Reflections on teaching "Thunderstorm"

As a new people’s teacher, teaching is one of our jobs. With the help of teaching reflection, we can quickly improve our teaching ability. How should we write teaching reflection? Below are the reflections on thunderstorm teaching that I compiled (selected 6 articles). You are welcome to share them. "Thunderstorm" teaching reflection 1

"Thunderstorm" is an article in the second volume of the second grade of the Chinese curriculum standard for primary school students. The text uses concise words to describe for us before the thunderstorm, during the thunderstorm, The natural scene after a thunderstorm allows students to initially feel the changes in weather and the magic of nature through studying the text.

1. At the beginning of the text, I gave full play to the role of multimedia.

Introduce topics through sound effects. Let students feel the sound of thunder and rain personally and be immersed in the scene, thereby arousing students' interest and mobilizing their enthusiasm. It lays a solid foundation for subsequent studies.

2. Pay attention to the teaching of new words.

According to the age characteristics of lower grade students, attention is easily distracted, and word teaching itself is relatively boring. Therefore, I adopted free reading, cooperative reading with deskmates, driving a train, and reading with actions. and other forms of word recognition activities. Let every student participate, the atmosphere will be high, and the results will be good.

3. Combining pictures and text, reading aloud to gain insights.

There are two illustrations in this textbook. On this basis, I have added pictures before the thunderstorm, trying to use vivid pictures to help students understand the text. For example, after reading the text for the first time, it is difficult for such a young student to say that the text is written in the order of before the thunderstorm, during the thunderstorm, and after the thunderstorm. In order to break through the key points. Therefore, I chose three pictures related to the text content, shuffled the order, and asked students to rearrange them in the order described in the text, hoping that this narrative method would be subtle to the students. Use this to clarify the context of the text. Another example: A spider hangs from the web and escapes. The word "hang down" in this sentence is difficult for students to understand clearly, and it is easy to be confused with "fall down", so I showed the video of a spider hanging down from the web for students to watch, and the students will have a good understanding of "hang down". Then realize the accuracy of the wording in the text and read this sentence well.

4. Experience enlightenment and practice words and phrases.

This article is very accurate and expressive in the use of words and sentences, and it is worth understanding in detail. During teaching, I use various forms to arouse students' intuitive understanding of words and appreciate the subtlety of these words. For example: "The dark clouds all over the sky pressed down heavily." The word "press" is used very well in the sentence. How did the dark clouds all over the sky press down? I showed the image and then asked: How do you understand the word "pressure"? How do people feel when dark clouds in the sky press so close to the ground? After training, students will not only understand the specific meaning of the word "pressure", but also figure out how people felt at that time. Another example is "The lightning is getting brighter and brighter, and the thunder is becoming more and more like." I use the strategy of creating pragmatic situations, starting from using the word "more and more" in the text to describe the changes in scenery, and understand the meaning and meaning of "more and more". Usage, and then let students use sentence patterns to talk about the changes in scenery seen during and after thunderstorms, and then inspire students to trace back to the full text, so as to avoid reading the full text word for word and sentence by sentence, so as to be detailed and brief. For the first lesson, through such This method seems to be the fastest way to initially perceive the full text, and it is also easy for students to accept. On this basis, students will understand the words and understand the sentences, and students will naturally learn it interestingly and use it correctly.

It is said that classroom is a regretful art. When I finished this class, there was a lot that I was not satisfied with. The first and biggest problem is that - poor psychological quality, lack of control ability, tension runs through teachers and students, and throughout the class. Because the enthusiasm of the students was not mobilized, the whole class seemed very boring. When practicing speaking with the "more and more ____" sentence pattern, the students' ideas were not opened up, guidance was not provided in a timely manner, and the teaching transition was not natural enough. When students looked at the pictures and recited the text, their language was not refined enough and was too random, which made this link fail to achieve the effect I intended. This is mainly due to the teacher's own lack of random education ability. I know that in terms of teaching, I still have a lot to learn and improve, such as basic language skills, Mandarin, handwriting, etc.

