Reflections on Extracurricular Teaching of Literacy 3

Literacy 3 is literacy in pairs, and the contents of pairs are all related to the scenery of nature. The following is a reflection on Literacy 3 after class. I hope it helps you.

After-class reflection on the teaching of Literacy 3: Literacy teaching is the focus of Chinese teaching in lower grades. How to make boring literacy colorful and keep students' strong interest in literacy deserves our deep thinking and exploration. Ideographic is an important feature of Chinese characters. The third book, Literacy 3, is about reading pictures. In other words, helping students to read pictures and understand the meaning of words can not only help students learn a reading method, improve their literacy ability, but also help to cultivate their love for the language and writing of the motherland. In fact, when we teach Chinese characters in China, we should stand on the platform of culture and integrate culture into Chinese characters, so that children can feel the beauty contained in Chinese characters in China.

When monotonous Chinese characters are gradually enriched, students will be interested in literacy. Therefore, in teaching, I often tell children about the evolution and origin of Chinese characters and tell short stories related to Chinese characters, so that these Chinese characters are no longer boring in children's eyes, but gradually vivid and become pictures and stories. First-year students have been exposed to pictographic characters, knowing characters and pictophonetic characters, and have a certain foundation and experience in literacy. I introduce the old into teaching and adopt the form of "I'll do it, you guess": put one hand on the eye and guess what the word is. The student immediately thought of the word "look".

Then let the students try to look at the pictures and realize the characteristics of this kind of Chinese characters in the process of communication. It's just that the beautiful idea ran aground in the process of concrete implementation. Because of the wide range of questions (what words did you remember and what did you find after reading the pictures and words), the students' expression was not as good as I expected, but in fact I said more than the students' "discovery". I really want students to feel the broad culture of Chinese characters in the process of literacy, but I often can't find a breakthrough.

I can't help but think of what a teacher said: "I have been preparing for this course all my life." Moreover, on the whole, I have been preparing lessons for every class all my life. The direct preparation for this topic, or on-site preparation, only took about 15 minutes. "What a great sentence' the time to prepare lessons for a lifetime'. It seems that I have to spend more time studying and preparing lessons!

Reflection on the teaching of literacy 3 after class: the teaching of literacy 3 revolves around knowing words. Two words are combined into a new word. You can know the meaning of this new word at a glance. The brush is made of bamboo and wool, so the top is bamboo, which is written as the radical bamboo prefix, and the bottom is added with a hair. It's crooked or crooked. Put your hands on your eyes.

The children are quite right about "pen, stove, sharp, crooked ...". From these words, we also found the word-formation characteristics of cognitive words. When teaching children's songs, I asked the students to say, "What kind of child do you think Ningning is?" The children all said that he was a careless boy, and found corresponding sentences: draw a stove without a door, draw a duck with a sharp mouth, draw a table with bent legs, and draw a big horse without a tail.

Later, I asked the children to be careful children and help them correct these pictures. Through this exercise, children can easily rewrite nursery rhymes: draw a stove with a door, a duck with a flat mouth, a table with straight legs and a big horse with a long tail. There are many ways to learn the text. In the future, we should use our brains more, so that our junior children can study happily and understand the text to gain knowledge.

After-class reflection on literacy 3: Literacy 3 is the literacy text of Unit 3 of the first grade of primary school Chinese published by People's Education Press. Literacy is based on pairs. The content of pairing is related to nature and the language of the article is beautiful. The main task of this literacy class is to teach literacy and understand a few words, and read the text correctly and fluently. Teaching this text should not only guide students to read in many ways, but also arouse students' interest in pairing and stimulate students' love for nature.

First, the method of clever infiltration pairing.

Pre-class game "pairing": I said, God, I'm right. When I said fly in the sky, I ran to the ground. I said the plane was flying in the sky, and I ran to the car on the ground ... to make the children feel that this pair is nothing more than the same number of words and the content is similar. Finally, I also infiltrated antonym pairs, synonym pairs and ancient poetry pairs to consolidate, so that children feel that right is unattainable, thus stimulating their interest in right. It has achieved the pre-designed teaching goal, aroused the effect of teaching vibration, and achieved twice the result with half the effort.

Second, feel the beauty of nature through pictures.

In our view, things like "sunrise, sunset, gentle breeze, drizzle, autumn frost and beautiful scenery" are common natural phenomena and natural landscapes in life. However, for first-grade children, they have little life experience. It is impossible for children to construct cognition if our teachers only rely on language description. Therefore, properly displaying pictures and using courseware can not only help children understand natural phenomena emotionally, but also stimulate their interest in learning texts and love for nature, and they will feel how beautiful nature is. For example, when I teach the word "morning fog", let them think first. Have you ever seen it before? What is it like? How do you feel? Then play a group of pictures of "fog" and tell them that it is fog. Use multimedia to build a bridge between life and teaching materials to help children build cognition. They can study easily and happily. Especially, the application of multimedia courseware gives students direct sensory stimulation, which not only attracts children's attention, but also helps them master words. Then, distinguish the "smog weather" some time ago, thus stimulating children's feelings of protecting nature. The vivid and wonderful pictures of the mountain village filled with morning fog, autumn frost on the leaves, flaming morning glow, colorful sunset glow, bursting morning sun, colorful butterflies lingering among flowers, and diligent bees collecting honey deeply attract the students' attention. From the students' exclamations, I feel that students not only know the beautiful scenery in nature through pictures, but also stimulate their aesthetic feelings, and at the same time pave the way for the study of sub-content.

Third, pay attention to literacy and stimulate interest in literacy.

The words in this class are mainly natural scenery. I design literacy teaching with various literacy methods. For example, use pictures to help understand words such as "colorful" and "beautiful scenery". Another example is to use classified literacy to guide students to read repeatedly with pictures and texts to help them gradually discover the laws of these groups of Chinese characters: "Summer, frost and fog" are all rain prefixes. "Butterflies and bees" are beside the insects, and "Yang and Li" are beside the wooden characters. It can be mainly used in literacy teaching: all the characters are insects, rain prefixes or beside wooden characters, and all of them are related to animals, rain and plants. I arranged such a link in the classroom teaching: when reading, guide the children to observe the "triplets" in a group of new words. Can you find them? The children soon found the words "fog, frost and haze" among the words they wanted to know. In teaching, they combine pictures to let children understand their meaning, briefly understand the characteristics of these sunshine phenomena and help them remember. Then look at the second and third quarters to see if there are such twin brothers. Children not only found "butterflies and bees", but also found "xiu, Xiang", "peach, willow, poplar" and plum, which is more conducive to distinguishing and strengthening memories. Teach literacy methods, encourage personalized literacy, pay attention to classroom generation, and timely sort out and summarize unique literacy methods. Students have different personalities, and their literacy methods have obvious personality characteristics. We should encourage students to memorize new words in their own unique ways, so that the teaching of literacy can shine a spark of wisdom. When teaching "Li and Yang", guide the children to find that it refers not only to the tree, but also to the surname.