Reflections on the Teaching of Chinese Teachers in Grade Three.

Five Reflections on Chinese Teachers' Teaching in Grade Three.

Chinese is the basis of learning other subjects well and the necessary skill to acquire knowledge. It is true that the acceptance of things begins with understanding, and the acquisition of knowledge is also inseparable from language. The following is my reflection on the teaching of Chinese teachers in grade three. Come and share with me if you like.

The second semester is about to pass. According to the characteristics of this semester's textbooks and the Curriculum Standards, the teaching tasks of this semester have been successfully completed, and the students' ability to analyze and solve problems has been continuously cultivated and improved. Although the final exam hasn't been held yet, I calm down and think it over. This semester's education and teaching work has both achievements and many shortcomings. In order to sum up experience and draw lessons, I will now reflect on Chinese teaching this semester as follows:

First, success.

1. Combine the text with "accumulation and application" to cultivate students' thoughts and feelings of loving the Chinese language, guide students to correctly understand and use the Chinese language, and enrich students' language accumulation.

2. According to the education and teaching concept of the new curriculum, in the usual teaching, we carefully prepare lessons (preparing lessons, preparing teaching methods and preparing students), carefully design lesson plans, correct homework on time, implement three-dimensional goals, and embody the idea of quality education. According to the actual situation of this class, analyze each student's basic quality and ability to accept knowledge one by one, and constantly improve teaching methods.

3. Pay attention to the development of students' intelligence in teaching, strengthen the cultivation of students' thinking, and pay attention to the cultivation of students' ability of observation, thinking and expression. Combine the teaching of "oral communication" and "practice" to cultivate students' oral expression ability and stimulate students' imagination and creativity.

4. Pay attention to preview before class, teach students the methods of preview and cultivate the habit of preview before class.

5, pay attention to students' writing, usually face-to-face homework, praise students who write well in time, and communicate with the whole class. Those who make a little progress always write encouraging language or marks, and often ask students to finish the specified content within the specified time to see who writes quickly and well.

6. Contact parents in time, strengthen communication with parents, strengthen the contact between home and school, reflect the students' school situation to parents in time, and do a good job in students' study.

Second, shortcomings.

1, three-quarters of the students in the class study hard and can complete the learning tasks as required. A quarter of the students are in a passive learning state, with poor understanding and memory, and lack of school supplies. Parents are busy with work, regardless of their children's study and life, and continue to do ideological work.

2. Underachievers have too little extra-curricular tutoring, which leads them to be unable to master the basic knowledge of Chinese, write slowly, speak carelessly and finish their homework on time.

3. The application of modern technical education means needs to be strengthened. In the future teaching, we should adhere to the educational and teaching concept of continuing to learn new courses and improving professional quality.

In short, in the future teaching work, we should finally pay attention to those students who have not finished their homework or studied hard, fully mobilize their enthusiasm and initiative, and stimulate their interest in learning Chinese.

Reflection on Chinese Teaching in Grade Three 2 Chinese Teaching in Grade Three is not easy! Because the third grade is a transitional period, the teaching objectives have also changed from the lower grade to the middle grade. How to have a good Chinese class in grade three, I make progress in groping and reflect in practice.

First, take writing teaching as an incision to cultivate students' study habits.

The new curriculum standard of primary school Chinese clearly points out that "writing is an important basic skill of Chinese" and "it plays an important role in improving students' cultural literacy, so we must lay a good foundation for writing from an early age". Our teacher ignores this point in her usual teaching. The new textbook has noticed this problem and is no longer eager to teach the text at the beginning of the textbook. Instead, it breaks the routine and pays attention to cultivating students' good study habits. At the beginning of the new semester, I pay attention to cultivating students' good writing habits. Through observation, imitation and practice, teach students the correct writing method and posture. Use writing songs: "Learn to write, pay attention, keep your head straight, your shoulders flat, sit up straight, put the paper straight, remember clearly with one foot and one punch, keep your hands one inch away from the pen tip, and be calm when writing carefully" to help students develop good writing habits. Let students write, it must be compared with writing songs. Teachers supervise and guide at any time. On weekends, students are staying up late to write. In addition to mastering the correct writing posture, it is more important to ask students to write well. Writing exercises after class can't be ignored. Every day, we should arrange necessary time for students to practice. Good writing habits can't be developed overnight. We must be patient, meticulous, meticulous, and strictly repeat long-term training in order to make students write correctly and beautifully.

Second, let go boldly and let students become the masters of learning.

The new curriculum standard for minority languages recognizes that "students are the masters of Chinese learning". Therefore, "it is necessary to strengthen students' independent Chinese practice activities and guide them to actively acquire knowledge and form their potential." "The growth of children basically benefits from their own learning, and the gains in the classroom are really insignificant. Therefore, in Chinese teaching, I am determined to give students the initiative in learning in good faith.

