Teaching thinking on what are the same characteristics of plants.

After this class, I made a serious reflection and found several problems that need to be improved in the future teaching:

1, the teacher did not prepare enough lessons and was unprofessional about the teaching materials. It is difficult to summarize the nine pictures of sunflower with words such as seed, rooting, germination, growth, maturity and fruiting, but the professional terms such as cotyledon growth and true leaf unfolding are difficult to accept. Take big trees as an example. Some students think that big trees sprout in spring, flourish in summer, shed leaves in autumn and die in winter, but they don't realize that the life cycle of big trees is relatively long. Teachers do not fully consider these problems when preparing lessons.

2. Teachers don't pay enough attention to the age characteristics of students, and the time allocation is unreasonable. The third-grade students are young, slow in writing, less literate, spend too much time teaching the first part, and the same characteristics of the plants summarized at last are not recorded. Causes the class to be loose before and tight after.

3. Because I just took over the third grade students, I don't understand the students' learning situation, and the cooperation between teachers and students is not tacit. For example, students write about terrestrial plants and aquatic plants. I think students can write about many plants that are not mentioned in textbooks. Therefore, most students write about plants they have learned in textbooks. For another example, teachers don't answer questions that students can answer quickly, and students answer irrelevant questions.

Teachers talk too much in class and students lack practice. For example, when guiding students to compare A Sunflower's Life with A Big Tree's Life, they are repetitive and waste time, resulting in little teaching time later, failing to carry out the standard test and rushing to class.