Reflections on the teaching of the mystery of the moon

As an excellent teacher, one of our jobs is classroom teaching, and the shortage of lectures can be well corrected through teaching reflection. What are the characteristics of excellent teaching reflection? The following is my reflection on the teaching of The Mystery of the Moon (selected 10). Welcome to reading. I hope you will like it.

Reflections on the teaching of The Mystery of the Moon 1 The Mystery of the Moon is an interesting article introducing the knowledge of the Moon. It begins with the bright moon, tells the scene of the first moon landing, and then lists some mysteries of the moon. The content of this text is easy to understand. I will focus on letting students know what the moon looks like and what mysteries are written in the text. I intend to finish it in one class. The following are my thoughts on the teaching of the moon mystery:

First, word teaching, let popular science teaching fall to the ground

First of all, word teaching pays attention to learning situations. After previewing before class, I learned that the words that children find difficult to understand are: bright, daydreaming, mysterious, strange, inexplicable and so on. According to students' learning situation, these words are used as teaching clues to guide students to learn the whole text. If you understand these words, you will understand the text.

Secondly, word teaching is diversified. Use different methods to guide children to understand the meaning, avoid boring, solid and effective. For example, the teaching of "Bright and Clean" uses intuitive pictures to guide children to understand the meaning; The teaching of the word "reverie", by guiding children to expand their imagination and combining ancient poems after class, lets children know that facing such things will produce many far-reaching associations, which is called "reverie". Then read the word and the sentence in which it is located. The meaning of "reverie" is gradually concretized and clarified in students' minds. The teaching of "mystery" allows children to find words that can express mystery from sentences, which is another way to "understand the meaning in context".

Third, pay attention to highlighting the difficulties in writing. In this class, I chose "Ao" as my writing guide. There are three mistakes in the word "ao". Before writing, I typed the word "ao" on the big screen, and marked the error-prone places to guide students to observe carefully. After the breakthrough of difficulties, the correct rate of students' writing is very high.

Word teaching allows popular science learning to take over the fertile soil of "Chinese" before it can take root.

Second, learn to ask questions, so that popular science teaching has a soul

Catch the riddle and find the riddle in the text. Students can easily find six "mysteries" with question marks. On this basis, guide the children to find that these "mysteries" are all questions and have interrogative words, and talk about what other interrogative words. After sorting out memories, students have a clear impression of interrogative words. The same question expression, but there are many different ways to ask questions-the first layer of understanding.

Then guide the students to find the "mystery" without question marks. The same expression "mystery", but the expression is different-the second layer of understanding.

The "mystery" without question marks is also expressed in the form of question marks, with appropriate hints: "Why" can be placed before, during and after sentences; Use the interrogative word "why" to guide students to ask questions with "how". The same interrogative word can be placed in different positions of the sentence-the third level of understanding.

After reading the extracurricular materials, let them choose the appropriate interrogative words and write down the questions they want to ask. When there are questions, we can choose the right interrogative words to ask them boldly, so as to make our expression more accurate and clear-this is the fourth layer of students' experience.

After orderly guidance, the "mystery" has been fully excavated, forming the soul of this lesson. Students learn to use different interrogative words and ask questions in different ways from the expression of questions. "One class at a time", our class will be successful.

Third, the ingenious integration of information technology and text.

The ingenious integration of information technology and text enables students to read creatively from multiple angles, expands the thinking space, enables students to read creatively from multiple angles, and makes up for the shortage of teaching materials. For example, when students study "craters and deserts of the moon", I use pictures and explanations to give students an intuitive visual experience. When expanding the unsolved mysteries of the moon, we will show other unsolved mysteries to students with the help of multimedia, so that students can once again cast a mysterious veil on the moon and stimulate their desire to explore. The most wonderful part of this class is to bring information technology into the classroom, which promotes the development of the text content. In the autonomous study before class, children make full use of their information skills and collect pictures, legends and related knowledge about the moon in various ways. Guide the children to sort out the collected data and ask questions through group communication. In the classroom teaching, I made very effective slides according to the needs of the text, with rich content and beautiful pages, such as moon poems, quiet moon color pictures with soothing music clips and 1969 footage of American astronauts landing on the moon. I make reasonable integration according to the needs of the text in class, so that information technology can effectively serve the text and promote the development of the text.

