Reflections on the Excellent Teaching of Thunderstorm in Senior Two.

As a people's teacher, we should grow up quickly in teaching. Reflection on writing teaching can sum up many teaching skills in the teaching process. How to write teaching reflection? The following is a wonderful reflection on the teaching of Thunderstorm in Senior Two (8 selected articles). Welcome to reading. I hope you will like it.

Reflection on Excellent Teaching of Thunderstorm in Senior Two 1 Thunderstorm left me with the greatest feeling that "teaching is an art of regret." Although I entered the classroom with great devotion, I seriously reflected on every link in the classroom after class. Although there are many successes, many omissions and improper handling are also clearly shown.

I pay attention to literacy teaching in this class, and the effect of literacy teaching is quite remarkable. Adopt various literacy teaching forms such as autonomous literacy, cooperative literacy and specific context literacy to reduce the difficulty of literacy teaching and break through the difficulty of new word teaching. In particular, the method of letting students exchange literacy not only allows students to experience the joy of sharing, but also allows students to learn from other people's learning methods, enriching their literacy experience and enhancing their literacy ability. At the same time, it also provides more methods and channels for their future literacy, so that they have "laws" to follow and "laws" to use.

Guide students to read the text carefully. Grasp the key words and sentences and guide the students to analyze the sentences. For example, understand this sentence: "The sky is full of dark clouds, dark and heavy." Use a variety of means to understand the word "pressure" and let students feel the changes of natural phenomena before thunderstorm. Do "reading comprehension" instead of "reading after understanding". Teachers' demonstration reading and mutual evaluation between teachers and students reflect students' learning status, and encourage students to read individually. Students can reflect the strange natural phenomenon of thunderstorm through different voices, and feel the magic of nature and the author's refined and beautiful language.

From this teaching, I realized that I should work hard in these aspects in the future:

1, reading training level. Although reading training is emphasized in class, there are many forms of reading. However, the reading level is not strong, and most students fail to read better and make progress over and over again. On the basis of feelings, strengthen reading guidance. In addition, the guidance and evaluation of reading is far from enough, and the evaluation language is also scarce.

2, the grasp of the article is not enough, the teaching wit is still lacking, and the teaching materials are a bit scattered. Teaching links are not clear enough, and the time of some links can be shortened.

3, teaching this class, has not yet reached the thunderstorm season, students' personal feelings are not deep, in class, due to the limitations of teaching conditions, we should make more use of multimedia resources to deepen students' feelings, so that students' language will not appear pale and powerless.

This teaching and research activity made me deeply realize that teachers' basic teaching skills and their own quality are of great significance to the success or failure of Chinese class. In the future, what I need more is continuous efforts. Only when we build a platform for students to show their dances can students repay us with excitement!

Reflection on the Excellent Teaching of Thunderstorm in Senior Two 2 Thunderstorm vividly depicts a summer thunderstorm in concise language. The full text is clearly stated in the order before thunderstorm, during thunderstorm and after thunderstorm. The three films have their own characteristics, detailed scenery, realism and fascinating. It has stimulated students' profound experience of nature and cultivated their enthusiasm for observing life and loving nature.

In the teaching of Thunderstorm, I combine the characteristics of junior students and arrange them to collect information about rain before class, so students are very enterprising when expanding. When I read the text for the first time and teach myself the design of new words, it embodies the learning concept of letting students learn independently and cooperate in groups. In the process of reading and writing, cultivate students' habit of autonomous learning and cooperative learning. In the process of understanding the text, through group cooperation and classroom communication, students can deepen their learning and fully experience the learning process: students learn two parts of materials "in the thunderstorm" and "after the thunderstorm" according to the learning method of "before the thunderstorm", which reflects the guidance of teachers to students' independent inquiry and cooperative learning, so that students can understand the text materials and experience the happiness brought by independent cooperative learning.

In addition, I pay great attention to reading training in this class, and I remember one sentence; The so-called highlight of Chinese teaching should be reading aloud first. Teacher Yu Yongzheng also said: Chinese is reading. Students read the text correctly, read it fluently and have feelings. This is true, which proves that they understand the materials of the text and appreciate the emotions contained in the article. The new curriculum standard also emphasizes the importance of "reading": let students fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be infected by emotions in reading. Therefore, in this class, I let students read a lot, including the first reading when they first encounter the text, the re-reading after the baby knows the new words, and the intensive reading when talking about reading the text. The form of students' reading is also changing; There are various forms such as independent reading, group reading, individual reading and group reading. The whole class was loud, and the students read correctly and became fluent.