The above is my teaching reflection after teaching this class. I think in the future teaching, I will work harder and slowly improve, so that my classroom will gradually become full of vitality and vitality! "Thunderstorm" Teaching Reflection 2

Every time I watch an awards show on TV and the winners give speeches, they always thank them one by one. Everyone feels that such words are too uncreative and boring. , but one session after another, everyone is still grateful. In fact, I understand it very well. Every time a class or competition is held, there are always many people silently supporting it. Although the viewers find it boring, I really want to thank many people.

This time, I got the careful guidance from School Lin, the attentive consultation from School Su, and the follow-up of Cai throughout the whole process. I really want to thank them for this. At the same time, because no class has officially started in Class 7, this is the first time. At first, I was actually a little worried about their state in class, whether they were energetic, witty, and attentive. After finishing the class, I realized that these little guys looked careless at ordinary times, but in fact, at the critical moment, they were very united and performed very well.

The lesson "Thunderstorm" uses concise words to describe the natural scenes before, during and after a thunderstorm. On a hot summer day, the sun is as hot as fire, and a thunderstorm brings a burst of coolness. Breathing the fresh air, admiring the beautiful rainbow, there are frogs croaking in your ears, and naughty children playing with their bare feet on the rain-covered road. This is what happens after a summer thunderstorm. Thunderstorms add a lot of fun to our lives. Therefore, by studying the teaching materials, I designed two teaching objectives: knowing 4 new words, being able to write 5 new words, reading the text silently, imagining while reading, and using emotional reading of the text to express the different scenes before and after a thunderstorm. Combining the characteristics of lower grade students, I designed a teaching method that suits the students in my class. I skillfully used multimedia to combine the classroom teaching environment to create vivid, vivid and contagious text situations, and guide students to experience the author's description of the scenery through repeated reading. Use vivid and vivid words and sentences. Then, students’ thinking and speaking abilities are trained through extended viewing of pictures.

1. Use word strings to learn and drive the whole text.

When designing this lesson, there was a process of cutting out the complex and simplifying it. I began to feel that everything was a highlight and worth talking about. Therefore, the classroom capacity was super large and students did not have time to study independently. It was more the teacher who led the class. Students should feel that after a class, it is teacher-oriented, not student-oriented. Later, after improvements, the experience of "hanging" and "sitting" in the text was captured, so that students could appreciate the precision of the author's word choice. As for extracurricular words, students are asked to talk about four-character words about "rain" before class, and then during the learning process, according to the text content and scenes, students are allowed to understand "lightning and thunder" and "heavy rain" in a timely manner. "Rainbow after the rain" and let students accumulate.

2. Training language and guiding reading

Reading the text emotionally and expressing the feelings of appreciating the beautiful scenery before, during and after the rain through reading are the teaching goals of language training. one. When guiding the reading of the language fragments describing before the thunderstorm, let the students talk about what scenery was written before the thunderstorm, and let the students grasp the key words, "sky full, dark, heavy, motionless, hanging down" to taste and read. Scenes of depression before the rain, movement first and then silence, lightning and thunder, lead students to see the animation of "lightning" and listen to the increasingly louder thunder, allowing students to be immersed in the scene, read the pictures, and read out The truth comes. During the thunderstorm, students were asked to read by themselves and exchange what they had read. When the students talked about the heavy rain, they were guided to understand where the rain was heavy. The students started from "cannot see clearly" to "wow, wow, wow" and "wow" Comparing "sand, sand, sand", you can realize that the rain is falling quickly and hard, so you should read it with a louder voice and a shorter pause. And when a student gets up and says that he "gradually", I follow the trend. Can I remove the "gradually"? After discussion, the students believed that the rain did not become smaller temporarily, but had a longer process, gradually becoming smaller. From this, the reading became lighter and lighter, and the reading was very accurate. The language fragment describing the natural scenery after the rain is very beautiful, I turned it into the form of poetry, and then let the students expand their view of the beautiful scenery after the rain, and let the students try to say "The rain stopped...". The students' language is also very vivid, stimulating students' aesthetic taste and desire to read the text emotionally.