However, in the process of teaching practice, due to the poor control of the previous practice, the use of the latter interrogative words is not well put forward. I think the effect of this class will be better if the previous teaching can be more compact and more time can be spared for asking questions. Continue to work hard in the future.

Reflection on the Mystery of the Moon 2 Teaching Suddenly realized that this was my last class, which was a little sad and sad. How should this last lesson be given to children?

The Mystery of the Moon is an interesting article introducing the knowledge of the Moon. The first lesson is a new word. I want to say new words in a new way to arouse their interest. So I designed a "new words" game with four levels. The first level has two tasks: the first task is "I can read", presenting new words in pinyin and requiring accurate pronunciation; The second task is to check and correct the phonetic notation in the textbook at the same table. The second level also has two tasks: mastering the polyphonic word "Sa" and getting rid of pinyin to read words. From the second level to the third level, there is an obstacle to be overcome: "I can remember", and it is necessary to find out difficult words and exchange memory methods. The third level: "I can write". What should I pay attention to when writing these words? The fourth level: vocabulary homework, which is the most challenging level. All the words are right, the writing is serious, and success pays off. The students in the classroom are very active. They are all scrambling to read new words. I'm glad that some children who don't often answer questions raised their hands and answered a few questions. For this class, I don't have a good grasp of time and drag my feet. When the homework was approved the next day, I found that the students' homework was very serious, and many of them were not good at writing at ordinary times. This time, they all made progress, so happy. Students who successfully break through the barrier are selected for praise, and students with special prizes are rewarded. Their exercise books are circulated in the class.

There are some problems in the text teaching in the second classroom. The content of the lecture is not fully mastered, and the requirements for classroom content should be more clear. In the classroom, students' autonomous learning has made some progress, but I still can't keep up with the students. This requires me to be more familiar with the classroom content, design the content more comprehensively and extend the text better in the future teaching. The blackboard writing in this class is not very timely, so pay attention. The internship is almost over, and I know there is still a long way to go before the real teacher, so I will continue to equip myself well and work hard!

The Mystery of the Moon 3 Teaching Reflection "The Mystery of the Moon" is a popular science article, with simple information and students' interest. So I didn't explain too much in teaching, but asked students to read the text aloud and bring students pictures about the moon, so as to enrich their perceptual knowledge and stimulate their interest in exploring science. The teaching effect is good.

The following are my teaching insights:

First, graceful introduction: the daydreaming language of the class has inserted similar wings for students. As the saying goes, "A good beginning is half the battle". After careful consideration and careful scrutiny of every sentence, I introduced a new lesson in beautiful and passionate language: in the vast universe, there are countless beautiful planets, and each planet is a mysterious unknown world. On this day, let's walk into the nearest planet-the moon and explore its mystery! Beautiful language soon brought students into the vast and mysterious universe. The following passionate and inspiring words inspired the students' emotion and desire to explore the moon, which made the class half successful.

Later, in the beautiful pictures of the moon and the sky, I guided the students to develop rich similarities: When night fell, a bright moon hung high in the night sky, and the bright moonlight aroused your reverie? In my beautiful introduction, the students have long dreamed of flying into the vast universe. Inspired by this more inspiring language, students have inserted similar wings and flew to the mysterious moon. Looking at the children's eager and imaginative eyes, I understand that I have stimulated their desire to learn and mobilized their interest in learning.

