First grade language "small school bag" teaching reflection

"small bag" is the second group of literacy lessons in the new textbook for first grade, is a group of literacy lessons arranged after students learn pinyin. The focus of this lesson is to recognize 11 vocabulary words. Because the new textbook has special requirements for literacy, that is, classified literacy, pay attention to students' literacy methods and ability to cultivate, so the design of this lesson I focus on literacy methods of teaching and student learning methods of guidance, combined with the age of first-grade children's characteristics, I mainly take the game in the literacy method, the use of independent learning and the teacher focus on guiding the combination of ways:

For example: in the introductory part of the lesson, I Designed a riddle to introduce the subject, the small bag, stimulate interest in learning; in the literacy link, I arranged for students to independently read the children's song, read the words, the circle of words, table reading each other, each other test, each other teach, and gradually infiltrate the "learn first, teach later" concept of teaching, in the literacy of the word shape of this link, I guide the children to boldly share with everyone their own literacy good method, to provide students with opportunities for students to learn, to let the students to learn, to let the students to learn. In the process of literacy, I guide children to boldly share their good literacy methods with everyone, provide students with opportunities to exchange their extracurricular literacy pathways and achievements, and develop students' thinking and imaginative ability; when learning new radicals, I guide children to categorize literacy, help students to expand their new knowledge, and increase the amount of extracurricular literacy; in the writing process, I follow the requirements of the new teaching materials strictly, and follow the principle that "writing is more important in terms of refinement than in terms of quantity, and should be strictly guided", focusing on guiding the writing process.

In addition, in teaching, I also pay attention to guide students to "discovery learning", for example: after recognizing the characters, the word group link, I let the students to find out, 11 characters in which two words can form a word? In this way, the recognition of words and learning words linked to guide the children to contact life literacy, improve students' ability to express themselves and reduce the difficulty of literacy.

A Situation Analysis:

The children's song "Little Bookbag" is the last lesson of the last unit of the pre-school language teaching materials, "I'm about to go to elementary school". The children in the preschool class have almost completed their preschool education, and the children are both eager and unfamiliar with the life of the elementary school, in order to help the children to better adapt to the activities of the elementary school, and to reduce the feeling of unfamiliarity with the elementary school. The children's desire to be in the elementary school is also unfamiliar to them.

Second, this section of the highlights of the activities:

1, from the interests of young children: this activity from the actual needs of young children, captured the topic of interest to young children - elementary school children's schoolbags, and this as a starting point for young children to understand the elementary school children's schoolbags inside the The children can learn about the items in the school bags of elementary school students, so as to prepare themselves for entering elementary school soon.

2, the effectiveness of the implementation of the problem: the activities of this link, the design of each question more rigorous, first let the children guess the riddle to introduce the theme of the activity, and then introduced: "Primary school students have to go to school with a backpack? What should be in the bag?" Thus, the natural transition over the second link (on a variety of school supplies experience sharing), in the learning of children's songs closely linked to the content of the activities of the problem, so that children more effective learning, to avoid a monotonous question and answer questions.

3, the activities of static and dynamic with the mobilization of enthusiasm and initiative: activities, the teacher to provide each child with the appropriate opportunity to operate, from the conversation (to express awareness of school supplies) - to share with their peers to bring their own school supplies - The teacher provides each child with the opportunity to operate accordingly, from talking (expressing awareness of school supplies) - sharing with peers the school supplies they have brought - learning the children's song - performing the children's song - drawing the school bag, so that each child has the opportunity to be able to have a complete and all-round contact with the song.

Three, there are shortcomings:

Teachers in the organization of children's learning to recite children's songs, can pay attention to remind the children of the children's emotional processing, but the children's recitation of children's songs and poems need to be improved in the way, complete but too bland.

Fourth, adjust the strategy:

For the emotional processing of poetry recitation, should be in the future in each language teaching, first of all, to the children to create a good language atmosphere, the teacher has a recitation of the passion, in order to better drive the participation in the activities.

First, this section of the activity highlights:

1, from the students' interest: this activity from the actual needs of the students, captured the topic of interest to students - the schoolbag of elementary school students, and to use this as a starting point, let students understand the items in the schoolbag of elementary school students, so as to prepare for elementary school life.

2, the effectiveness of the implementation of the problem: the activities of this link, the design of each question more rigorous, first let the children guess the riddle to introduce the theme of the activity, and then introduced: "Primary school students have to go to school with a schoolbag? What should be in the bag?" Thus, the natural transition over the second link (on a variety of school supplies experience exchange and sharing), in the learning of children's songs closely linked to the content of the activities of the problem, so that students more effective learning, to avoid a question and answer monotonous questioning.

3, the activities of static and dynamic with the mobilization of enthusiasm and initiative: activities, the teacher to provide each student with the appropriate opportunity to operate, from the conversation (to express the knowledge of school supplies) - to share with their peers to bring their own school supplies - to learn children's songs - to perform the children's songs, to learn children's songs, to learn children's songs, to learn children's songs. Learning the song - performing the song - drawing the bag, so that each student has the opportunity to have a complete and comprehensive contact with the song.

Second, there are shortcomings :

Teachers in the organization of the students to learn to recite children's songs, can focus on reminding the students of the children's songs of the emotional processing, but for the children's songs, poems type of recitation needs to be improved in a way that is complete, but too bland.

Third, adjust the strategy:

For the emotional processing of poetry recitation, should be in the future in each language teaching, first of all, to the students to create a good language atmosphere, the teacher has the passion to recite, in order to better drive the participation in the activities.

"small schoolbag" this children's song fast-paced, easy to understand, not only shows the "small schoolbag" in a variety of stationery, but also told the students that these school supplies are their reading and writing a good partner, accompanied by their learning. This will guide the students to take good care of these "small partners", to develop a good habit of organizing, cherish the stationery.

First, multiple literacy, give full play to the subjectivity of student learning

First-grade students have a strong curiosity, but also has a certain literacy, very willing to independent literacy.

In the teaching of this lesson, I hold on to the characteristics of literacy teaching in the lower grades, and encourage students to memorize with their favorite literacy methods with diversified literacy methods.

Second, pay attention to classroom generation,

The classroom I follow the guidance, pay special attention to the generation of the classroom. As a student said, when he saw his mother at work, he wanted to think about the word "work", I immediately carried out the education of thanksgiving.

Three, hands-on practice, let the language back to life

The words of this lesson are closely related to the students' learning life, so the teaching of the design of the "find a friend" and the arrangement of supermarkets and practical activities, in the hands-on consolidation of vocabulary.

As the time arrangement of each link is not compact enough, the guidance writing session is too late to arrange.

The hands-on practical session was not clearly explained beforehand, and some children were at a loss.