Reflections on Pangu's epoch-making teaching.

As a new teacher, we need strong classroom teaching ability. Writing teaching reflection can improve our teaching ability quickly, so what kind of teaching reflection is good? The following is my serious thinking on Pangu's epoch-making teaching for your reference, hoping to help friends in need.

Reflections on Pangu's creation teaching: 1 Pangu began to create the world and told the story of Pangu's giant creation. This passage is very short, but the story is very imaginative and the narrative is concrete and vivid. The context of the text is very clear, from how Pangu created the world to how he finally sank everything. Because this class adopts collective lesson preparation and plate teaching, before preparing lessons, all our teachers prepared the first draft, and then came to a case through discussion.

The process of instructional design:

1, understand fairy tales.

2. Accumulate elegant words. This part is divided into several types when accumulating, such as word classification, short sentences and so on.

3. Summarize the myth. Read the text silently. Which sentence can sum up the full text?

4. Understand myths. Speaking of magic, I learned it from these words: (), because ().

5. Tell myths.

After the implementation, we found that this design meets the requirements of plate-based teaching in theory, with prominent teaching lines and many teaching difficulties, but it has become cumbersome to operate in practice, and the time schedule is not enough, and even the time schedule in some places is not reasonable enough. For example, to accumulate elegant vocabulary in the second part, the teacher needs to spend 8- 10 minutes explaining the meaning of these words and what they are related to, which will shorten the reading time of the following paragraphs. If students spend so much time explaining, they'd better write it down. In fact, students can simply read it twice here, and the teacher only needs to mention their similarities. In addition, in the fourth part, we can understand this myth. In fact, the article is full of magic everywhere, and we can experience it everywhere. As long as students can express their feelings and feel the magic through reading aloud or writing, teachers don't need to pick out every sentence and analyze it carefully, which violates the principle of plate teaching and adds a lot of subjective elements to an original imaginative article.

Of course, this course also has some successes.

1, the main question runs through the whole paper. This story is amazing. Where did you read it? On the basis of magic, let students feel the magic of the article and the writing of myth by reading aloud, reading since the enlightenment by themselves and analyzing paragraphs.

2. Learn to understand the character spirit through keywords. For example, in the second paragraph, the two action words "Lun" and "Crack" are grasped, so that students can feel the hardships of Pangu's creation and the process of Pangu's creation of the universe through the changes of actions and words.

3. Spread the wings of imagination. The magic that is most easily felt in the text lies in the changes that have taken place in Pangu's body after his fall, so that students can develop a reasonable imagination in the form of parody and imagine what other parts of Pangu's body will become after his fall. Students' answers often surprise teachers.

A collective lesson preparation is the spark of wisdom collision. I can learn more through this collective lesson preparation. I hope there will be more teaching activities in the last class.

Reflections on Pangu's epoch-making teaching II. I taught Pangu the lesson of creating the world, the second volume of the fifth grade of Hubei Education Publishing House. In teaching, I have a deeper understanding of Pangu spirit, incorporating the characteristics of myth into it, and while reading the language, I don't forget to cultivate students' imagination and expressive power. Although the teacher who attended the class in Zhengdian Street gave a certain affirmation, it seems that the teaching has been successfully completed, but two points after class are enough to be warned in future teaching.

1. Clarity of problem design.

I'm in Class Two. After reviewing the first part "Pangu Begins the Creation", I asked my classmates, "Pangu split the world with an axe and a wave of his hand. What do you think of Pangu? How about this fairy tale? " This question is very casual. It is better to ask, "How do you feel about Pangu?" Avoid the suspicion of questioning.

When the students silently read the 6-9 paragraph, I asked, "The mythical characters are also amazing. They have abilities that ordinary people cannot match. What else makes you feel magical about Pangu? " After the students silently read 10 seconds, no one raised their hands. I was a little anxious: "We can communicate somewhere." I hope they can inspire each other in communication. A child spoke at once, and I said, "Classmates, Pangu grows ten feet tall every day. This is his magic! " The students immediately found that he could change, change quickly and stand for a long time to talk about sentences. Why is the student union stuck on this seemingly simple question? This is how I designed this question: I want to combine the characteristics of myth and the content of the text to ask questions, but I don't care about one thing. Why not just ask, "What did Pangu do after the separation of heaven and earth? "The students will soon find out his description of holding the sky and holding the sky. The phrase "find a place at will" embodies the psychology of "taking teaching plans" and the concept of "teacher-oriented": take a step back. However, if you trust students, if you give them 10 seconds, 20 seconds, children can read the text.