The transitional language in every link of this class has been carefully scrutinized and pondered by me, which makes my language so beautiful and attractive in the whole class and firmly attracts students' attention. For example, after instructing students to read and understand the first paragraph, I used "For thousands of years, the moon has touched human beings with its unique beauty, and people dream of landing on the moon, unveiling its mysterious veil ... the natural transition to the third nature learning has made students' reading desire stronger. After reading and learning the second paragraph, students have a preliminary understanding of the moon and understand that the scenery of the moon is very strange. At this time, innocent and lovely children are confused, and the beautiful moon is so beautiful in their hearts. But the fact is completely different from the imagination, and the children are very surprised. The desire to explore the secrets of the moon engulfed the hearts of children. Their hearts changed from the initial perfect reverie to the desire to explore, to the surprise and strangeness of the scenery, and to doubt. I seized this opportunity to guide "with the rapid development of science and technology, human beings have discovered many mysteries of the moon, but they have also discovered new' unsolved mysteries'. What are your unsolved mysteries? What unsolved mysteries are introduced in this paper? A word from a teacher is like a stone stirring up a thousand waves. The teacher suddenly opened the pot, and the students' thoughts wandered freely in the vast universe. Finally, I firmly grasped the children's strong heart to explore the mystery of the moon and inspired the students: "What do you want to say at this moment?" The children scrambled to say, "I will continue to explore the mystery of the moon when I grow up." "I want to be a scientist and explore the moon." "I want to …" Then I will ask the students to read the last paragraph together. At this time, the children's eyes sparkled with sparks of wisdom, which generated the emotion of exploring the mysteries of science.

Second, give full play to the advantages of modern educational technology, create situations for students and create a learning atmosphere. The mysterious and distant moon, far away from people's lives, makes it difficult for children to understand the information in the second paragraph of the text. The concept of "crater, moon, ocean ..." is very abstract, and modern educational technology has played an advantage at this time.

Reflections on the teaching of "The Mystery of the Moon" 4. "The Mystery of the Moon" is an interesting essay introducing the knowledge of popular science on the moon. It begins with the bright moon, tells the strange scenery that people saw when they first landed on the moon, then lists some mysteries related to the moon, and finally ends with "We will continue to explore the mysterious moon". The biggest feature of the full text is that it is closely related to "mystery", which can be said that "mystery" comes from life. The text leaves readers unlimited room for reverie and exploration. The content of this text is easy to understand. I will focus on teaching students what kind of world the moon is and what mysteries are written in the text.

According to past experience, teachers are most likely to become "science classes" in popular science articles. Therefore, in order to avoid this problem, I firmly buckle the main line of "language and writing training as the mainstay, supplemented by the infiltration of popular science knowledge" in my design.

First, hit the language directly and pay attention to accumulation.

In the first class, I introduced the new lesson "Bright Moon", another name of the moon, and the poem "You Know the Moon". Around the month, let students understand from many aspects and levels, and their understanding of the "month" is more three-dimensional and rich. Tell the folk tales of the Goddess Chang'e flying to the moon and WU GANG's re-felling of Guangxi, and introduce what daydreams the ancient people had in the face of this round of moon hanging high in the air. Ask the students to read the first paragraph aloud. Understand the meaning of the word "singularity" from the strong contrast between the original imagined beautiful scenery such as Guanghan Palace and the immediate scenery, thus stimulating students' desire to explore the "unsolved mystery" of the moon.

Second, create a situation to stimulate interest in inquiry.

The second class will review the words in the text and combine some knowledge about the moon with games. The purpose is to mobilize the classroom atmosphere in a way that students like and stimulate students' interest in exploring the mysteries of the moon. However, due to the lack of some guidance in classroom organization, the expected effect has not been achieved. In the Chinese class in the afternoon, I added a blank to this link-the game of "Tiangou eats the moon" ... solar eclipse is a rare natural phenomenon, but I was lucky to see two eclipses this year. I saw an eclipse in April this year. At that time, many teachers in our school saw it, and they also photographed the red moon and posted it on WeChat. Did you get a look at him? Don't be sad if you don't see it. There is another chance to see an eclipse in September this year. After going home today, I quickly went online to find the specific time to watch the eclipse in September. Don't miss it. The atmosphere of such an exchange class suddenly became active.

Third, the learning method runs through the text learning, so that students have rules to follow.

