Reflections on the Teaching of "Where is the Fog"

As a new teacher, one of our tasks is teaching. Writing teaching reflection can improve our teaching ability quickly. How to write teaching reflection? The following is my reflection on where the fog is (8 selected articles), which is for reference only and I hope it will help you.

Where is the fog? Teaching Reflection 1 This morning, under the leadership of President Chen Xin of Sapu Central Primary School, I came to Huangjing Primary School to teach. This is a mountain village primary school. There are only a dozen students in grade two. Facing me, they were a little shy at first, but with the pace of classroom teaching, they soon entered a state of enthusiasm, and their eyes shone with wisdom.

Where is the Fog is a fairy tale. The author uses personification to describe the familiar natural phenomenon of "fog" as a story of children playing hide-and-seek with the world. Fog hides the sea, sky, city and other scenery in turn, showing a wonderful picture of the hazy world under fog. The author gives fog to children's language, calling it "fog hides the world" and "fog hides itself", so the whole text is lively and interesting.

Teach "Where is the fog?" I pay attention to the training of basic knowledge. So there is not much fancy in the introduction. Simply reading words and practicing saying sentences with words not only consolidate old knowledge, but also cultivate students' expressive ability.

When teaching texts, I focus on reading, and I feel in reading and understand in reading. For example, when I feel the naughty fog, I let students know clearly where the fog went and what it did, and then draw the language of the fog and read it carefully, read the tone and read the feelings. I also asked the children to perform a performance, such as a kitten's "leisurely walk", and asked the students to explain its meaning with their own actions. Through reading and acting, let students know what a leisurely stroll is, experience the beauty of the author's expression, and learn the author's writing by imagining words. The combination of reading and oral English emphasizes the importance of imagination, aiming at cultivating students' innovative thinking.

Of course, there are still some details in the class that are not perfect. When the courseware shows the process of fog formation and disappearance, I use pictures. If it can be displayed through video, it will be more intuitive and clear, and the effect will naturally be better.

Reflections on the Teaching of "Where is the Fog?" 2 "Where is the Fog?" is a vivid and interesting fairy tale in Unit 7, Book 1, a textbook for grade two. The author of this fairy tale uses anthropomorphic methods to describe the natural phenomenon of "fog" as a story of children playing hide-and-seek with the world, which is full of childlike interest. There are * * * similarities in the paragraph structure of the text. When describing the change of fog, we always write that the fog is talking to itself first, then what the fog hides, and finally the scenery behind it. Through reading comprehension, the writing feature of this paper is to grasp the narrative order of the author's stories, so that the following practice can be followed by laws.

First, stimulate interest and create a situation

Through the dynamic diagram, the fog doll hides the city, so that children can enter this class happily, arouse students' emotions, activate the classroom and pave the way for later study. By infiltrating extracurricular reading literacy, radical change, pictophonetic literacy, contact with life literacy and other vivid and interesting forms, we can enrich the teaching strategies of literacy section and fully mobilize students' interest in literacy; By extracting key information, it causes thinking; With the help of auxiliary graphics and lines, we can observe the structure of "shore" and understand the writing rules, so as to implement writing guidance.

Second, the professor's "fishing" is determined by his studies.

Literacy is the focus of Chinese teaching in junior high school, and it is also an important teaching content throughout the whole compulsory education stage. In this part, I mainly use the method of reading with the text to guide students to read in the context, enhance the interest of literacy teaching, make literacy teaching point to the construction of meaning, contact students' life experience and learning experience, guide students to deeply understand the meaning of words, and use the method of graphic comparison to guide students to understand "shore". Grasp the structure of the article by grasping the key words, and guide the students to write what the fog said first, then what the fog did, and finally write about the changes of the scenery by reading the paragraph "sea, sky and sea" hidden in the fog. Grasp the order of the author's story telling, and feel the author's expression characteristics at the same time, paving the way for the follow-up imitation writing, and teaching him to fish, read and write.

Third, there are strategies to appreciate words and analyze sentences.

Text teaching in lower grades should not only guide students to read, but also guide students to learn to read. The curriculum standard also points out that we should understand the meaning of words and phrases in the text in combination with the context and real life, and accumulate words and phrases in reading. Professor Sato proposed that the essence of learning is a process of dialogue with the objective world (text), with others (companions) and with oneself. Therefore, in class, I carry out the concept of "dialogue teaching" and guide and link up in writing, reading aloud, annotating and learning key paragraphs, so as to play the role of "dialogue leader".

Fourth, there is a aftertaste before picking.

After class, my feelings are not exhausted, and teaching is also a regrettable art. Please give me your criticism and advice. Let me think in teaching, make progress in thinking and write a new chapter in classroom teaching.