2. "Dotted" teaching and "scattered" teaching

After learning the paragraph 10, I guided the students to imagine: "Pangu's-became-"The students couldn't imagine it at the moment, and then several students spoke one after another. This is a typical "dotted" teaching. When students are not open-minded, they might as well play the role of deskmates and groups and collide with the sparks of wisdom in the discussion. The effect must be much better than the above: students' learning is connected from argumentative "point-like" to scattered "group learning", which makes the classroom flow with a kind of smart beauty and harmonious beauty. Isn't this my pursuit, too?

Reflections on Pangu's epoch-making teaching 3 Pangu told the reason and process of Pangu's epoch-making, explained the origin of the universe and praised the spirit of Pangu's struggle with nature.

The teaching emphasis of this paper is:

1. Grasp the key sentences and feel Pangu's pioneering, persevering and selfless dedication.

2. Understand the strange and reasonable imagination in myths and legends.

First, the teaching effect.

Around the teaching objectives of this course, I have achieved the following teaching effects:

1, take students as the main body, fully respect students' reading experience, and guide students since the enlightenment to read by themselves, explore cooperatively and understand the theme of the text.

2. "Reading" runs through the classroom, reading fully, reading solidly and reading deeply. For example, in the second quarter, the feeling of "wielding an axe" is interpreted through students' own sports feelings; The changes that have taken place since the separation of heaven and earth are also experienced by students through emotional reading, especially the physical changes that have taken place after the fall of Pangu in the fourth natural section. First of all, I let students close their eyes and imagine, and then through reading between teachers and students and cooperation between students, let students enter the state and experience the charm of Chinese characters and the immortal spirit of Pangu in a subtle way.

3, effective cooperation, stimulate imagination, feel the charm of myth. When teaching "Pangu's body changed after he fell", I designed to let students use their imagination, inspire cooperation among students and imagine what happened to other parts of Pangu's body. The students copied beautiful phrases from the text and wrote many beautiful words. At the same time, they achieved the goal of combining speaking, practicing and writing in class, and received good teaching results.

4. I don't dictate what students should finish in this course, but let students talk about what they want to do when they go home after this course. In fact, the students said, for example, I want to read some more fairy tales, I want to tell stories to my family, I want to continue collecting information about fairy tales and so on. These are exactly the homework that teachers should assign, but students should accomplish these tasks independently, which can better stimulate students' interest in learning, cultivate students' initiative in learning and obtain better results.

Second, success.

In this class, my success lies in grasping the key words, improving the quality of reading aloud and deepening students' understanding of the text. For example, in the first natural paragraph, I caught the "chaos" and understood it with pictures, which not only understood the words, but also paved the way for Pangu's creation. In the last two paragraphs of teaching, I mastered several verbs "Lun, Split, Top, Push" to understand the difficulty of Pangu's creation.

Third, shortcomings

The treatment of the third paragraph can be more compact, and students can read by themselves in since the enlightenment, so that they can read more fully and have less explanations from teachers, which fully embodies the leading role of teachers and the main role of students. Moreover, the two minutes of this class are all places that I should improve in the future teaching, and strive to make my classroom teaching design more reasonable in the process of continuous improvement and perfection.

Fourth, improvement measures.

If I take this course again, I will do this: first, talk to lead in, stimulate interest and understand the topic. Understand that China is an ancient civilization with a history of 5,000 years, among which fairy tales are a wonderful flower in the traditional culture of China. Then I read the natural passage of text 6-9 for the first time, and I felt how Pangu supported the sky into a whole. Then exchange and share reading experience: from "upright", "support", "forbearance", "loneliness", "persistence", "reality" and "finally", we can understand Pangu's persistence in fighting against nature. Finally, collect and read excellent ancient fairy tales.

Reflections on Pangu's epoch-making teaching IV. Pangu's creation is a fairy tale, which tells the magical story that a giant named Pangu began to create the world. Through Pangu's creation, the writing is indomitable, which embodies the indomitable dedication of Pangu, a giant. The text is full of mysterious breath and magical imagination everywhere, which makes students feel the rich imagination of the ancient people in China.

1, teaching effect (thinking effect).