About the three unsolved mysteries of the moon, the words are plain in expression, but at first glance it seems incredible. When I was designing and combing the context of the article, I once thought, "Do these dusts have the ability to sterilize?" What about other plants planted in lunar dust? It makes the three paragraphs about the "dust mystery" more closely linked together and closer to the guidance of learning methods in the classroom. In classroom teaching, I lack this link, and students will have some unclear ideas when filling out the form of "dust mystery" in cooperative learning. Generally speaking, I try to combine the taste and internalization of language with the use of methods in class. While learning language forms, students have a deep understanding of the three mysteries, and they have both meaning and text.

Reflection on the Teaching of the Mystery of the Moon 5 "The Mystery of the Moon" is a very interesting article introducing the knowledge of the moon. The children in grade three are at a curious age, and they are very interested in popular science knowledge. In addition, Mr. Han is a wise teacher and this class is very successful. In order to let students master new words more firmly, Teacher Han designed a game of "new words" in the literacy section. The game * * * has four levels, each level has its own task, and the task difficulty is increasing, which is very challenging for students. The students in the classroom are very enthusiastic. They are all scrambling to read new words. Students who don't often answer questions also raise their hands to answer questions. Judging from the homework after class, students' writing is very serious, which has been greatly improved generally, and many students have been praised and rewarded by teachers.

This lesson just verified the meaning of the sentence "Interest is the best teacher". In the second class, I talked about the text. Teacher Han carefully prepares lessons. With her bold ideas, she can make the classroom a paradise for students to learn and have the ability to control the classroom. The teaching idea is clear, and it is good at stimulating students' enthusiasm in class, guiding students to learn independently, cultivating students' ability of self-study and questioning, and embodying the concept of "student-oriented" curriculum reform, but it has not really been put into place. We should improve ourselves in guiding students to read aloud in the future.

Reflection on the Teaching of the Moon Mystery 6 "The Moon Mystery" is a very interesting article introducing the knowledge of the moon. It begins with the beautiful scene of the bright moon in the sky, then lists some mysteries related to the moon, and finally ends with "We will continue to explore the mysterious moon". Understanding what kind of world the moon is and the mystery of the moon written in this paper is the focus of this paper. This is a popular science article. After a class, I feel that my class is not successful.

Although students are very interested in this kind of articles, due to the cultural background and economic conditions here, many homework can't be completed. Students don't have computers at home, and there are few extracurricular books, so their knowledge is not wide and their classes are limited to books. Many students asked him about their understanding of the moon, but they couldn't say anything. Students listen carefully in class.

Now I feel much better about the driving ability of the classroom than before. Students can develop and extend with my ideas, but the evaluation language in class is still too boring and monotonous. It also needs to be further strengthened in mobilizing students' learning enthusiasm.

Reflections on the teaching of the mystery of the moon 7 "The Mystery of the Moon" is a popular science article introducing the knowledge of the moon. It begins with the beautiful scene of the bright moon in the sky, tells the story of the surface of the moon seen by humans after landing on the moon for the first time, then lists some mysteries related to the moon, and finally ends with "Humans will continue to explore the mysterious moon". The content of the article is simple, but it is still difficult to lead students to feel the charm of the moon and stimulate their interest in exploring the mysteries of the moon and the universe. Because this text is popular science, compared with other literary works, the language is not very strong, and it is difficult to feel the charm of the moon from the language. But if we can make full use of the favorable factors in textbooks and strengthen students' experiential learning, the effect may be better, so I made some attempts in class.

First, stimulate interest and induce experience

Interest is the best teacher, and our teaching process should be a happy and positive emotional experience process to stimulate students' interest in learning. As the new curriculum emphasizes, learning is the experience for students to explore and acquire new knowledge. In this way, Chinese classroom teaching must create a situation conducive to students' participation in learning, stimulate students' interest in learning and induce students' desire to experience. Therefore, before class, I will ask students to recite their favorite poems related to the moon in the background music of "Moonlit Night on a Spring River". In these deliberately profound and far-reaching poems, a beautiful daydream about the moon breeds, and then naturally leads to a new lesson. In this way, unconsciously, I walked into the classroom where I studied today. Then, I let the students enjoy the bright moonlight and talk about their infinite imagination:

"I wonder what's on the moon?" "I wonder where the moon comes from?" "I wonder if there really is Chang 'e on the moon? "I really want to live on the moon.