Third, grasp the key points of training and pay attention to the improvement of students' potential.

The purpose of the new textbook is to make students study alive instead of dead. While understanding knowledge, we should also improve students' potential. Take oral communication as an example. It not only cultivates students' potential of observation, thinking, generalization and speaking, but also brings them a new world. They can say whatever they want, free and unfettered. It also laid a solid foundation for solid writing. When teaching this kind of training, we should carefully organize and emphasize the training of "speaking" and "doing". For example, when I was teaching the sixth lesson "Little Photographer", I simulated the live performance according to the illustrations in the book, which made the students' image perception intuitive. Students talk to each other in a simple and pleasant environment. Being clear-headed not only trains students to speak, but also makes them feel a lot of truth.

Fourth, encourage students to read more extracurricular books, and at the same time read more, watch more and think more.

Reading is a very important link, encourage them to read more, and set up a small reading exchange meeting or let them write reading notes. We can cultivate their oral communication potential and let them introduce this potential to their peers. Educator Suhomlinski put forward the conclusion that "talents can only be cultivated by talents, potential can only be cultivated by potentials, and talents can only be cultivated by talents". It means "a good teacher makes a good apprentice". Now it is a high-tech information society, and students can acquire knowledge and broaden their horizons through various channels. Sometimes teachers feel helpless when they ask questions. The materials in the new textbook are all-encompassing from ancient times to the present. This requires every teacher to strive to become a scholar. In the eyes of students, they are not only the disseminators of knowledge, but also the embodiment of wisdom, knowing everything. To be a scholar, I think I should read more books, think more, practice more and sum up more.

Reflections on Chinese Teaching in Grade Three This semester, I have been teaching Chinese in Grade Three for three months, and the frequent problems in teaching are worthy of my in-depth thinking and exploration. Some people compare primary school learning to an English letter "U", which means that children in grade three are at the most critical turning point. In this special transitional period, great changes have taken place in students' body and mind. So how to have a good Chinese class in grade three? I think we should do the following:

1. Create interesting and rich Chinese classes to attract students' attention and improve teaching effect.

Interest is the best teacher. Once students are attracted by interesting classes, I think the management of discipline will become easy.

Chinese textbooks for grade three are diversified in content and form. Because of the age characteristics of students, it is really difficult for students to concentrate on a class, even for good students. It is a problem that teachers must concentrate on their teachers when giving lectures. I began to reflect that classroom discipline is not only a problem for children, but also a problem for teachers. There is a saying, "What can I attract you-my child?" I began to pay attention to improving the interest of the classroom itself and preparing lessons more seriously. Chinese class is full of passion and fun, so students are willing to step into your class wholeheartedly and enter the world of learning. Therefore, we should prepare lessons carefully, prepare lessons carefully, prepare lessons badly, and don't go to class.

2. Cultivate their good study habits and good study atmosphere, at the same time adapt to the requirements of the new curriculum standards, and pay more attention to the cultivation of their "independent and inquiry" learning ability.

In order to make students become the masters of learning, we must first formulate detailed preview requirements, so that students can preview independently and make full preparations before class. At the beginning of reading, they can learn Chinese characters, word formation, read the text smoothly, extract good words and sentences from the text, and realize autonomous learning before class. The revised outline of Xiao Yu holds that "students are the masters of Chinese learning", so "we should strengthen students' independent Chinese practice activities and guide them to actively acquire knowledge and form their abilities. "Children's growth basically benefits from their own learning.

At the same time, in the process of classroom teaching, create some interactive teaching links. Furthermore, ask more creative questions to inspire students' thinking. The teacher himself has made great efforts to study the questions, which questions can be asked and how to ask them. What are the students' answers and can they achieve the expected teaching effect? Give full consideration when preparing lessons.

3. Encourage students to read more extracurricular books, and at the same time, read more, watch more and think more.

Reading is a very important link, encourage them to read more, and set up a small reading exchange meeting or let them write reading notes. First, it can cultivate their oral communication ability and let them introduce the books they have read to their peers; Second, it can help them better learn the new content of grade three-composition.

Educator Suhomlinski once said that "talents can only be cultivated by talents, abilities can only be cultivated by abilities, and talents can only be cultivated by talents". It means "a good teacher makes a good apprentice". Now it is a high-tech information society, and students can acquire knowledge and broaden their horizons through various channels. The improvement of students' quality has higher requirements for teachers, and the content of the new textbook is all-encompassing from ancient times to the present, which requires each of us to strive to become a scholar. In the eyes of students, they are not only the disseminators of knowledge, but also the embodiment of wisdom. To become a scholar, you should read more, accumulate more, think more, practice more and summarize more. The study of reference materials in new textbooks should be paid more attention, because it is directly related to students' learning. Profound knowledge is the key for every teacher to teach books well.