Creating situations and grasping key words in teaching can get twice the result with half the effort. Grasp the words "Lun" and "Meng" in reading aloud to understand Pangu's movements, and add your own movements while reading, so that students can feel the clever use of these words. When the text describes the changes of heaven and earth, "clear and light things slowly rise to the sky;" The heavy and turbid thing slowly descends and becomes the ground. "Let students experience the wonderful use of antonyms, let students taste in repeated reading, and experience the beauty of the author's words, and at the same time have an image cognition of the described scene.

Students have doubts about the description of "holding the sky with his head up and kicking the ground with his feet" in the text. Because Pangu holds the sky with his hands in the text illustration, I guide the students to discuss: Does Pangu hold the sky with his head up or with his hands? Is the story description wrong or the text description not accurate enough? In fact, it doesn't matter if the students can't discuss the result. It is only through this form that the students can further understand the difficulty of Pangu's creation of heaven and earth.

2. Teaching gains (thoughts).

(1) Grasp the characteristics of fairy tales and start teaching along the main line. How did the legendary Pangu create a beautiful universe? Taking this as the main line, we can feel Pangu's lofty image and great dedication in reading, imagining and experiencing, so as to appreciate the infinite charm of fairy tales and stimulate students' interest in reading fairy tales.

(2) Always adhere to the principle of "focusing on reading", especially the epoch-making process of Pangu and the changes of Pangu's body, which do not require too much analysis and explanation by teachers, but allow students to read their own understanding, feelings and experiences through different forms of reading aloud. Through the students' eloquent reading, Pangu waved an axe to create a tall image of the world.

(3) The design of the small exercise pen is just right. Great changes have taken place in Pangu's body after his fall. Every part of Pangu's body has become a thing of nature. Does this part of Pangu's body have anything to do with what it became? Voice becomes thunder, eyes become sun and moon ... Let students understand that imagination is not fantasy, but reasonable association and imagination. At this time, students are arranged to practice writing-imagine what other parts of Pangu will become except what is described in the article? Students have an imaginary train of thought.

3. Shortcomings (missing).

Retelling the text is an important Chinese skill that fourth-grade students should have. I set this task when I started preparing lessons, and I think it is easy to achieve. As a result, I found that I overestimated the students. They just summarized the story in very simple language and lacked interest in retelling it. This shows that students haven't mastered the tricks of retelling the text, especially the nuances of wonderful fragments, including some key words, which students haven't applied to their own retelling.

4. Improvement measures (thinking).

Teachers should fully grasp the characteristics of the text itself, guide students to think positively, use reasonable opportunities to train students in language and writing, create situations, and let students have questions, time and opportunities to think. No matter what kind of text, teachers should instill less and inspire more; Less lectures, more students thinking and activities, give full play to students' dominant position in learning.

Reflections on the teaching of Pangu Genesis 5 In the teaching of Pangu Genesis, I gave full play to the advantages of the teaching materials and embodied the concept of the new curriculum, which has the following characteristics:

First, the novel way of starting classes makes students full of interest.

With the help of teaching materials, the text was re-created, which caught students' interest from the beginning, introduced fairy tales that students often heard, and let students exchange their collected fairy tales from China. When it is mentioned that people regard Pangu as the "ancestor" of mankind, the students find it particularly interesting, and unconsciously create a fairy palace, which brings the students into the role and enters the study of this class. This creates a teaching situation, stimulates students' interest in learning, and paves the way for the following links. The whole teaching design is interlocking, natural, smooth and creative.

Second, read and write organically, focusing on reading domestic products and reading comprehension.

Highlight the key points of literacy in class and emphasize the teaching of word learning methods. After reading the text for the first time, I organize students to draw new words, read aloud to each other and exchange words. And make use of the phenomenon that some students preview and correct difficult problems in advance to guide students to understand that "learning is expensive, and doubts will advance", and the best way to solve doubts is to read books, learn to think about problems from reading and learn from each other's learning methods. At the same time, according to the characteristics of this class, I wear literacy and writing in every class, and organically insert writing guidance in class to cultivate students' good writing habits. When learning the text, reading is the main task, so that students can understand and comprehend through repeated reading, organize students to explore and understand as a whole, deepen their development, and skillfully break through important and difficult points. In the way of students' learning, we adopt reading domestic products and learn from reading. Integrating literacy, vocabulary learning and reading highlights the practicality of language training and the comprehensiveness of literacy teaching.