From the students' series of questions, the topic naturally leads to the students' desire to solve the problems. These emotional preparations have made full preparations for the following study and the creation of the situation of traveling to the moon.

Second, create a situation and deepen the experience.

If rich situations are created according to the content of the text in teaching, students can involuntarily mobilize a variety of senses, actively carry out corresponding classroom activities, and gain knowledge in the activities. Therefore, with the help of multimedia, I created a realistic situation for students and made a simulated trip to the moon.

"Because of the long journey, it will take us four days to reach the moon. Take advantage of the time on the road, please read the information at hand and have a more comprehensive understanding of the characteristics of the moon in order to successfully complete this lunar exploration mission. " In the animation of the spacecraft flying into space, with the roar of the spacecraft taking off, I made such a request to you as an announcer. Due to the rendering of these situations, students quickly entered the state, and the originally boring written materials became vivid. "The knowledge in the information kit was quickly mastered." When I announced that we had arrived at the moon, they really seemed to see the strange scenery there:

"I think the sun on the moon is particularly bright!" "I see craters everywhere on the moon." "I see the moon is a desert, which is terrible. Because I can't hear a sound, I'm really worried about getting separated from my companions! "

"The scenery on the moon is amazing. The sun shines on the surface, but the sky is still dark. This is a sight that cannot be seen on earth! "

These vivid descriptions of the children brought us to the magical moon together.

After class, I saw many children continue to read a book about the moon. From time to time, some students come to communicate with me or ask related questions. Later, as reflected in their diaries, they were deeply impressed by this course and felt as if they had experienced it personally.

Reflections on the Teaching of the Mystery of the Moon 8 "The Mystery of the Moon" is a typical popular science essay, which tells people all kinds of reverie and mystery about the moon. Students are very interested in such articles. In class, they usually introduce what they know with interest or ask their questions to the teacher. For teachers, how to make students feel the charm of the moon from the language and words, so that the whole classroom does not lose the original flavor of the language is the key. In my opinion, the grasp of the text should be: correct positioning, focusing on language training, supplemented by the infiltration of popular science knowledge.

At first, I asked students to recite their favorite poems related to the moon in the music of "Moonlit Night on a Spring River". In these deliberately profound poems, a beautiful daydream about the moon is naturally introduced into the new lesson. Through these beautiful poems, we should firmly grasp the characteristics of the text, try our best to tap the "humanistic" factors in the text, and try our best to create an atmosphere of China.

Although this course is an introductory article, the resources for reading training are very rich. For example, when studying the second paragraph of the text, I designed: "What scenery did man see when he landed on the moon for the first time?" Let the students find out the answer first, and then read aloud for training through what you think is "strange". In this way, students can taste the beauty of words and achieve the purpose of "reading Chinese products" and "understanding from reading".

In addition, I also try to explore the language factors and language phenomena in the text and try to grasp the characteristics of Chinese subject. When the third and sixth paragraphs list the mysteries of the moon, the experimental results are listed first, and then a question is used to solve the mystery. The fourth paragraph only lists the experimental results, without asking questions, so I will seize this blank point and let the students use "Don't ..."? "According to the third and sixth paragraphs. Or "why ...? "Ask questions and pay attention to the oral materials provided by the text. In these trainings, students have enhanced their sense of language, tasted the language of the article, pondered the expression of the article, and have a strong Chinese flavor and cultivated their ability to ask questions.

