Reflections on the Teaching of Five or Six Chapters of China Gardens

The teaching of gardens in China is often dull because of the lack of context of texts, and students will feel dull when learning. The following is my reflection on the teaching of China Garden Five. Welcome to reading.

The teaching of gardens in China is often dull because of the lack of context of texts, and students will feel dull when learning. In order to solve the problem of children's interest in learning, in the teaching design, we adopted the method of playing games to let children play in schools and middle schools, which basically achieved our expected goal.

Interest is the best teacher, especially for children in the first grade of primary school. The first-grade children just sit and listen to the teacher. After a class, it's good to have ten minutes to concentrate on the class, especially in China gardens, where there is no plot and children often need to remember many things. They are more easily distracted. So when I taught my discovery in the first class, we combined solve riddles on the lanterns, a theme of this unit, and adopted the way of guessing. In the next link, we used the children's competitive psychology to design a game: level one: I found it; The second level: I will recognize it; Level 3: I can read. This design aims to let children play in schools and middle schools and better participate in our classroom teaching. Finally, the play links around the park are designed, so that children can enjoy the fun of "successful introduction" and skillfully review and consolidate the knowledge points of the whole class.

The second lesson "Accumulate over a long period" and the third lesson "Oral Communication" are similar to the first lesson in teaching concept and teaching design. In the actual teaching process, children really like games, which not only shows their strong desire to learn, but also shows their naive and lively side. From this perspective, our teaching design is very consistent with children's personality characteristics, and we have successfully implemented the concept of "learning while playing, learning while playing". For example, in the oral communication "guessing game" class, we designed a link "riddle kingdom", which is a learning link, a self-presentation link and an interesting link. Through the previous games, the students have a general understanding of the basic skills of guessing. At this time, children need to express and show themselves, and the "riddle kingdom" provides such a platform for children.

In the riddle kingdom created by children themselves, they do what they want and say what they want. They are happy for their own happiness and happiness. As a teacher, why not? Teaching links like this can be said to be everywhere in the teaching process of our whole unit, so there are not many examples here.

Looking at the teaching of the whole kindergarten, it is certainly gratifying to be able to entertain and educate. However, the accuracy of the word "music" remains to be discussed in many places. Of course, we will do more research in the future and throw out such lesson examples in order to attract jade. I hope there will be more and better ways to teach our China Landscape Architecture class in the future, and more wonderful China classes will appear before our eyes.

What I should do is the first oral communication class. In teaching, we must master three points:

1, to stimulate students' desire for communication;

2. Develop initial communication skills;

3. Seek differences but not seek common ground, and cultivate various methods to solve problems;

4. Guide communication in life. The teaching process is as follows:

First, create a situation that triggers communication.

The teacher showed a vivid picture: Xiaoming asked for help. Xiao Ming touched his head and said with a smile, "What should I do?" Teachers grasp the simple and helpful psychology of junior children, stimulate their interest in learning, and bring students into the situation of helping Xiaoming find ways to make ideas, thus arousing their desire for communication.

Second, study and communicate around the theme

After taking the students to the situation of helping Xiaoming, let the students look at the pictures and talk first, and then discuss what difficulties Xiaoming meets; Then organize discussion at the same table, communicate in groups of four, and choose friends to communicate. What should Xiaoming do? Then communicate in front of the whole class, and finally evaluate who is the best? In these four communication processes, guide students to use words such as "please, thank you, ok" to express politeness and respect. When a person expresses his opinion, it leads to "Please listen carefully, do you think the same as him?" "Please pay attention. Do you have a better idea? " "After listening, who should we evaluate for the best method?" When guiding communication, we should respect others and learn to listen. When listening, we should concentrate and look at each other with our eyes. Around the theme of what Xiao Ming should do, I learned some preliminary communication skills such as courtesy and respect for others through the communication between teachers and students. At the same time, cultivate the thinking of multiple solutions to one problem. Guide students not to be opinionated in communication, but to listen to other people's opinions.

Third, choose cases and practice communication.

