Reflections on the teaching of first-grade Chinese "Chinese Garden Six"

As a teacher who has just joined the job, teaching is one of our jobs. We can record the teaching skills we have learned in our teaching reflections. How to write teaching reflections to be more effective?

Below are the teaching reflections of the first-grade Chinese language "Chinese Garden Six" (selected 10 articles) that I have collected and compiled for your reference. I hope it can help friends in need.

Reflection on the Teaching of the First-Grade Chinese "Chinese Garden Six" 1 The design content of "Chinese Garden Six" is relatively rich. It not only focuses on the training of words and sentences, but also on accumulation and reading. It also focuses on guiding students to understand Chinese characters in life and learn

Chinese language highlights the close connection between Chinese language and life.

In order to make boring Chinese learning lively and interesting, the teaching of this course pays special attention to stimulating interest.

The entire teaching design is based on the situation of visiting the Chinese language paradise. Multimedia courseware and vivid and interesting game activities are used to mobilize students' learning enthusiasm, so that the teaching effect is twice the result with half the effort.

At the same time, it pays attention to the cultivation of Chinese learning habits and learning abilities, broadening the scope of Chinese learning. After completing the study of this course, students can draw inferences from one example, acquire more knowledge, and enhance their awareness of active Chinese learning.

Reflection on the teaching of first-grade Chinese "Chinese Garden 6" Part 2 Chinese teaching should not only extend Chinese from the "classroom" to students' lives, but also touch the students' hearts and let them express their feelings.

When students have the impulse of life and the passion for creation, then the classroom will naturally become a spiritual paradise for them to stimulate their emotions and have spiritual dialogue.

For example, the design "I am an excellent commentator": let the students who prepared the "June 1" photos in advance show the photos to everyone and introduce the scene at that time, so that everyone can share his happiness.

"Comparing who is the fastest" allows students to look up words in the dictionary using the phonetic sequence method.

After all the students have learned it, start a competition to see who is the fastest.

Students who have learned the phonetic word search method can be allowed to demonstrate first. First, it creates a stage for them to show their abilities and experience the joy of success. Second, it allows them to experience the role of a little teacher, allowing them to introduce the word search method and teach their classmates.

Look up words.

With this design, students can capture relevant information from the text and then add their own life experiences and feelings.

Such teaching links are full of sensibility, mobilizing students' life accumulation, mobilizing students' intuition, feelings, imagination, and emotions, so that students can comprehend the text, improve their personality, pay attention to their lifestyle, and develop harmoniously through perceptual learning.

The fundamental task of education should be to "promote the development of students." Without the development of students' subjectivity, education will lose its support and vitality. Each of our educators should start from the students' personality, cultivate students' independent personality, and develop students' personality.

talents, so that students can grow healthily along the trajectory of all-round development.

Suhomlinsky once had a very wonderful metaphor: We should carefully protect the young minds of students just like dewdrops on a lotus leaf.

This kind of protection is a kind of education.

In classroom teaching, encouraging language should be used to allow students to express their own opinions, allowing students to be unique, question at any time, and retain their opinions, so that every class can become a stage for students to display their talents and allow students to fully display their personalities.

The answer is not the only one, Chinese teaching is wonderful.

First-grade Chinese "Chinese Garden Six" Teaching Reflection Chapter 3 This lesson was designed by Teacher Lin based on the teaching concept of the new curriculum standard of "emphasis on discovery, emphasis on cooperative exploration, emphasis on accumulation, and emphasis on interest", which is mainly reflected in

The following aspects: (1) Create situations to stimulate learning initiative.

Li Jilin's situational teaching method is explained as follows: "In view of children's variable psychological characteristics that contain learning initiative and may disappear, children are brought into the situation, and the learning motivation is stimulated in the fun of inquiry, and in a continuous manner.

"Teacher Lin's class is in line with this concept and uses multimedia images to create an interesting language garden. With the appearance of the Shanghai World Expo mascot "Hai Bao", the children's eyes brighten.

, attracted the children's attention, stimulated the children's curiosity, and then asked the children to pass the level. Finally, after the children successfully passed the level, they were given gifts: pictures of the Expo pavilions.

The two parts of "My Discovery" and "Accumulation Over Time" are independent of each other and not closely related. This design can organically combine them for teaching.

I feel that if the voice-over motivational words of "Hai Bao" are played after each successful challenge, instead of the teacher doing all the talking, students may enjoy being praised more, allowing students to devote themselves to learning easily and happily.

You can also give each link a name, such as: "Garden of Duplicate Ci" (my discovery), "Garden of Delicious Food" (read and recognize), "Twin Brothers Garden" (I can fill in), "Reciting

Poetry Garden".

This is also a form of situation creation. These situations are novel and in line with the lively and curious psychology of second-grade children. They can make children full of interest in learning and unknowingly enter the game to learn actively.

(2) Encourage students to explore and discover, guide students to accumulate and apply, highlight key points, and break through difficulties.