Reflections on the Teaching of Chinese Thunderstorm

As an excellent teacher, teaching is one of the important tasks, and teaching reflection can record our classroom experience well. Then the question is coming, how to write teaching reflection? The following is my carefully compiled model essay (6 selected essays) on the teaching of Chinese Thunderstorm. Welcome to share.

Reflections on the Teaching of Chinese Thunderstorm 1 I. Selection of Teaching Materials

It's the annual quality class competition for young teachers again. What text should I choose? Open the fourth volume of the Chinese book, and finally focus on Thunderstorm. In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air, enjoying the beautiful rainbow, frogs croaking in my ears, naughty children playing barefoot on the rain-filled road ... My mind is like a movie, showing pictures one by one. I read the text again and again, and then the words "cloudy", "windy", "lightning and thunder", "downpour" and "sunny after the rain" seem to jump into the text. Oh, Thunderstorm, seemingly simple without flowery rhetoric, originally contains a lot of remarkable information! Then choose. That's right!

Second, the choice of teaching methods

Still reading, trying to make students read deeply, read pictures and feel. Guide students to master key words and understand the characteristics and changes before, during and after thunderstorms.

Third, satisfaction.

1. Accumulate words and make the classroom full of Chinese flavor. At the beginning of the class, let the students talk about the members of the "rain family", and then sum up: there are Mao Mao rain, Mao Mao rain, Mao Mao rain, breezy, continuous spring rain; There are downpours, downpours, heavy rains and violent storms. In class, after reading paragraph by paragraph, let the students sum up this picture with a four-word word, and naturally accumulate "dark clouds are gathering", "strong winds are blowing", "lightning and thunder", "downpour" and "clearing up after the rain".

2, reading words, vivid. There is a sentence in the article, "The sky is full of dark clouds, dark and heavy." I grabbed the word "pressure" and asked the students to do a "pressure" action first. Then I asked: at this moment, the dark clouds are slowly and slowly pressing on you, as if to press on our heads. When reading aloud, students naturally read out that kind of depression and sultry. Another example: "suddenly, a strong wind blew the branches in a mess." The spider hung down from the internet and ran away. " In order to let the students understand the accuracy of the author's words, I deliberately typed it wrong and typed "Suddenly a strong wind made the branches sway. The spider jumped off the internet and ran away. " Let the students find the mistakes, and then let them learn how to swing small trees. Then interview "Little Tree": Why are you swinging? The student dialogue is also very good: "Because the wind is too strong, I can't control my body." Show the word "Hang" with animation, so that students can understand that it is a frightened little spider and run away in a hurry.

Fourth, confusion

1, the teaching of several new words

The teaching of new words is also the focus of primary Chinese teaching, but I often don't know how to teach it well: it is time-consuming and inefficient, and the method is relatively simple. Emphasize pronunciation, analyze fonts, and then group several words. How to grasp the characteristics of new words and choose effective methods so that students can remember them quickly and firmly is something to be explored in the future.

2. To what extent should I learn after a thunderstorm?

Because it is the first class, the teaching focuses on "before thunderstorm", "during thunderstorm" and "after thunderstorm" in order to let students feel the changing process of thunderstorm. However, after that, there was plenty of teaching time, so the teaching was a bit casual. Music is played to create a situation, feel the beauty and freshness after the rain, and then help read aloud. But the students talked a lot about the beautiful scenery they imagined after the rain. Afraid of rock the boat, I closed the game hastily without giving good guidance. In fact, it is completely open to students' dialogue.

Reflections on the teaching of Chinese Thunderstorm 2. The new round of basic education reform emphasizes that students are the masters of learning, Chinese learning is a personalized behavior, and students' personality differences and personalized learning methods should be respected. Therefore, in the teaching of Thunderstorm, I arranged for junior students to collect information about rain before class according to their characteristics, 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, experience the happiness brought by independent cooperative learning and understand the text materials.

The new curriculum standard emphasizes the importance of reading. Let students read fully, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be infected by emotions in reading. In the teaching of Thunderstorm, it embodies the following points:

1, self-reading perceptual data. It happened that there was a thunderstorm the day before class. I arranged for students to carefully observe the scenes before, during and after the thunderstorm. In teaching, I guide students to imagine the scene before, during and after the thunderstorm while reading, and then let students tell the observed scene, so as to outline the preliminary picture of the thunderstorm in students' minds.