Reflections on the teaching of the mystery of the moon 9 "The Mystery of the Moon" is a popular exposition, from the bright moon to the scene of the first moon landing, and then lists some mysteries of the moon. This text is easy to understand. I will focus on teaching to let students know what the moon is like and what mysteries are written in words. I intend to finish it in one class. The following are my thoughts on the teaching of the moon mystery:

The interest in learning materials is the key factor to determine the learning effect because the junior three students are young and their attention is not lasting enough. After a brief review of the study materials of last class, I put forward the topic of this class, The Mystery of the Moon, to guide students to ask questions by reading the topic: Do you have any questions after reading the topic? Starting with the questions, let the students have reading expectations, determine the learning objectives of this class by themselves, read the text with a desire for knowledge, perceive the text, and then participate in the whole process of teaching. Then I asked the students to grasp the word "daydream" and guide them to imagine: What daydreams do people have? On the basis of students' full communication, guide students to read these words with emotion; Then I will use "What else do you have?" Let students deepen their deeper understanding and perception of the text and cultivate a sense of language in active thinking; So, what efforts have scientists made to explore the mystery of the moon? Inspire students to understand how scientists explore the mysteries of the moon.

After class, I feel that this is not because students' imagination and thinking are not open enough, but because they look at their own teaching design, and the teaching materials are dry and have no output. For us humans, what a magical planet the moon is, and how many unknown things are waiting for us to explore. However, in this class, the mysterious moon turned into a few lines, and countless questions could have been strung into a long string of wisdom treasures, but they were simplified into several mysteries proposed in this paper. It is necessary to conduct in-depth research on teaching materials in order to guide teaching more effectively.

Reflection on the Mystery of the Moon 10 Teaching Every time I attend an online class similar to today, it will always cause a lot of thinking and controversy. Many people always care about his relationship with Chinese class, and regard it as a strong refutation argument that I am divorced from the Chinese teaching goal and my listening, speaking, reading and writing ability. I used to be ignorant and thought I was out of my goal and popularity. After determining the teaching objectives of this course, I firmly believe that it is necessary to reflect the integration of curriculum and technology, the concept of the new curriculum, the innovation of teaching methods and learning methods, and the learning of multiple intelligences, so as to finally realize integrated learning, with the improvement of students' comprehensive quality and the formation of information literacy as the most powerful explanation!

Reflecting on the excellent teaching plans in the classroom, I think the design of teaching strategies is the most important. Similarly, our teachers should also strengthen the research and discussion on teaching strategies in their daily excellent teaching plans. Only in this way can we fundamentally improve classroom efficiency and teaching quality.

First, the problem strategy design

In this theme activity, I have always followed the design of clothes and formed a thinking frame in my classmates' minds, so if I can be inspired by this thinking no matter what I do in the future, I believe this is a good thinking habit, which in turn is conducive to developing good study habits.

1, what do you know? How much do you know about the moon is the accumulation and summary of previous knowledge.

2. What do you want to know? Cultivate the habit of asking questions.

3. How do you know? Understand learning methods and approaches.

4. What have you learned? Summarize students' experience.

Teachers should pay attention to hierarchy when designing problems, follow students' cognitive rules and design basic problems well. The design of basic problems should reflect the training of advanced thinking. For example, teachers should use their own knowledge, experience and concrete examples to train students to understand and analyze problems from different angles and levels.

Second, the design of activity strategy

Effective group activities can improve students' interest in learning and enhance the collective team spirit and cooperation spirit. Through the development of two group activities, answering a question shows the crystallization of a group's collective wisdom, and competes which group has raised many wonderful and valuable questions, so that each student's brain cells are active and innovative. "Is there a polluted virus on the moon?" "Which is the oldest, the moon or the earth?" "Is the dust on the moon bactericidal?" Another activity is to discuss in groups, fill in equations, then learn from other groups and come back to supplement your own views. This activity cultivates students' abilities of cooperation, expression, listening and reflection. It can be said that choosing a good organizational form is also very important for improving classroom efficiency.

Thirdly, the design of evaluation strategy.

In this class, I think the failure is that the evaluation process is not well reflected. Whether for the wonderful display of classmates, group activities or the guidance of teachers, teachers' language seems a bit dry and stingy. Strengthening the improvement of one's own quality is also an important norm for good classes. In addition, teachers' emotions directly affect the teaching process and effect.