First grade language small pool teaching reflection

As a people's teacher, classroom teaching is one of the important work, with the help of teaching reflection we can learn a lot of lecture skills, come to refer to how to write teaching reflection! The following is my compilation of the first grade language small pool teaching reflection sample (generic 6), welcome to read, I hope you can enjoy.

First grade language small pool teaching reflection 1

The author of the poem "Small Pool" through the description of the spring, shade, small lotus, dragonflies in the small pool, giving us a vivid picture full of life interest, according to the characteristics of the textbook and the cognitive level of the students in the lower grades, the design of the following links to guide the students to learn this ancient poem.

First and last, the combination of the Three Character Classic and the ancient poem allows students to feel the charm of our traditional culture

Because the Three Character Classic and the ancient poem is the essence of our Chinese culture, I introduced this lesson with the students reciting the Three Character Classic.

I started this way: "Three Character Classic" is the precious cultural heritage of the Chinese people, three words in rhyme is very easy to recite, extensive and vivid and concise, and the ancient poetry rhymes beautifully, the language is simple, good to read and good to memorize, is the essence of our country's classical literature, is an inexhaustible, inexhaustible treasure. This class teacher will lead the children to go to this treasure in the treasure hunt, happy? (Happy) Well, are you ready? Now we are going to find the treasure!

Such a beginning attracts the children's attention and stimulates their interest in the poem.

At the end, I echoed the beginning: children, you see, without realizing it, we will remember this "small pool", we see from this poem clear spring water, dense trees, delicate lotus leaves, lovely dragonflies, the scenery of the small pool is really beautiful! The poet describes such a beautiful scenery in just a few words. It seems that there are many treasures in ancient poems waiting for our children to discover! As the Three Character Classic says, "It is not appropriate for a child not to learn." I hope that students study hard and build a good foundation to discover more treasures!

This echoing ending allows students to feel the charm of our traditional culture without realizing it!

Second, student-oriented, reading-based.

Read the text through, it is not easy for students in the lower grades. Zhu Xi said: "Where reading, the word must be loud and clear. Not a word wrong, not a word less, not a word inverted, not far-fetched dark memory, just to recite the number of times, natural mouth, long time not forget." However, because before the class students have gone home to pre-study the poem, so I used the students' independent study, read the ancient poem to the table, read the words to the table, so that students in the process of independent study, the table as a small teacher to correct each other read the wrong place, but also stimulate the students' interest in learning. Then use the classroom to show the six characters in the poem to recognize, using the way to take off the stars of the characters to stimulate the enthusiasm of the students to recognize the characters, with the exchange of literacy methods, individual reading, lead reading form to read the words of this lesson, and then let the students show reading the poem, other students listen carefully, point out the wrong pronunciation and listen to think about what is written in the poem, and the first overall perception of the poem.

In the whole teaching, I let the students read freely, individual reading, male and female students read, performance reading, competition reading, read together, read with music and other forms of recitation of the poem, so that the students in the reading of the poem in the sense of the beautiful mood, so as to achieve the purpose of teaching.

Three, expand the imagination, in-depth poetic.

Imagination is a special way of thinking, children are rich in imagination, the development of children's imagination is to develop the treasure of children's wisdom. And the language is wonderful, a lot of words have a profound meaning, especially the ancient poetry, which leaves a lot of space for students to imagine.

So in the teaching, the teacher let the students close their eyes when reciting with music, and then communicated what scenery they seemed to see. The students felt the beauty described in the poem in the music and the teacher's recitation, and answered very well, describing the scenery they seemed to see very beautifully. He Chenxi said she seemed to see a dragonfly flying on the lotus leaf; Qian Jiaying said she seemed to see the shade of a tree shining on the water; Wu Zheng said he seemed to see a spring flowing out of the spring hole.

Fourth, dilute the poetic meaning, analyze the recitation.

Learning ancient poems, in addition to letting students read well, we should also guide students to experience the mood of the poem. This is difficult for first grade students. The new curriculum proposes to emphasize students' own experience, which is very correct. What do the children see when they read this poem? What do they think of? This is their own experience, which we teachers cannot replace. Let them read it, talk about it, think about it, is not an effective method.