Reflections on where fog is taught 3. The author of "Where is the Fog?" vividly presents the familiar natural phenomenon of "Fog" to children by anthropomorphic methods and vivid and interesting language. Therefore, in teaching, I mainly design around the fog of "naughty" and "hidden". Grasp the "naughty" fog and what it hides, and guide students to read aloud in different forms. Let students think in reading, feel in reading and deepen their understanding of the text in reading.

First of all, reading training should be down-to-earth

Chinese learning is "reading-oriented" and "experiencing in reading". For junior students, "reading aloud" is more important, which plays a certain role in cultivating the ability to understand language and feel the emotions of characters, and gradually mastering the skills of reading aloud. In the classroom, we focus on reading five sentences of "Fog", experience the naughty of "Fog" through various forms of reading, make full use of the demonstration reading of individual students to infect other students, and naturally present the characteristics of "Naughty" when reading again. In addition, a lot of time is spent on reading the text, cultivating students' interest and habits in reading, understanding on the basis of familiarity with reading, and communicating with the text more closely.

Second, language training should be down to earth.

Guide students to find the language in the text, freely choose the content to practice oral English, give students the initiative to learn, internalize the text language into students' own language, and thus cultivate a sense of language. Imitating texts according to pictures is also an important part of language training. Because there are pictures, students have something to say. Because of the preparation of sentence training, students' language expression is also very smooth, and even students with weak ability have the enthusiasm to speak. The classroom is no longer a classroom for a few students, and students are more active in learning.

Reflections on where fog is taught 4. The text "Where is the Fog" is an interesting popular science fairy tale. It compares fog to a naughty child playing hide and seek. It hides the sea, sky, sun, coast and city. Through an interesting story situation, this paper makes children feel the characteristics of fog gathering and dispersion, which is in line with the cognitive characteristics of lower-grade children.

In this teaching, I mainly design around the word "hidden" to assist the question of "what is hidden in the fog", so that students can go deep into the text and read it aloud. Students can deepen their understanding of the text through reading and thinking. This article is a very typical fairy tale-repetitive structure. The second to ninth paragraphs have the same structure and similar expressions. "Where did the fog come from, what was hidden, and what was the result?" Repeat this three times, the structure is clear and rhythmic. It is a good material for reading aloud, language learning and imitation practice. Therefore, I designed such a learning activity:

The students in the circle have a basic understanding of the meaning of each paragraph. Show the second, fourth and fifth paragraphs in combination. Ask the students to find out the similarities of each paragraph and find that each paragraph is similar in structure.

After extracting this template, let the students imagine where the fog will come from, what it will hide and what it will look like. With scaffolding, students are willing to express and share their ideas, and then introduce students into their exercises. In the last idea, I want to connect the students' exercises into prose poems, but this link is missing because of the inaccurate time control.

I spent a lot of time in this link, let the students circle and discover, in order to realize the repeated structure of fairy tales and lay a certain foundation for the study of fairy tales in Unit 8. However, it is biased to overemphasize this point in teaching, but it lacks interest in reading the original text. Especially when reading what Fogg said, students were not required to try to figure out the tone of Fogg's speech, so there was less time for reading.

There are 13 new words to memorize in this class, which is quite difficult. Therefore, in class, I mainly read with the text, supplemented by centralized literacy, and decentralized literacy reduces the difficulty. In literacy teaching, students can basically understand new words, but most of them stay in shallow spelling, without guiding students how to remember new words. The teaching of new words is floating clouds and not solid enough. At the same time, writing new words in this class is easy to make mistakes, especially "cut" and "step". So I will focus my teaching on these two new words and let students practice writing. In the teaching of writing, I think I still have some shortcomings, especially in the display and evaluation of new words and rewriting, and the work I often do is not enough for students to evaluate. I hope that writing can be truly implemented in the next teaching, and the exhibition can be rated as writing service.

Reflections on where the fog is taught 5 "Where is the fog?" This text depicts fog as a naughty child playing hide-and-seek He hides the sea, the sky, the sun, the coast, the city and so on. At last, there was nothing to hide. He playfully hid himself. The purpose of this paper is to guide students to feel the foggy weather, get interested in the natural phenomenon of fog, and understand the characteristics of fog gathering and dispersion. During the first class, I pay attention to the cultivation of students' learning ability.

1, mainly reading, reading and understanding.

For the first-year students, "reading" plays an important role in understanding language and feeling emotions. In classroom teaching, students are guided to adopt different reading forms, so that students can experience naughty castles and feel naughty castles in reading. This not only makes students understand the text in reading, but also cultivates students' interest and habit in reading.

2, literacy essays, accumulation and consolidation.

In teaching, new words are no longer taught separately, but read together with the text in the teaching paragraphs, and use the context to understand the words and help them accumulate. At the same time, different literacy methods are used to help students read.

3, reasonable imagination, contact and talk.

"What else is hidden in the fog?" Setting up such a problem situation can expand students' imagination and stimulate creative thinking, which not only cultivates students' imagination, but also trains students' language expression ability, cultivates students' sense of language and lays a foundation for future practice.