2. Performing reading deepens perception. After students have a basic understanding of written materials and emotions, I trust students and guide them to read their feelings from the aspects of tone, expression and action.

3. Stick to the key points and read and understand. I start with pictures, and through the comparison of pictures, music and observation, let students feel the unique "quietness" before the thunderstorm, the unique "fierceness" in the thunderstorm and the unique "beauty" after the thunderstorm. I grasp the key sentences and keywords in the text and let the students read them again and again. I feel in reading and read it again in feeling. If I study the "fierceness" in the thunderstorm, I ask why I can't see the trees and houses clearly when I look out of the window. After reading the sentiment, the students spoke in succession. Some said that the rain hit the window, some said it was too heavy, and some said it blocked people's eyes like curtains, which surprised me.

After the teaching of this course, I fully realized my own shortcomings. For example, some students' expressive ability needs to be trained later. I think they can be encouraged to read their favorite extracurricular books in the future, and the best way to read is to read aloud. After such training, they will not only stimulate students' interest in learning, but also exercise students' ability of using words and making sentences, language expression and logical thinking. Secondly, I need to strengthen my model reading ability, so as to better guide students and achieve better classroom results.

Reflections on the Teaching of Chinese Thunderstorm 3. Thunderstorm is an article in the second volume of the second grade of the Chinese curriculum standard for primary schools. The text uses refined words to describe the natural scenes before, during and after the thunderstorm, so that students can feel the change of weather and the magic of nature by studying the text.

First, at the beginning of the text, I gave full play to the role of multimedia. Through sound effects, lead to the topic.

Let the students feel the sound of thunder and rain in person, so as to arouse their interest and arouse their enthusiasm. It laid a good foundation for the following research.

Second, pay attention to the teaching of new words.

According to the age characteristics of junior students, attention is easily distracted and word teaching itself is rather boring, so I adopted various forms of word recognition activities such as free reading, deskmate cooperative reading, train reading and action reading. Let every student participate, the atmosphere is high and the effect is good.

Third, the combination of graphics and text, reading comprehension.

Two illustrations are arranged in this textbook. On this basis, I added pictures before the thunderstorm, trying to help students understand the text with vivid pictures. For example, when reading a text for the first time, it is difficult for such a small student to tell that the text was written in the order before, during and after the thunderstorm. In order to break through the key points. So I chose three pictures related to the content of the text to disturb the order, and asked the students to rearrange them in the order described in the text, hoping to subtly influence this narrative way on the students. In order to understand the context of the text. Another example: a spider hung from the internet and ran away. The word "hanging down" in this sentence is difficult for students to understand clearly and is easily confused with falling. So I showed the students the video of the spider hanging down on the internet, and the students understood the word "hanging down" on the spot, and then realized the accuracy of the words used in the text and read this sentence well.

Fourth, realize interest and train words.

This article is very accurate and vivid in terms of words and expressions, which deserves careful understanding. In teaching, I arouse students' intuitive understanding of words in various forms and appreciate the subtlety of these words. For example, the word "pressure" in the sentence "Dark clouds are falling all over the sky" is very clever. How did the dark clouds fall from the sky? I showed the image and asked:

How to understand the word "stress" from pictures? How do people feel when the dark clouds in the sky are so close to the ground? After training, students will not only understand the specific meaning of the word "stress", but also try to figure out people's feelings at that time. Another example is "the lightning is getting brighter and brighter, and the thunder is more and more like it." I use the strategy of creating pragmatic situations to describe the changes of the scenery in the text, understand the meaning and usage of "more and more", and then let students use sentence patterns to tell the changes of the scenery they saw during and after the thunderstorm, and then inspire students to trace back the full text, avoiding reading the full text word by word and being meticulous. The first class,

Some people say that the classroom is an art of regret. After this course, there are still many unsatisfactory places. The first biggest problem is-poor psychological quality, lack of control ability, tension throughout teachers and students, throughout the class. Because the students' enthusiasm has not been mobilized, the whole class seems very dull. When practicing oral English in the "increasingly _ _ _ _" sentence, students' thinking is not open, they are not guided in time, and the teaching transition is not natural enough. When students look at the pictures and repeat the text, the language is not refined enough and random, 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. I know that in teaching, I still have a lot to learn and improve, such as basic language skills, Mandarin, Chinese writing and so on.