Third, independent, interactive and interesting classroom links

When talking about the impression of Pangu, the students expressed their views actively and independently. One of my classmates spoke very specially. He said that Pangu didn't like darkness, but he liked light. When he just woke up, it was dark, but he was not afraid and didn't like it, so it was the beginning of the world that led to the light. Hearing this, I felt a burst of joy. It is really "looking at the peak, the distance is different." Why didn't I think of that? There are so many places worth learning in this fairy tale that I will guide them at once, so that students can understand that no matter how bad things and dark environment we encounter, as long as we dare to break and work hard, our hearts will surely work miracles towards the light, not only Pangu, but also what we will experience in the future. The students nodded in confusion.

At the end of the course, let the students learn to make sentences. The students are full of interest. Some said, "I want to travel all over the southeast and northwest, all over the motherland, so as to see Pangu's limbs." Someone said, "I look at the sun and moon in the sky so that I can see Pangu's eyes." Others said, "I want to stand outside and let the wind blow, so that I can feel the smell of Pangu." When some students say, "I want to have a drink in the river. So you can drink Pangu's blood. " I want to take a bath in the river so that I can play in Pangu's pool of blood. "Everyone thought it was cruel and inappropriate, so I immediately guided the students to think of the polluted river that Pangu's blood turned into, and changed it to" I'm going to pick up garbage in the river, so Pangu's blood will flow all over me. " "I want everyone to protect this river, so that Pangu can do more things for everyone. "

Therefore, I think that in the classroom, we should follow the law of students' psychological development, create a democratic, harmonious, open and energetic classroom, and make students want to speak and dare to speak through teacher-student interaction, so as to answer them, lead their thinking deeper and educate them imperceptibly.

Reflections on the Beginning of the Creation of Pangu Religion 6 This is a myth and legend, which tells the story of a giant named Pangu who started the creation. The article is full of magical imagination, portraying Pangu's majestic and tall image with vivid and accurate language, and praising his spirit of creating the world. The focus of teaching is to guide students to understand the content of Pangu's groundbreaking story, stimulate their interest in reading fairy tales and cultivate their imagination. You can tell this story in your own words after you learn it.

When I was teaching, I firmly grasped the characteristics of fairy tales and asked, "How did the legendary Pangu create a beautiful universe?" Taking teaching as the main line, we can feel the tall image and great spirit of the mythical figure Pangu in reading, imagination and experience, appreciate the infinite charm of fairy tales and stimulate students' interest in reading fairy tales.

Looking back on the teaching process of the whole class, I feel that I am successful in the following points:

1, the topic is concise and lively. Through a connection question, students know that there are many fairy tales in China. Then at one point, they learned one of them today and immediately led to the topic. Then, through the training of reading questions and the guidance of reading words, students initially feel that reading texts should have feelings, and reading questions and words should also have feelings. I think it is helpful to improve students' Chinese literacy if they can train their language expression ability in this way often.

2. In this class, "reading" runs through, reading fully, reading solidly and reading diversified. For example, in the second quarter, the feeling of "wielding an axe" is interpreted through students' own sports feelings; The interpretation of the word "loud noise" when teachers guide reading: "slowly" and "slowly" have given solid guidance in understanding and then expressing.

3, effective cooperation, stimulate imagination, feel the charm of myth. In the lecture "What happened to Pangu after he fell?" I adopted the introduction of teachers and students and read aloud sentence by sentence, creating a relaxed and pleasant reading atmosphere for students. At the same time, I randomly selected the beautiful phrases in this paragraph. Through beautiful reading, I imitated "his, it's done." A word paves the way for knowledge.

But looking at the whole class, there are also many shortcomings:

1, the emotional tone of the article is not well grasped. In the third period of teaching, when I felt Pangu's indomitable image, although I invited a student to demonstrate his movements and tried to arouse the emotions in the students' hearts three times with shocking language, the students just drifted away from the words and failed to walk into the hearts of the characters and share joys and sorrows with them! What are you thinking about? The students' answers are not satisfactory. The reason is probably that I couldn't render this well at the beginning of class, so I asked them: Pangu, standing upright for so long, my feet hurt and my neck is sore, and I'm going to fall down. What will he think at this moment? The students' answers are not satisfactory. The reason is probably that I failed to render the artistic conception at the beginning of the class. Causes the overall emotional tone to get out of control.