3. Combining reading and painting to expand thinking

This text describes the scene after a thunderstorm, which is a very beautiful and refreshing picture. How can students appreciate this beauty? And read out this beauty through emotional reading. It will definitely be difficult to achieve this goal if you just talk about it. Therefore, I am not in a hurry to ask students to read or speak. Instead, I ask them to read the paragraph after the thunderstorm silently first, and then the whole class will work together on the blackboard to draw a picture of after the rain. Each person can only draw one scene, and cannot repeat it. It can be from a book or from your own imagination. After you finish the painting, talk about why you painted this scene and imagine what the animal figures in the painting might say. Let students express their feelings after the rain through colored pens and dubbing in their hands. After drawing, let students read the text aloud with their feelings. In completing this goal, the students did very well. They drew very well, were very imaginative, and spoke very well. It effectively trained their thinking and speaking skills and developed their imagination. I think this teaching link is a highlight of my class. I very vividly and effectively completed the teaching goal of reciting the beautiful scene after the rain passage with emotion.

Generally speaking, the teaching of this lesson is closely related to children's world of experience and world of imagination, which stimulates students' interest in learning, inspires thinking, and develops their imagination. "Thunderstorm" Teaching Reflection 3

"Thunderstorm" is a beautiful short article describing the thunderstorm scene in summer. The author of this article uses concise words to describe the natural scene before, during and after the thunderstorm. In teaching, I can use multimedia courseware to assist teaching, combine pictures and texts to inspire students' imagination, guide students to feel the characteristics of thunderstorms, and understand the pictures depicted in articles through various forms of reading.

1. Combination of pictures and text, reading aloud and understanding

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 first intuitively feel the pictures, and then Go into the text and deeply understand the artistic conception depicted by the sentences through reading. For example, the word "dark clouds" in "The sky is full of dark clouds and pressing down heavily" is not easy for students to understand. I promptly showed the dark clouds courseware for students to observe.

After looking at the picture, the students understood that it was dark because the clouds were heavy and thick, which meant that this sentence described a scene where it was about to rain. On this basis, I asked students to carry out various readings and insights.

2. Guide imagination and deepen experience

Combining language and words to develop imagination is one of the important ways to cultivate students' imagination in Chinese teaching. In this lesson, when learning about thunderstorms, I ask students to use their imagination. In such an environment of dark clouds, lightning and thunder, how will other small animals besides spiders and cicadas react? What would you do if you were in such an environment? The students immediately became excited and their thoughts surged. Some said, "The dragonfly stood there blankly, not daring to fly anymore," and some said, "The ants quickly fled into the hole..." While imagining the pictures and exchanging their feelings, It not only deepens students' own experience, but also lays the foundation for emotional reading.

3. Stick to the words and practice speaking

This text is very accurate and expressive in the use of words and sentences, and it is worthy of careful consideration and understanding. In teaching, I can guide students to grasp key words and read sentences. For example: a rainbow hangs in the sky, the use of "hang" is clever, a spider escapes and the expressiveness of "escape" makes students grasp Read and consider these keywords carefully, and slowly appreciate the beauty and subtlety of the text. Later, during the reading process, I asked the students to say sentences using "gradually, more 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 presets of some questions are a bit difficult, which makes students unable to answer for a while, resulting in the class not being active enough. In future teaching, I will strive to start from the students' actual lives and interests, so that students can learn knowledge and master skills in a relaxed and happy classroom. "Thunderstorm" Teaching Reflection 4

I enjoyed reviewing "Thunderstorm" with the students. The students read it according to the characters, and the students' unique analysis of the characters made me see their potential. Yes, Chinese language classes should indeed believe in the power of the "mass" and let students devote themselves to learning. The text "Thunderstorm" can be acted out and read at the same time. Let students read it, perform it, master the learning methods of drama subtly, and achieve moral improvement in the traceless performance.