Reflections on the teaching of Chinese Thunderstorm 4. Thunderstorm describes the natural scenes before, during and after a 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 children 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.

Therefore, by studying the textbook, I designed two teaching goals: knowing four new words, writing five new words, silently reading the text, imagining while reading, and expressing different scenes before and after a thunderstorm with perceptual reading. According to the characteristics of junior students, I designed a teaching method suitable for students in my class, skillfully used multimedia combined with classroom teaching environment to create a vivid, vivid and infectious text situation, and through repeated reading, guided students to understand the vividness and vividness of words and sentences used by the author when describing scenery. Then develop pictures to train students' thinking ability and speaking ability.

First, the full text is driven by word string learning.

When designing this course, there was a simplified process, and I began to feel that everything was a bright spot and everything was worth talking about. So the classroom capacity is super large, and students have no time to study by themselves. More teachers take students to feel, and after a class, teachers are the center, not students. Later, after improvement, I master the experience of "hanging" and "sitting" in the text, so that students can understand the accuracy of the author's words. In extra-curricular vocabulary, let students speak the word "rain" before class, and then in the learning process, according to the text content and scenes, let students understand "lightning and thunder", "rainstorm" and "rainbow after rain" in time, so that students can accumulate.

Second, 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 instructing students to read aloud the language fragments describing before the thunderstorm, let them talk about the scenes written before the thunderstorm, let them grasp the key words "the sky is full, dark, heavy, static and drooping" to read, read the scenes of depression before the thunderstorm, moving first and then static, lightning and thunder, lead students to watch the animation of "lightning" and listen to the louder thunder, so that they can read. In the thunderstorm, let the students read and communicate what they read. When students talk about heavy rain, guide them to know where it is raining heavily. From the comparison between "unclear" and "wow, wow, wow" and "sand, sand, sand", they can understand that it is raining heavily, so they should read louder and pause shorter. And when a student stood up and said "gradually", I followed suit. Can you get rid of a "gradually"? After discussion, the students think that the rain is not getting smaller for a while, but getting smaller over time, so the more you read, the lighter you read. The language fragments describing the natural scenery after the rain are beautiful. I turned it into a poem, and then asked the students to look at the beautiful scenery after the rain and try to say "The rain has stopped …". Students' language is also vivid, which stimulates students' aesthetic interest and perceptual desire to read the text.

Third, combine reading and painting to expand thinking.

This text describes the scene after a thunderstorm as a very beautiful and refreshing picture. How can students appreciate this beauty and read it through emotional reading? If you just talk about it, this goal is of course difficult to achieve. Therefore, I am not in a hurry to let students read or talk. Instead, I want them to silently read the paragraphs after the thunderstorm, and then the whole class will draw a picture after the rain on the blackboard. Everyone can only draw one scene, either from a book or from his own imagination. After painting, you should also talk about why you painted this scene, and imagine what the animal characters in the painting might say. Let the students express their feelings after the rain through the colored pens and dubbing in their hands.

After drawing, let the students read the text with feeling. In the process of achieving this goal, the students did well, drew well, were imaginative and spoke well, effectively trained their thinking and speaking skills and developed their imagination. I think this teaching link is a highlight of my class, and I have accomplished the teaching goal of reading the beautiful paragraphs after the rain with emotion very vividly and effectively.

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

Reflections on the teaching of Chinese Thunderstorm 5. The text "Thunderstorm" describes the natural scene before, during and after the thunderstorm for us in refined language. 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.

In hot summer, there are often thunderstorms, and a thunderstorm comes for a while. After the thunderstorm, people breathe fresh air, enjoy the beautiful rainbow, and there is a wow sound in their ears. The surrounding environment is clean and full of vitality. These natural phenomena should be said that the students have experienced them personally. Therefore, in the teaching of this class, I make full use of students' cognitive basis according to the characteristics of the text, so that students can recall the weather changes before, during and after the thunderstorm in summer, as well as the feelings and changes of the surrounding environment at that time, so as to understand the text, understand and feel the text, cultivate students' awareness of independent learning, develop students' imagination, sublimate students' interest and motivation in learning, and gain emotional experience.