2. Leave out the teaching presupposition. In the fourth paragraph of the text, Pangu's body changed greatly after he fell. After the students read the text, I asked, "There is an ellipsis behind the rain and dew. Do you know its secret? " Ask the students to imagine what will happen to Pangu's body under the guidance of ellipsis. Students think and write by themselves first, then say and correct in the group, and finally synthesize a paragraph in order. The students spoke very vividly, but after I finished, there was a link for students to add their own writing to the ellipsis and ask them if the ellipsis could be removed. The purpose is to let students know that everything in the universe can't be written, and it can't be omitted after adding it, but I forgot this link in teaching.

Reflections on Pangu's epoch-making teaching 7 Pangu's epoch-making is a fairy story, telling the story of a giant named Pangu's epoch-making The article is full of magical imagination, portraying Pangu's majestic and tall image with vivid and accurate language, and praising his spirit of creating the world. The focus of teaching is to guide students to understand the content of Pangu's groundbreaking story, stimulate their interest in reading fairy tales and cultivate their imagination.

When I was teaching, I firmly grasped the characteristics of fairy tales and asked, "How did the legendary Pangu create a beautiful universe?" Taking teaching as the main line, in reading, imagination and experience, we can feel the tall image and great spirit of the mythical figure Pangu, appreciate the infinite charm of fairy tales and stimulate students' interest in reading fairy tales.

Looking back on the teaching process of the whole class, I feel that I am successful in the following points:

First, the topic leads to the accumulation of students' life and stimulates students' interest in learning the text.

First of all, I will play cartoons that children are familiar with: The Journey to the West, Little Nezha and Cucumber Baby, so that children can guess the mythical figures such as the Monkey King, Nezha and Cucumber Baby. When they are full of interest, they immediately lead to the topic and stimulate their curiosity and strong thirst for knowledge about the new mythical figure Pangu.

Second, grasp the key points, create scenes and feel the characters.

In this class, "reading instead of speaking" runs through, reading is full and reading is diversified. The second paragraph of the text mainly talks about Pangu's creation of the world. In teaching, I grasp the words "Lun" and "Split" and compare them with "Qu" and "Split", so that students can understand these two words in the text and write more accurately Pangu's hardships and determination to separate heaven and earth. And let students add their own actions when reading aloud, so that students feel that the words are just right. This passage is used in this paper to describe the changes of heaven and earth. "Clear things slowly rise and become the sky; Heavy and turbid things slowly descend and become land. " A lot of antonyms are used, so I ask students to find out through repeated reading and appreciate the beauty of the author's use of these words. I also create certain scenes for students to understand what Pangu did to shape the world. "Head, feet hard to push the ground. The sky rises ten feet every day and the ground sinks ten feet every day. " Teacher introduction: I don't know how many years have passed, and Pangu has become so arrogant. A year passed, and the students continued to study ... A hundred years passed, and the students continued to study ... Ten thousand years passed, and the students continued to study ... As a result, "Pangu was exhausted." Let students feel Pangu's greatness, courage and strength in emotional reading and deepen their understanding of the text.

Third, effective cooperation, stimulate imagination and feel the charm of myth.

In the lecture "What happened to Pangu after he fell?" I adopted the introduction of teachers and students and read aloud sentence by sentence, creating a relaxed and pleasant reading atmosphere for students. At the same time, I randomly selected the beautiful phrases in this paragraph. Through beautiful reading, I imitated "His () became ()" for my classmates in the next link. A word paves the way for knowledge.

But looking at the whole class, there are also many shortcomings:

First, the classroom capacity is too large, and the pace of class is somewhat fast. The whole class begins with the introduction of the new lesson, followed by the preview of the words, followed by the initial reading of the text and the overall perception. Finally, I learned paragraph 1-5 of the text. I learned the whole text in almost one class, and my knowledge capacity is very large. In order to complete the teaching task, I was in a hurry, which delayed the time for reading and "digesting" my children.

Second, when I instruct students to read aloud, although there are demonstrations and passionate introductions, students can also have certain expressive force, but the reading form is relatively simple, mostly reading together, quoting and calling the roll. If there are more reading forms, students' interest may be higher. In addition, I neglected to let students think while reading, and did not combine language and picture imagination well. If we pay attention to guiding students to imagine the scene at that time while reading, and encourage students to read the imaginary pictures in an appropriate tone, the effect may be better. With this measure, it not only helps students internalize the text, but also teaches students the methods and skills of reading aloud.

Pay with your heart, and you will get something. That harvest will make me more confident.