This course has a lot to improve. The attention to students is not extensive enough, and the teaching of new words is not solid enough. In the future teaching, I will continue to improve teaching methods to achieve better results.

Reflections on the teaching of "Where is the Fog?" 6 But this class also has many shortcomings. Under the guidance of all Chinese teachers, I think the following points can be improved:

1, the distribution time of each link is uneven, and the group cooperative reading time is too long.

In the process of preparing lessons, teachers must fully consider the time occupied by each link and fully prepare lessons. In the process of teaching, we must make some choices, let go when it is time to let go, and respect the child's dominant position.

2. The teaching language in the classroom is unclear.

In the process of learning the text, I asked the children to read the third and fourth paragraphs at the same table. Children don't know how to read and how to read, which makes the classroom very quiet when they should read. Combined with the suggestions given by other Chinese teachers, I also made serious thoughts: first, I should be familiar with my students and form a certain tacit understanding with them. What kind of learning form should students take after specific instructions are issued? It should be relatively fixed, which can reduce teaching guidance and occupy too much classroom time. Return the class time to the students as much as possible. Second, the forms of teaching language should be diversified. We can make full use of language, written form, body movements and facial expressions to avoid boring teaching process and effectively reduce students' adaptive fatigue. The third is the repetition of teaching quality, so that students can understand what they should do after teaching instructions are issued. It is undoubtedly necessary to repeat the specified language properly, but simple repetition will lead to monotonous teaching process and even make students feel bored. Therefore, the repetition of teaching instructions should mean another thing.

3. The evaluation language lacks pertinence and timeliness.

For children, timely and targeted evaluation can promote children's thinking. In classroom teaching, clever evaluation can cultivate students' thinking ability, attract and organize students to actively participate in classroom teaching, produce twice the result with half the effort, and make other students clear the direction of their efforts. This is where I need to work hard in the future.

Reflections on where fog is taught 7 The text vividly writes the wonders of natural phenomena through the fog scenes in different places. The author incarnates "fog" as a naughty child, endows it with language, makes it interesting to read, and finds that fog is changeable and mysterious. By making courseware and designing teaching ideas reasonably, students can understand the natural phenomenon of fog in the teaching environment of reading and speaking, and feel what kind of scene the earth is covered with fog, so as to cultivate students to pay attention to everything around them, love nature and express the mystery of nature in language.

First, introduce the new lesson with pictures of fog. Although it is not clever to often use pictures in the skill of guiding lessons, it can really arouse children's interest in reading the text in effect and pave the way for better reading the text. Let the children watch the teacher write on the blackboard and guide the students to write. Repeat the radical "rain" and emphasize that "fog" and "where" are pictophonetic characters.

Secondly, the study of the text is carried out through the following links.

First, perceive the text as a whole and read new words and phrases in various forms, so that students can master basic words more solidly and firmly. Protect students' initiative in literacy, encourage students to learn, and accumulate some good literacy methods, thus increasing students' literacy.

Second, read and understand the text. On the basis of the former, let the students underline what Fogg said and read it in a correct tone. From what Fog said, the author can understand that Fog is naughty. Ask the students to say what the fog hides during reading. What is the scenery like after hiding?

This is the focus of teaching. The forms of reading can be diversified and students can master the skills of reading aloud. When learning the sentence "scene change", we should break the routine of analyzing and reading aloud paragraph by paragraph, and use sentence patterns to guide students to practice oral English in the text language, aiming at internalizing the text language into students' own language. This is a process of understanding, memorizing and reciting. In this part of the study, through various forms of reading aloud, students can find out what kind of scenery (sea, sky, sun, coast and city, themselves) appears after hiding the fog, which can help students better understand the text.

Third, after learning the text, the article says that Fog is "a naughty child". What is the fog in your eyes? The purpose is to guide students to expand their imagination and improve their expressive ability.

Finally, when students still feel that they haven't learned enough, give them tasks closely related to life and find out what impact fog has on our lives. Push students' enthusiasm for learning to a climax, arouse students' feelings of loving nature, and at the same time have a strong interest in "learning Chinese"

Where is the fog? 8 advantages of teaching reflection:

1. In the teaching of this course, I focus on letting students learn independently, read the text, draw key sentences as required, and understand the scene when things are hidden in the fog and the scene after the fog clears through imagination combined with personal experience in real life.

2. In the process of reading the text, students should be guided to understand the usage of some words based on their own feelings, such as "together" and "even".

Disadvantages:

This is the first time for students to come into contact with fables and other literary styles, which may be a bit strange and difficult to understand. Although I mainly read in the whole teaching and understood the ideological connotation of the text in reading, I still took the students away and didn't really let them become the masters of the classroom, which is also the place that needs attention in the future classroom.

Improvement measures:

Let go of students and let them integrate into the classroom normally. Pay attention to the teacher's own mouth and don't guide too much.