extent in a limited time.

3. How to guide students to produce new problems comes from students' internal problems, which can promote students to actively find answers and solve problems and generate internal driving force for learning. If students can keep discovering in science teaching, maybe new problems will appear in new discoveries. Therefore, teachers should create a good situation in teaching, let students make new discoveries constantly, and pay attention to cultivating students' problem consciousness in discovery. For example, at the end of an observation activity, consciously ask: "What new discoveries have you made during the observation?" "Do you have any different opinions?" Although it is just a sentence, the students' thinking has been trained. Through this kind of teaching, students will constantly reflect on their own observations and activities, so as to get more questions, solve problems from their own perspective and carry out follow-up activities. Teachers no longer ask students to do it, and students' subjectivity can really be brought into play and developed.

Reflections on the teaching of "Little Snail" in the fourth grade of junior high school. In the story "Little Snail", the little snail crawls and finds that one season changes to another, aiming at introducing the changes of seasons in spring, summer, autumn and winter and the typical characteristics of the four seasons, and integrating knowledge and interest. What I should achieve is:

1. Knowing that there are four seasons in a year, and making clear the sequence of the four seasons, we can tell the main characteristics of the four seasons in nature.

2. Learn dialogue with acting skills and cooperate with the teacher to create new stories based on the story of the little snail.

When I started this language activity, I found that children's interest was very high. Children can accurately tell the characteristics of small snails, that is, "small head, slow crawling." When I tell stories to my children, I find that children can tell specific seasons according to the characteristics I said. The children in the big class have a certain understanding and experience of the four seasons, which also lays a good foundation for our story activities to be carried out better. So I adopted the method of drawing, using simple diagrams, pictures of small snails and arrows to show you the remarkable changes of the four seasons when snails crawl. It is also to help children better understand and remember. It turns out that with this method, most children can tell stories through pictures.

The difficulty of this language activity lies in creating new stories. In creation, we need to closely follow the headline of "Four Seasons Change". But the child is not active enough. Many children's thinking is very limited, and the changes in flowers and plants tell us that the seasons are constantly changing.

Reflection on the teaching of "Little Snail" in Grade One; This lesson takes the little snail that children like as the starting point, and guides children to learn to decorate with painting, paper cutting and other methods to complete a paper snail handmade work.

Children's world is a world of games and fairy tales. In this art class, I always keep students in interesting perceptual activities. With the enhancement of interest, students actively explore in the changes of teaching links and gain knowledge and happiness. In order to break through the difficulties, I made full preparations before class, made a small snail model and distributed it to each group to guide students to appreciate it carefully and analyze how the small snail was made after observation. Children can quickly analyze the basic methods and steps: drawing, rolling, pasting, etc. In teaching, students' speeches are very wonderful. During the 20 minutes of the whole class, I put my children in the exquisite production of snails. The design of teaching links plays a great role in mobilizing and stimulating children's interest.

I have to say that every polishing class will have some problems, and there are also many problems in this polishing class: First of all, when teaching snail shell patterns, the requirements are too detailed and the production time is not considered.

Secondly, when teachers demonstrate the production of artillery shells with physical projectors, students are not focused. If you shoot it with a camera and then play it, the effect will be better.

Thirdly, in the evaluation process, the evaluation of some students' works is not detailed enough.

After this grinding class, I found that there is a certain lack of emotional education in the class. I only pay attention to cultivating children's spirit of exploring and studying nature, but ignore the good quality of making children insist on learning from snails.

Details determine success or failure. This sentence is the best way to sum up my grinding class. In the classroom, one link is connected with another, no matter which link or small detail goes wrong, it will have a butterfly effect. Although the grinding class is over, in my future teaching activities, I hope to keep the attitude of grinding class and treat each of my regular classes. Pay attention to details in class and treat each class strictly. Like a snail, make unremitting efforts towards your goals.