Some people say that the classroom is an art of regret. After this class, I always feel that there are many unsatisfactory places. For example, guide students to say that when it is raining heavily, what else can't be seen clearly? The scope of students' words is relatively narrow, and I didn't guide them in time, which led to a bit of disconnection in this link.

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

First, the combination of graphics and text, reading comprehension

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

Second, guide imagination and deepen experience.

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

Third, follow the words and practice oral English.

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

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

Reflections on the Excellent Teaching of Thunderstorm in Grade Two and Grade Four; This text describes the natural scenery before, during and after the thunderstorm with refined words. The language is vivid and beautiful, the content is clear and the illustrations are vivid. Through the organic combination of pictures and reading, students can feel the different characteristics of thunderstorm before, during and after, and stimulate their interest in learning and desire to observe natural phenomena.

I didn't have much confidence in the first class teaching of this text from the beginning. I always feel that I have arranged too much in the content arrangement, and in view of the fact that writing has not been inserted into the classroom several times before, I made up my mind to finish the writing of four new words in this class, so I taught this class in the midst of entanglement, contradiction and choice.

The first ten minutes of class have been very smooth, and the children's enthusiasm is very high, and they are all under their control. I can't help but feel glad. But as soon as I read the text silently and divided it into levels, I lost my mind. The children began to talk and talk, and some people couldn't sit still. In this way, the rest of the time, I will insist, say it myself, listen to the children, and the classroom failure will appear again.

For this class, I listened carefully to the opinions and suggestions of three new teachers and Mr. Tong. For my class, the teachers affirmed my thoughts on literacy teaching, which is the place that inspired me the most, and the problems that deserve my reflection the most are two aspects:

1. Serious defects in classroom routine. Classroom routine has always been a problem that bothers me. Today, in my Chinese class, I truly reflected the true face of the students in our class. I think the main reason is that I don't pay enough attention to class management and I'm not strict enough to cultivate students' study habits. Teacher Tong also gave me some suggestions according to my situation, hoping that I must "give clear instructions" in future teaching so that children can understand what to do. I feel sorry for the problems exposed in the class, but I am glad that I can finally find my own shortcomings and can prescribe the right medicine in the future. Isn't this the biggest benefit of training?

2. For Chinese teaching, simple things cannot be complicated, and complicated things cannot be simplified. For example, in the lesson Thunderstorm, there was a little discussion about the division of students before, during and after a thunderstorm, but I ignored it and said nothing. Here, I made the big taboo of "simplifying complicated things". For this segmentation process, Mr. Tong suggested that it is best to read through the text and then discuss where the thunderstorm should be divided according to whether it rains or not.

In this class, because of the time problem, I intentionally skipped the explanation of the content when I intensively read this part of Before the Thunderstorm, and directly connected to the teaching of writing, which led to the incompleteness of this class. Really a failure! This is a problem that I didn't consider well when preparing lessons, so I feel that many problems are exposed at once after this club class. It's really time to reflect and use your head!

Reflection on the Excellent Teaching of Thunderstorm in Grade 25, Senior High School This paper vividly depicts a summer thunderstorm map in concise language. The full text is described clearly in the order before thunderstorm, during thunderstorm and after thunderstorm. The three parts have their own characteristics, vivid and fascinating details, which express the author's love for nature and stimulate students' interest in observing life and loving nature.

Thunderstorm is no stranger to students, and they all have certain life experiences. Therefore, in teaching, we should start from students' life and existing experience to stimulate their interest in learning. It is necessary to guide students to feel the content of the text through experience, observation and reading, and to stimulate students' interest in observing life and love for nature.

In terms of learning methods, students are actively encouraged to adopt independent, cooperative and inquiry learning methods, so that they can deepen their experience and understanding in positive thinking and emotional activities, thus truly becoming the masters of Chinese learning. In teaching, we should make full use of students' life experience, combine multimedia with classroom teaching environment, create vivid, vivid and infectious text scenes, read articles in various forms, and feel the different characteristics of the scenery before, during and after the thunderstorm.