In the study of the "small pool" of this poem, I let the students in addition to the teacher's music recitation in the imagination of the picture, but also through the multimedia to let the students from the picture to feel the mood of the poem, and with my language, "the spring is very cherish its fine spring, do not allow them to flow a little bit more as if the spring is slowly, noiselessly flowed out! ...... How should we read a spring like this?" "Do you like this soft pool of water in the pond in the summer daylight? Yes, even the shade of the trees like it so much that they have thrown themselves into the embrace of the pond, you see, it shines on this piece of rippling light! What kind of mood should we read in this sentence?" 。。。。。。 Use language to guide students to read the mood of the poem, and let the students themselves to experience where to pause, guide the students to recite, and the last two lines of the poem, I let the students do actions while reciting, from the children's words and actions a reading, I have fully felt that the children have been the poet to depict a spring, a fine stream, a pool of shade, a few small lotus leaves, a small dragonfly, constituting a vivid small pond scenery The children have been y attracted by the poet's description of a spring, a thin stream, a pool of shade, a few tiny lotus leaves and a tiny dragonfly into a vivid picture of a small pond. The children have realized the natural flavor of the small pond, to accept the beauty of cultivation, which is enough!

Ancient poems have "can only be understood, can not be said" the beauty of the mood. In the face of the nature of the first grade children, tedious explanation, too much discretionary sentence, will only be counterproductive. This poem to render the children appreciate the fascination of the dragonfly lightly drop lotus leaves pointed corner of the moving picture to show the beautiful mood and interest of the summer lotus pond. The whole poem is full of interest and fresh language, full of children's observation and imagination. The teaching content so close to children's lives provides an excellent platform for promoting poetic dialog and emotional exchange between children and the teaching materials. Therefore, in determining the teaching objectives of this class, I put the emotional goal - to realize the beautiful mood of the lotus pond in early summer, so as to stimulate students to love summer, love of life as the main goal throughout the teaching. In determining the knowledge and ability of the target, the process and method of the target, I consider their relative independence, more consideration in achieving these goals at the same time how to more effectively promote the main goal of emotional achievement.

According to the characteristics of the text and the characteristics of student learning, the whole text of the teaching objectives of the decomposition of the reorganization, to determine the following objectives:

Emotional objectives: the realization of the beautiful mood of the early summer lotus ponds, so as to stimulate students to love the summer, the love of life emotion.

Knowledge ability goal: recognize the text "pool, cherish, Yin, sunny, soft, dew, stand" 7 words. Correctly, fluently and emotionally read aloud the ancient poem.

Process and method objectives: to use the familiar words with the method of literacy. Initially learn to read aloud to experience the mood of the poem.

In order to achieve the goal, I use the following teaching strategies.

(a) create a situation to pave the way for emotion.

The new curriculum standard points out that language teaching should stimulate students' interest in learning and cultivate students' awareness of independent learning and environment. Elementary school students unintentionally attention dominant, therefore, before the class teacher with the help of multimedia play a set of spring as the theme of the ancient poetry animation screen, mobilize the feelings of students, the children into the poetry of the situation of painting. At the beginning of the lesson, the teacher mobilized the students' existing life experience and knowledge experience to create a scenario of great interest. Before the tune first have feelings, "summer is a poem, summer is happy." Such an emotional experience has quietly sprouted and grown in the child's heart.

(2) Read the words and phrases, accumulate emotions.

In the word teaching seepage emotion. The teaching of the words of an article and the emotional pulse of the article are in many cases more difficult to unify. In order to avoid this, so that the emotional pulse through the word teaching, my strategy is:

① literacy with the text, the teaching of all vocabulary words scattered in the interpretation of the poem.

②The teaching of vocabulary is arranged in a detailed way. The words related to the main line of emotion are heavily colored: "stand" is the previous poem "seen" in the four required words, considering this word and "cherish", "love" is the poem's eye, the teaching of these words will be a good way to help you to understand the meaning of the poem. Taking into account that this word and "cherish" and "love" are the eyes of the poem, the teaching of these words can tightly grasp the emotional line of the poem. Therefore, I teach the word "stand" as a four-letter word in this class and give it a strong color to help achieve the emotional goal. The main line of emotion has nothing to do with the teaching of vocabulary (such as: pool, Yin, sunny), I will be in the context of the recurrence of the dilution of treatment.

③ from the different perspectives of the word penetration of emotion. The first thing to do is to start with the shape of the word "cherish", why "cherish" to use the vertical heart side? Let the students understand the heart to cherish is really cherish, spring from the heart to cherish the spring, can not afford to let it flow more; "stand" from the use of the start, the experience of dragonflies standing in the small lotus on the lightness and ease; "soft" from the meaning of the start, to the "In the poem, it is said that big trees like soft (). Such teaching endeavors to reflect the integration of literacy and reading, and the teaching of vocabulary is basically consistent with the emotional tone.

In the full read aloud emotion. Reading aloud is one of the most important means for students to learn languages. The teaching of this poem dilutes the understanding of the poem word by word, has read instead of speaking, so that students in the independent, democratic classroom to read freely, read out different feelings, read with different feelings, read aloud in full to obtain a preliminary, unique emotional experience.