When students were reading in different roles, because I was too focused on the textbook, I didn’t respond after the students finished reading. After being reminded by the students, I came back to my senses and quickly said, "I am deeply intoxicated by the wonderful performances of these two students." Upon hearing this, the students smiled kindly, and the two students who were praised were a little proud. , I am also a little proud! This may be what is commonly referred to as teaching tact. In the speeches of the students, we discovered the deep maternal love contained in Shi Ping. The mother would rather bear all the pain and darkness than let her child suffer in the slightest. This is something I almost ignored when setting up, and it is also Shi Ping's virtue that many people don't mention.

I feel that I still have the following regrets about this class:

1. Reticence and youthfulness

Since I rarely videotape my classroom teaching, in front of the camera, I was walking on thin ice, and the tension was always with me. It always felt unnatural and sometimes even incoherent. In the future, you should invite others to attend lectures, record more lectures, reflect on your own teaching behavior, and lay a solid foundation for future teaching.

2. Stick to the default and be less flexible

When preparing lessons, I focused on Zhou Puyuan’s choice in the whirlpool of interests. Although the theme of "Thunderstorm" is rich, once the goal is determined, I have to follow the preset content of the class. In fact, the Chinese language classroom can be more flexible. When facing the sparks of students' thoughts, it can be extended to stimulate more ideas.

It is said that movies are a regrettable art, and I think teaching is also a regrettable art. Even so, I gained a lot from this video class. I have my own style in how to guide the learning of unfamiliar students and in the diversified interpretation of works. Although my performance was not perfect, the students did their best to read, study, and present wonderfully. I also feel that this class is worthwhile! In the future teaching, I will polish my classroom more carefully to make students fall in love with Chinese. My students are the best! "Thunderstorm" Teaching Reflection 5

The open class I took this time was the second lesson of "Thunderstorm (Excerpt)". "Thunderstorm" is a masterpiece by the drama master Cao Yu and a classic of modern Chinese drama. It was created in 1932, more than 70 years ago, but it is still active on the domestic and foreign stages. Therefore, from lesson preparation to class, I feel that it is really not easy to take this class well, and I feel that I have gained a lot.

Gains:

1. Clear classroom teaching ideas

When preparing lessons, I mainly entered the inner world of the characters from the text language situation, felt the image of Zhou Puyuan, and understood The complexity of the characters. Therefore, I mainly designed two big questions: one is "What kind of person was Zhou Puyuan thirty years ago?" The second is "What kind of person will Zhou Puyuan be thirty years later?" Around these two big questions, there are another Several small problems were designed and advanced layer by layer with clear ideas.

2. The introduction is appropriate to the situation

In this teaching process, I used the thunderstorm story frame to introduce it to stimulate students' interest.

3. The classroom atmosphere is more active

Before the second lesson, I have asked the students to read the characters aloud. The students are more familiar with the character dialogues, so in this lesson, For my questions, students can quickly find the corresponding paragraphs in the text and actively answer the questions. For example: I asked: "From what details can we see that Zhou Puyuan and Lu Shiping spent a good life in Wuxi thirty years ago?" The students quickly found the original words in the article, "Wuxi is a good place", "No In one piece, there was a burnt hole on the right sleeve. Was it later repaired with a plum blossom embroidered with silk thread? "There was also the word 'Ping' embroidered on the side."