Before the formal class, I asked the students to distinguish between "rain, shower, thunderstorm and rainstorm in Mao Mao", so as to give them a preliminary impression of "thunderstorm". When students initially perceive the content of the text, I grasp the key words to guide students to analyze sentences and realize the wonderful effect brought by proper use of words. In addition, around the different natural scenes of "before thunderstorm, during thunderstorm and after thunderstorm", I guide students to tell the differences of scenes by reading sentences and comparing them, and cultivate students' observation ability and induction and summary ability.

Reflection on the Excellent Teaching of Thunderstorm in Grade 6, Grade 2, Senior High School The new round of basic education reform emphasizes that students are the masters of learning, Chinese learning is a personalized behavior, and students' individual differences and personalized learning methods should be respected. When I was teaching Thunderstorm, I changed the traditional receptive learning method and encouraged students to choose their own learning methods and strategies, and achieved good results.

After the training in this class, I feel that I have made great progress. In order to teach this course well, I have fully trained the students. In the process of cultivating students, they not only mastered certain literacy methods, but also possessed literacy ability, and their feedback also promoted my teaching methods to some extent. What students like is what we want to teach. Through this lesson, I have several feelings, and then I will talk about these aspects:

On the one hand, I think students can come to the front to focus on new words themselves, but some students' expressive ability needs to be trained later. Some students have good ideas, but they can't express clearly when they get to the front. I think they can be encouraged to read their favorite extracurricular books in the future, and the best way to read is reading aloud. Through this kind of training, they not only stimulate students' interest in learning, but also exercise students' ability to choose words and sentences, language expression and logical thinking, so that students can master what they have learned flexibly and skillfully, which can be described as killing two birds with one stone.

On the other hand, I see that my basic skills still need to be practiced. As President Li said, in order to have a successful literacy class, the teacher must first write beautifully. In view of this situation, I want to spend half an hour practicing chalk and pen writing every day, and encourage students to spend half an hour practicing pencil and chalk writing every day. And every day, whether writing on the blackboard in class or writing small things at ordinary times, I must first write neatly and carefully, so that students can understand how to write words and how to write well. I feel that after long-term training, both students and my calligraphy will be improved to some extent.

Besides, I think students have made great progress in group cooperation. I think their listening ability is stronger than before and they are getting better and better in group cooperation. Because they feel the pleasure of cooperation in group cooperation, they are willing to study in this form and have received good learning results.

"Chinese Curriculum Standard" points out: Chinese curriculum must pay attention to students' personality differences and different learning needs according to the characteristics of students' physical and mental development and Chinese learning, cherish students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and learning methods. No matter in every class in the future, our teachers should fully respect students' choices and meet different learning needs. In this way, students can truly feel that they are the masters of learning and actively participate in the teaching process; At the same time, communication from different angles can not only make students realize the diversity of learning methods, but also make students pay attention to the optimization of learning methods, and also make teachers get inspiration and improvement from students' multi-angle thinking, so that the teaching process becomes a process of active interaction between teachers and students.

Reflection on the Excellent Teaching of Thunderstorm in Grade Seven I had the honor to participate in the Distance Education Resource Teaching Competition held by He Qian Central Primary School. I chose "Thunderstorm" as the theme of the competition, in order to describe the natural scene before, during and after the thunderstorm for us with refined words. I strive to create a relaxed and harmonious classroom atmosphere for students in class, which fully embodies the concept of "taking students as the main body and teachers as the leading factor". In class, students are active in thinking and teachers and students cooperate tacitly. I am satisfied with several teaching links.

Feel the changes before the thunderstorm first. In the design of this link, the characteristics of junior high school students' thinking in images are combined. First, I will take my classmates for an outing with a map of sunny days. Then when resting on the grass, the weather suddenly changed, and lightning and thunder made the students feel the obvious change of the weather before the thunderstorm.

Secondly, in guiding reading. In this part before the thunderstorm, I use the teacher to read aloud, and the students will be the small judges, so that the students can evaluate the teacher's reading aloud. Students know how to evaluate the teacher's reading, and lay the foundation for the later reading teaching. When guiding this part, I let the students feel the animation and do the action of "pressing" to guide, and the students are interested. When guiding the thunderstorm part, I caught the key sentence: "Whoa, whoa, it's raining." In this session, I advocate students' personalized reading, and students can experience the heavy rain through different voices.