(3) Inspire imagination and enrichment of emotions.

The language of poetry is condensed, often leaving much uncertainty, and readers can make appropriate additions based on their own experience to enrich their understanding and feelings. The small lotus pond composed of springs, fine streams, tree shade, small lotus and dragonflies is a cool little poem in the summer, and they are compassionate and loving, snuggling together, so sentient and harmonious. Teaching, guiding students with the help of images, imagination, together into this quiet, beautiful little lotus pond, a moment is the dragonfly, a moment to do the tree, a moment and became a poet standing in the small pool, to feel the beauty of the early summer pond, to feel the summer full of children, to taste the poet love nature, love of life.

(D) expand accumulation, sublimation of emotions.

At the end of the lesson, I used multimedia to display a vivid image, vivid summer lotus map, students voice marveled at the beauty of the summer lotus pond at the same time also accumulated a pavilion, budding, white and red and many other words and verses. At the same time, let the students go outside the classroom to collect and recite poems and articles related to the lotus, so from the classroom to the extension of the extension of the classroom, in the recitation, in the vivid visual effect of the picture, not only greatly enriched the accumulation of the students' language, but also more importantly, make the students y feel the beauty of the lotus, and thus from the heart, like to give out a heartfelt admiration.

First Grade Language Small Pond Teaching Reflection 3

The poem "Small Pond" in the 13th class of "Two Ancient Poems" in the second book of the first grade of the Renjiao version of the elementary school language, constitutes a vivid picture of a small pool of scenery, depicting a simple, natural and full of the interest of life with infinite vitality, through a spring, a fine stream, a pool of shade, a few small lotus leaves, a small dragonfly, and a vivid picture, showing that the big pool of the world, the world, the world, the world, the world, the world, the world, the world, the world, the world, the world, the world, the world, the world, and the world. It is a vivid picture of a simple, natural and full of life, showing the intimate and harmonious relationship between all things in nature.

In the process of teaching this ancient poem, I found many inadequacies in myself. First of all, there is a certain problem in the design of my teaching process, I put the vocabulary of this lesson at the end of the teaching, that is, after I tell the poetic meaning of the whole poem. In this link, I neglected the characteristics of my teaching object and arranged the vocabulary words for self-study before class, but the first grade students do not have strong self-learning ability, so such an arrangement will not allow them to understand the vocabulary words more thoroughly, and at the same time, it is not conducive to the following teaching of the main idea of the ancient poem and the feeling of the mood. Secondly, I also lacked in the design of the board book and board drawing, the board book was not complete enough and the board drawing was not well utilized. In the board drawing session, my original purpose was to create a situation for students to perceive and experience more directly, and also to drive the students' thinking, but it did not achieve the desired effect because the explanation was a little bit detached from the board, which led to the board drawing could not play a role, and the skills of the board drawing were not mature enough. I think I should study and practice more in this aspect. Thirdly, my explanation was not detailed enough, and I was a bit too hasty in some places, and my guidance to the students was not deep enough, especially in the aspect of emotional recitation. In the whole teaching design, the teaching content I designed is still relatively full, because the explanation is not detailed enough, so the content seems a bit empty. In the introduction, it is not good enough to arouse students' interest in learning the new lesson.

In the whole design of this lesson, I have done a lot of thinking to the new elementary school language standards as a guide, such as the cultivation of students' abilities in various aspects, and has been trying to teach in a more innovative form, do not want to be bound by the traditional or current teaching methods, so I think I still have more of their own ideas in it, although there are loopholes in the design of some links. In terms of teaching language, I think it is still quite coherent, without a lot of disjointedness, only that some of the childlike language should be strengthened, and try to make my language more vivid. The first thing I'd like to say is that I don't think I'm going to be able to do it without a lot of trouble.

In short, in this lecture, I found that there are still a lot of problems in my own teaching, and a lot of the design and implementation of the `place' is detached, so in the future teaching, I will pay more attention to these problems, and take more factors into account, so as to optimize the design of their own teaching, and better implementation of their own teaching. The experience is accumulated, I will be in every teaching, seriously to do a good job of reflection and summarize, and strive for every next time can do better.

First grade language small pool teaching reflection 4

"Two Ancient Poems" is a text in the second book of the first grade of the Humanist version. Among them, the author of the poem "Small Pond" gives us a vivid picture full of the interest of life through the description of the spring, shade, small lotus and dragonflies in the small pond, which is designed according to the characteristics of the textbook and the cognitive level of the lower grades.