Disadvantages:

1. Teaching design is more conventional

When I design teaching, I design a detailed analysis around the character’s language, and finally analyze the character’s image with the help of my grasp of the character’s language. However, this kind of teaching idea is more conventional. After one class, students can understand Zhou Puyuan's character, but this is achieved under the guidance of a series of questions from the teacher. After class, I reflected on my design. I should give students full say in class and respect their personalized interpretation. The play "Thunderstorm" has many topics for students to discuss, such as discussion of characters. Zhou Puyuan is the male protagonist of the play. He has many contradictions and controversies. If he is the center of discussion, students will have something to say. If I ask a seemingly simple and big question: What kind of person is Zhou Puyuan? Students can easily identify dialogue in the script to illustrate the characters. Through this question, students can grasp the basic content of the script. During the discussion, students easily focused the argument on his love for Lu Shiping. Then, I can pose the question "Is Zhou Puyuan's love for Lu Shiping true or hypocritical?" and give students sufficient time to debate. With this question, I can dig deeper into the character and then conduct research on the causes of the character. .

2. The teaching style is not relaxed and natural enough.

Because I was taking famous works and it was an open class, I didn’t adjust my mentality well and was a little nervous. I couldn't be as relaxed and natural as usual during class. In the future, before giving lectures, you should adjust your mentality and get closer to your students, so that you and your students can perform better.

3. The evaluation of students in class is not adequate.

This point is related to my classroom response ability and language skills. I have always wanted to improve and can pay attention to this in class, but it is still not good enough. I hope to continue to hone it in daily classes in the future. yourself, improve your abilities.

In short, through this open class, I gained a lot, including teaching design, classroom implementation, and personal abilities. I hope that we can continue to improve and improve our teaching capabilities in the future. "Thunderstorm" Teaching Reflection 6

The enthusiasm of the students in this class is still relatively high. They are full of interest, active thinking, uplifted and shocked. After class, many students were still immersed in the tragic atmosphere of "Thunderstorm" and kept chewing aftertaste.

Looking back and reflecting on this lesson, I think the following points are worth pondering:

First, we must change the passive situation of students in reading and make reading a process of active inquiry. Students' reading truly becomes a "process of constant questioning and interpretation of doubts." The questioning and explanation of doubts in the reading process should be multi-faceted and vary from person to person, and teachers should guide them appropriately. Questioning can proceed from shallow to deep, from words to sentences, allowing students to feel, understand and appreciate independently. Then their reading ability will be continuously improved in the process. Just like this class, through focusing on the text, stage presentation, and finally being shaken by the spirit of tragedy, students continued to read, figure out, and explore throughout the entire process. They not only exercised their abilities, but also felt the great charm of dramatic literature. We must also read with our true colors.

Second, we must find the breakthrough point of the text. The understanding of any article or character requires a breakthrough and an entry point. For example, in the article "Moonlight over the Lotus Pond", we can use "quite unquiet" as a breakthrough to understand the thoughts and feelings of the article. In "Medicine", to understand the character of Uncle Kang, we can focus on the word that appears more frequently in his words: " "Bao Hao" is used as a breakthrough point. In "Chen Qing Biao", the word "love" in the title is used as a breakthrough point and so on. When we deal with the text, we should simplify the complex and find an entry point that can affect the whole body, so that students can better understand the text. In this class, I grasped the hidden line of "the tragic fate of Zhou Ping and Lu Dahai due to the irreducible conflict" as a breakthrough point, so that students can feel the tragic consciousness and value of "Thunderstorm" during their reading.

Third, we must respect and value students’ unique feelings, experiences and understandings during the student process, which will help give full play to students’ initiative and enthusiasm. The "Chinese Curriculum Standards" emphasize the need to "respect students' unique experiences in the learning process." The answers to students' questions are rich and colorful. I do not simply affirm or deny them, but respect their opinions and guide them correctly. , encourage them to discuss and defend. The significance of discussion lies not in the results, but in the process. We must make students feel that learning Chinese is a kind of enjoyment, not pain. This is the greatest success of Chinese classes.