In this class, I pay attention to students' language training. Say a word with "more and more" and "gradually". These two sentence patterns are what students have learned before. This is not only the students' review and consolidation of knowledge points, but also the best opportunity to enhance students' self-confidence. After experiencing the scene after the rain, let the students talk about what you would say if you were a cicada, a spider sitting on the Internet or a happy frog. Through watching animation and other activities, students have a profound experience and will not look pale when talking about sentences.

Some people say that the classroom is an art of regret. After this class, I always feel that there are many unsatisfactory places. For example, guide students to say that when it is raining heavily, what else can't be seen clearly? The scope of students' words is relatively narrow, and I didn't guide them in time, which led to a bit of disconnection in this link. When students and teachers are asked to read the blackboard and repeat the text, the language is not refined enough and arbitrary, which leads to the failure of this link to achieve my preset effect. This is mainly due to the lack of teachers' own random education ability.

The above is my teaching reflection after teaching this lesson. I think in the future teaching, I should work harder to make my classroom more full of vitality and vitality!

Reflections on the excellent teaching of Thunderstorm in the eighth day of junior high school This paper describes the natural scene before, during and after the thunderstorm with concise words. In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air and enjoying the beautiful rainbow, frogs croak in their ears, and naughty students play barefoot on the rain-filled road. This is what happens after a thunderstorm in summer. Thunderstorms add a lot of fun to our lives. In this class, I designed a teaching method suitable for my classmates by studying the teaching materials, skillfully used the classroom teaching environment of multimedia combination to create a vivid, vivid and infectious text situation, and guided students to understand the vividness and vividness of the words and sentences used by the author when describing the scenery through repeated reading. The teaching goal has been achieved well. I pay attention to the implementation of the following teaching strategies in teaching:

First, create a situation to stimulate interest.

Thunderstorm is a common natural phenomenon in summer. In order to make students feel the whole text, I designed the following situational teaching links: before reading the text, students first listen to a piece of music, guess the situation, and then show vivid pictures of the text situation, as well as the changes of natural scenes before, during and after the thunderstorm. The rumble of thunder and the sound of rain make the students feel immersive, and they feel the changes of natural scenery before and during the thunderstorm. The visual and auditory organs of students are mobilized, and the activities of thinking in images are also promoted, thus stimulating students' strong interest in learning texts.

Second, learn new words and combine words and phrases.

In the preview before class, students are required to circle new words while reading, underline the words composed of new words with horizontal lines, and allow students to put forward words that are not needed or forgotten in this class and draw them in the text. Then compare the new words required to master in this class and let the students try to spell in reading. Then guide students to use the existing literacy methods and personal unique memory methods to remember new words. Because there are only four new words in this class, in classroom teaching, we adopt the method of looking up new words: show the new words one by one, make sentences with them, return to the text, experience the environment where new words appear and understand the usage habits.

Third, learn independently and feel the language.

Implementing autonomous learning is the main way for students to learn under the concept of new curriculum standards. When I teach this lesson, I set aside a lot of time to read aloud to my classmates, so that they can find out: Do you have any favorite words and sentences after reading the text? Please read the text silently and underline your favorite words or sentences with wavy lines. Then the four groups talk about the reasons they like, and finally lead the students to appreciate the words and sentences, focusing on understanding "pressure, confusion and drooping."

Fourth, train language and guide reading aloud.

Reading the text with emotion and expressing the feeling of appreciating the beautiful scenery before, during and after the rain by reading aloud is one of the teaching objectives of Chinese training. When reading the language fragments described before the thunderstorm, I understand that the rain is heavy and the rain stops slowly from big to small. Then guide the students to understand the sound of "wow, wow, wow", which means it is raining heavily, so read louder and pause shorter. "Gradually, gradually" means that the thunderstorm will change from big to small for a while and from urgent to slow for a while, so read slowly. The language fragments describing the natural scenery after the rain are beautiful. I asked my classmates to take a closer look at the photos of Chu Qing after the rain and find out the beautiful scenery after the rain. In the process of seeking beauty, I stimulated students' aesthetic interest and desire to read the text with emotion.