First, talk about the introduction, stimulate interest

This lesson is how I introduced: students, when the picturesque spring after the season is what season ah? (Summer) Yes, it is the beautiful summer, summer your favorite thing to do? Here to guide the students to say complete words. The reason why this introduction, mainly from the child's emotions to start, for after the ancient poem to experience the poet's favorite feelings to make a pavement.

Second, multi-method literacy, improve students' literacy

This poem literacy teaching to take with the text and centralized literacy method. The vocabulary of centralized learning are: yin, sunny, soft, dew. And inside it covers a variety of literacy methods, such as adding a plus, changing partials, making up jingles, with the help of antonyms and grouping words and other methods. These methods are not simply taught, but based on previous accumulation by the students themselves, the children's literacy skills have been further practiced.

The reason why we put "cherish" as a literacy word with the text is mainly because we consider that it is more conducive to the children's understanding of the poem to understand this word in the poem, from the life of the "we have to cherish books" and so on to the poem of the

Three, word with sentence, deepen understanding

After the literacy session, it is to learn the text in depth. This poem is a line of poetry describing a scene, the idea is very clear. In this section, first I guide students to listen to the read-aloud to find out the four scenes described in the poem: spring, shade, small lotus, dragonfly, and then learn the poem one scene at a time. First, I took the children to see the picture of the spring's eye to understand that the spring's eye is the outlet of the spring water, and then I looked for the shade in the picture, and then I grasped the words "pity", "fine flow", "sunny", and "soft" to understand the poem line by line. After proper understanding, the children realized that the eye of the spring loves the spring water, the shade of the tree loves the beautiful scenery, and the poet loves the scenery of the small pond, which is a good preparation for the recitation of the whole poem.

Fourth, role-playing, into the feelings of entry

In the study of the "small lotus only showed the tip of the corner, there are dragonflies on the head", I designed to let the children personally play the role of small dragonflies, say a little bit of their own landing in the sharp tip of the small lotus and then do some things, the children have to say Some of the children said, "I rest on the lotus leaf", some said, "I am whispering with the lotus leaf", some said, "I am looking at the scenery on the lotus leaf", and some said, "I am playing games with the lotus leaf". The children's imagination is very rich, and the answers they come up with are full of children's interest and love, and the children also put their own feelings into the learning process, laying the emotional foundation for memorization.

Fifth, appropriate expansion, strengthen literacy, stimulate emotions

In the whole session of the last with the children to appreciate the summer lotus pond pictures and "Xiaojie Jingci Temple send Lin Zifang" recitation of two links. The children could not help but let out a sigh of admiration when they saw a beautiful picture of a lotus flower, which could not help but open up the children's horizons, and at the same time gave them an opportunity to appreciate the beauty of the scenery.

But looking at the whole lesson, there are many shortcomings at the same time:

1, the whole poem read aloud in the form of a single, should make the form more diverse.

2, in the understanding of the meaning of the poem, should guide the children to play the imagination, by looking at the picture to imagine the picture, and then use their own words to say what they see the picture, to deepen the understanding, and conducive to memorization.

3, there is a question in the classroom the first and second lecture I asked: what scenes the poet describes? The children answered both accurately and quickly. In the third lecture, due to my negligence, the question became this: the poet described the scenery? The children couldn't answer. It seems that in teaching, the teacher's language should be as childlike as possible, the questions should be precise, and the questions should be asked using words that first-grade children can understand.

If the classroom today is still the same as before, the teacher preaching-oriented, routine stereotypes, then the accident that happened in this class, or can not be called "accident", but a "discordant notes I will use the first option, directly tell them the answer, or throw the question to the students, when a student said "song" is the answer to the shepherd boy, I immediately affirmed, so that the other children will not put forward any different opinions, and naturally think: "The song is the answer to the shepherd boy's question. Naturally think: "song" is the shepherd boy. The whole class will be completed smoothly under my careful arrangement, and this little incident in the classroom will disappear without a trace. However, under the influence of the new curriculum, I chose to let go and let the students understand on their own. Sukhomlinsky said: the lesson is not like pre-cut clothes look like laid on the cloth, the essence of our work object is not cloth, but flesh and blood, with sensitive and delicate heart and spirit of the children. Their thinking is very strong, and has a pioneering, their understanding of poetry and literature have their own unique feelings, combined with the new concept of modern language teaching, the above teaching clip left me with the following deep impression:

First, the classroom is completely student-oriented

In the above learning process, the students occupied the main body of the position, the entire learning process is in the students' hands. The students can speak freely, questioning the content of the poem: "Where does the song come from?" Some say it's the shepherd boy's, some say it's the cicadas', some say it's the other people's in the forest, and some say it's everyone's. From this, we can see that the students have really thought about it and explored it, and at the same time, they have their own unique insights into the poem. The new standard will also become "personalized reading" advocated by the new standard.