The teaching of this course has the following characteristics:

First, let students experience learning and actively participate in learning activities. Before class, guide students to imagine the natural phenomena and feelings before, during and after the thunderstorm in summer, and the different characteristics before and after the thunderstorm, so as to stimulate students' interest in learning and desire for knowledge, thus developing students' thinking and cultivating their ability to actively participate, be willing to explore, and be diligent in thinking and practice.

Second, let students learn independently, compare the differences between the two pictures in the text, and describe different scenes in the pictures in their own language in connection with their own lives. In the process of learning, students are inspired to choose the way they like. Reading the text fully reflects their autonomy and gives them the initiative to learn.

Third, the combination of reading and practicing closely combines reading, reading and learning words, effectively carries out language training, exercises with various designs and flexible methods, and comprehensive exercises of words and phrases, and guides students to understand new words according to the content of the text, especially the words before and after the thunderstorm, such as "dark clouds are gathering, thunder and lightning are thundering, heavy rain is pouring", "the air is fresh, the rainbow is hanging high, and the forest is green".

Fourth, let students feel in reading aloud. When teaching this paper, we should stick to the key and difficult points, give full play to students' imagination, guide students to read the text, and understand and feel the text in reading aloud. Let the students read the imaginary map and imagine the scene before, during and after the thunderstorm, so as to realize the artistic conception of the text as a whole and enjoy the fun that the thunderstorm has added to our lives.

Reflections on the Teaching of Chinese Thunderstorm 6 "Thunderstorm" is a text in the fifth group of "Walking into Nature" in the second volume of Grade Two. The text is divided into three parts to describe the thunderstorm, which are before, during and after the thunderstorm. The text is accompanied by two illustrations to help students feel the sultry and horrible scene before the thunderstorm. The rain is fierce in the thunderstorm; After the thunderstorm, the air is fresh and everything is full of vitality.

First, "reading comprehension" rather than "reading after understanding".

Before preparing lessons, I spent a lot of time studying the textbooks, and after determining the goals, I found out the teaching points from every word in the text. Before the thunderstorm, "dark clouds filled the sky" and "dark pressure" overwhelmed me. In teaching, I focus on "pressure" and let students understand "pressure" by doing actions, so as to realize the unrestrained feeling of "dark clouds coming down". In teaching, students quickly understand "pressure" according to their own life experience, but when they are transferred to the text and expressed by reading aloud, "taste" has not yet arrived. I think my design idea is right. I am still in a hurry in class, so students should be allowed to read more books in their own experience. This is an article about the landscape itself, focusing on reading and feeling. I read it backwards after feeling, and I read too little.

Second, what do the students know?

What students know is to pay attention to their original cognitive level. In the second paragraph. "Random pendulum", I let students enter the role of being a small tree and feel the "random pendulum" when the wind is strong. This design is suitable for children's age. They lack complex language skills, but they can express their inner thoughts with actions. When oral expression can't keep up with your inner feelings, it will be much better for children to express it in a way they like and can. From the beginning of enlightenment, students can read aloud through self-performance.

But the second sentence, the key sentence in the article, "a spider hung down from the internet and ran away." Grasp the key word "hang" and feel the spider's mood at this time and the accuracy of the author's words. In order to make students understand the word "hang", I wrote down the wind and fear of spiders at that time vividly. I designed a word-changing contrast, and changed "hanging" to "climbing". When students don't understand what "hanging" is, I show them the sentence changed to "climbing". As a result, the students were at a loss, and only under the guidance of the teacher did they know that they were "hanging up" quickly. about

The goal is to make the teaching focus of this lesson clear, and the text is written in the order before, during and after the thunderstorm. The purpose is to make students asphalt the context of the text, which is very organized, and it is the correct guidance for students to write in order. At the time of design, I broke away from the cognitive level of junior two children and took it as the focus of teaching. And I tried to reform the design of this link several times, and it was ridiculous in the end.

Let children think about a problem for the first time. There is no thinking value for second-grade children. Their thinking has not "gone" in this direction at all, and it is certain that they can't answer the question. However, after I guided them to show their answers, the children were still at a loss, which shows the "problem" of this question.

A few fragmentary ideas, in short, after this class, let me understand that it is really important to prepare students before preparing lessons, especially for children in low classes. Teachers dig deep into textbooks and analyze some problems that are not suitable for children of this age. The classroom efficiency is obviously not good.