Reflections on Chinese Teaching in Grade Three and Grade Four "Shrimp" is a text in the ninth volume of the experimental textbook "Chinese". It describes the loveliness of shrimp in detail by eating and beating, and shows the author's love for shrimp. According to the teaching objectives of this unit and the learning situation of students, I have determined the following teaching objectives:

1, read the text emotionally, and experience the cuteness of shrimp and the author's love of shrimp;

2. Understand the author's writing style of "writing concretely around the center, expressing clearly and orderly, and using words accurately". Combine reading and writing to imitate familiar animals in fragments.

In teaching:

(1) Try to embody "reading-oriented", guide students to read in various forms, grasp key words to taste, and feel the cuteness and fun of shrimp. For example, when teaching "Shrimp is really interesting" in the second paragraph, students can read the text repeatedly, understand it attentively and imitate the performance by being "very careful" when catching shrimp and "very comfortable" after eating it. In the teaching of the third natural period, we should grasp "paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph. Paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, paragraph by paragraph, and paragraph by paragraph, students began reading training from these places, from which they realized the fun of shrimp.

(2) combination of reading and writing. Through careful study of the text, it is found that the textbook provides a good example for writing teaching, which can be said to involve the aspects of "flesh and blood, organization and vivid image" of the exercises. Understanding writing methods and trying to apply them to practice are the teaching objectives and difficulties of this course. Therefore, in teaching, reading is the carrier, so that students can not only pay attention to the content of the text, but also pay attention to the writing method and feel the writing method, paving the way for the later writing.

(3) From the perspective of classroom implementation, teaching basically embodies the design intent and basically achieves the teaching objectives. However, due to the lack of a good grasp of the classroom, the teaching time is not accurate and the teaching task is not completed. There are two reasons for reflection: first, the efficiency of reading teaching is not high enough, and the guidance for students' reading is not concise and efficient enough, which is a bit shaky; Second, the design of the whole goal is not accurate enough, and the positioning of students is too high and the requirements are too high.

(4) Adjustment: in reading guidance, try to be concise and clear, and improve efficiency; In writing, we should lower the requirements and give students the opportunity to write, show and communicate.

Reflection on Chinese Teaching in Senior Three The fifth part of Chinese Curriculum Standard points out: "Chinese curriculum should actively advocate independent, cooperative and inquiry learning methods. Chinese courses should be open and dynamic. " When designing this course, based on this consideration, I consciously compared the successful cases:

1, which fully embodies the concept of "Chinese teaching should go to life". Starting with the accumulation of students' daily life, with the introduction of "Do you know any bridges in Yiwu", the class will enter a new classroom, which will narrow the distance between students and teaching materials, stimulate students' interest in learning and enhance their pride as Yiwu people. After the third period of teaching, students are guided to observe the stone fence on the Zong Ze Bridge, and language training is conducted according to the exquisite pattern description of Zhao Zhouqiao. In the "zone of recent development", we should choose "segment training" which has certain thinking power and conforms to students' reality, lead students to gain the joy of learning success, and then use teachers' words to guide and drive them, encourage students to move from textbooks to society, from in-class to out-of-class, participate in future learning with greater interest and full passion, and become real learners.

2. Fully embodies the concept of "independence and cooperation" and attaches importance to students' personalized experience. In reading teaching, "we should cherish students' unique feelings, experiences and understanding in reading." "After reading the text for the first time, let the students speak freely." What kind of bridge is Zhao Zhouqiao? "Let students choose their favorite characteristics for in-depth understanding and exploration, ask questions they don't understand, guide students to experience the content of the text, express their feelings, express their views, implement the students' dominant position, give play to the effect of group cooperation, give play to students' autonomy, autonomy and creativity, and reflect the organic unity of humanity and instrumentality in Chinese teaching.

3. Closely follow the key points of teaching, start teaching step by step, and the process is smooth.

There is a problem:

1, the classroom teaching task is too heavy. Two or three periods of teaching can only be arranged for one period. In the second paragraph, students ask more questions, and in the third paragraph, language and writing training are arranged, which is more conducive to students' in-depth reading and understanding of the text. In teaching, the teacher arranged two classes. In the second quarter, the teacher took into account the later teaching, fearing that time was too late, braked in time, did not really expose the students' problems, and did not start a wonderful "side door". The teacher's guidance and control of teaching is too urgent, which limits students' thinking to some extent.

2. The process of learning Chinese is first of all a process of language accumulation, and familiarizing with the text is the most basic way to learn Chinese. Students' feelings are produced after tasting and chewing the key words of the text. Chewing on words and choosing carefully have the function of turning stone into gold, which requires us to concentrate on teaching. However, reflecting on the study of this class, students' reading ability of the text is obviously insufficient, and the form of reading is relatively simple.