Two, reflecting the idea of open teaching

Primary five language "small pool" teaching reflection: open teaching is a lot of teachers dream, open is not to let the students arbitrarily, but the openness of the teaching materials, the openness of the student's mind, the openness of the student's evaluation, and advocate for diversified teaching. The above teaching clip is a reflection of the students on the "song" source of different understandings, from different perspectives to think about these students, although some deviation from the author's intention, but not unreasonable thinking, I did not oppose, nor put forward their own views, but a positive response to positively be recognized. The evaluation of students is not a teacher's word, but the establishment of interactive evaluation between students and students, students and teachers, students' thoughts are also sublimated in this interactive evaluation.

A common language class, but let me y feel: to a good language class, we must respect the unique ideas of students, the new curriculum advocates independent learning, independent learning is the prerequisite to respect the students, valuing their opinions and ideas, do not copy the textbook, but the textbook as a carrier of learning knowledge, to help students to follow the line of inquiry into the issue of valuable research, so that the teaching activities become lively, active, and lively. Teaching activities become vivid, lively and effective.

First Grade Language Small Pool Teaching Reflection 6

After teaching the lesson "Small Pool", I have a deeper thinking about how to teach ancient poetry, reflecting on it, with a little > harvest to share with you.

"Two ancient poems" is a text in the second book of the first grade of the Humanist version. The author of the poem "Small Pond" depicts the spring water, shade, lotus and dragonflies in the small pond, giving us a vivid picture full of life interest. In order to cultivate students' interest, mobilize students' enthusiasm, cultivate students' ability, and improve learning efficiency in the teaching of ancient poems, I try to use the role of pictures to help students understand the meaning of ancient poems, and to let students feel the beauty contained in ancient poems by creating a relaxing and enjoyable atmosphere of learning and a vivid and interesting teaching situation.

In the teaching of "Small Pool", I asked the students as soon as class started, "What is the difference between this poem and "What I See" that I learned yesterday?" I originally wanted the students to find out that What I Saw is a pentameter stanza and Little Pond is a septameter stanza, thus letting them know the rhythms of the two different stanzas. But one boy in the class answered, "There are people in the poem "What I Saw," and there are no > writing about people in the poem "A Small Pond," only scenery." His answer surprised me, and I was amazed at the child's power of discovery and ashamed of myself for not adequately preparing my students for the lesson. I quickly said, "You are really good at reading and found the difference between the two poems. What I Saw" is an ancient poem about people, so when we studied "What I Saw" yesterday, we could use the method of performing actions to memorize and recite it. Little Pond is a poem about scenery, so today we will try to memorize and recite it by drawing. If you want to draw "Little Pond" well, let's take a look at what kind of scenery is written in this poem?" Let then enter the teaching, let the students feel the mood of this poem through drawing.

Ancient poetry is a brightly colored, fragrant flowers in literature, is the poet with a spring of mind poured into the popular lines of famous poems far-reaching, all contain the poet's deepest feelings. What is "mood"? The first thing that you need to do is to get a good understanding of the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation, the situation. Therefore, in teaching ancient poetry, we should inspire students to spread the wings of imagination, so that we can understand the poet's feelings and enter the poem's mood.

How can students spread their wings of imagination to develop the mood? The teaching mode can be used to open the students' minds by "reciting poems as paintings and telling poems with paintings". This is because most of the ancient poems are poems with pictures, paintings with poems, poems and feelings. Therefore, students can be allowed to create the image of the poem, according to the scenery written in the poem, draw it on the paper, and then let the students experience the feelings of the poet from the painting. Students doodle to soft music, and then display the work of those who have drawn well afterward. This is not only to check out the students' understanding of the poem, but also to activate the students' interest in learning the poem, so that the students feel that the lesson is not finished.

The teaching of ancient poetry must be in line with the age characteristics of elementary school students and their psychological principles of learning, close to the spirit of the language standard, and strive to make the whole classroom atmosphere active, the sound of the book, the students fully read, fully said, fully written, really to students as the main body of the students, students to become the master of learning, learning to read the way to improve the ability to learn.

In short, in classroom teaching to guide students to spread the wings of imagination, to understand the mood of the poem, let the students think, say, draw a picture, cultivate students' creative thinking. The students after exploration and exchange, combined with their own drawings of the poem intention, will be the overall sense of the picture and mood of the poem, so that they appreciate a taste of meaningful poetic beauty, but also has a subtle education.