The new curriculum points out that oral communication class is different from "speaking by looking at pictures, listening and speaking training", and its content is designed to attract more attention. Teachers should be the developers of courses, contact with real life, and teach oral communication courses vividly. Therefore, we provide four graphic cases that students often encounter in their lives, introduce students from textbooks into their lives, respect their choices, and let them choose a case for communication. Figure 1: Naughty Tintin always doesn't have an eraser. He borrowed it from me today. What should I do? Figure 2: My mother gave me a dollar to encourage me to do housework. What should I do? Figure 3: When Aunt Wang's house is upstairs watering the flowers, my clothes are always wet. What should I do? Figure 4: It's Dongdong's turn to clean the blackboard today, but he seems to forget it after the first class. He went out shooting with his good friends and saw that the second class was about to begin. What should I do? Let students communicate boldly in a strong communication situation by talking to themselves, sharing at the same table and rehearsing in groups of four. Teachers patrol and find typical communication cases, whether positive or negative, please come up and show them to the whole class to guide them where there are and where there are shortcomings.

Fourth, after-school expansion and life exchange.

It is far from enough to cultivate students' oral communicative competence only in class. It is also necessary to guide students to use the oral communication knowledge learned in class and actively practice it in daily social life. I will first guide my classmates to their own lives, and let them close their eyes and recall the things that have embarrassed you in life. If it was solved by yourself, please introduce how it was done; If it hasn't been solved by now, then bring it up and let the students come together to help you with your ideas and methods, okay? Students will definitely be eager to try. If the way to help Xiao Ming think and four cases are "bricks", then this step is "attracting jade". Finally, at the end of class, I led the whole class to set up an "idea company" amid firecrackers. If students encounter things that can't be solved in life, they can write them down on paper and drop them into the mailbox of "Idea Company". Teachers will use the morning meeting time or class time to organize regular discussions. See which students are the most sociable in life, and we will evaluate him as the general manager of "Idea Company". The establishment of "Idea Company" provides a platform for students to exchange problems encountered in their lives, and closely combines words with life. A large communicative situation is created in the classroom to encourage students to communicate boldly. The purpose is to really cultivate communicative competence.

The exercise class of Unit 5, Grade Three in primary school focuses on instructing students to write about the traditional culture of China. The content of this exercise is very extensive. It is important to guide students to understand traditional culture, help them to open their minds and choose the aspects they are most interested in and familiar with.

Putting down the last composition book, I feel very heavy. The theme of the composition in Unit 5 is to write about the traditional culture in life, which we all find easy to write. But it is such a good subject, and the composition written by students is not satisfactory, so it is rare to write new ideas.

When I first saw this theme, my intuition was easy to write. First of all, students are very interested in festivals. Secondly, we can collect a lot of information about festivals with this theme. Thirdly, what children experience and feel most in their daily life is every festival.

So, I arranged for the children to collect information before class to understand the origin of traditional festivals, paper-cut origami, favorite fairy tales and so on. In the classroom, the children are holding their own prepared materials and talking about every topic they are interested in. They are full of enthusiasm and the classroom atmosphere is very active. Then, according to what the children said, I listed the writing outline:

1. What is your favorite traditional festival and why do you like it?

2. How did this traditional festival come from, or is there any legend?

How does your family celebrate this festival? What do you think of this festival?

After writing the outline, the children all began to write.

This is exactly what I expected, and I can't help secretly happy: I believe the children's composition can be lively and interesting this time.

However, when I finally saw their composition, I knew my expectation was wrong.

Looking back on the teaching process carefully, I was puzzled by the bustling and lively holiday scenes involved in this theme. Those touching legends and stories seem to attract children more than the festival itself. So in their compositions, there are a lot of legends and fairy tales collected by children, but how do they celebrate festivals? There is no scene rendering of your own festival, and there is no detail of your own festival. What can you feel from it?

After reading the children's composition, I found several problems:

1. Every holiday, children will invariably write the theme of "eating", and it is "eating" without "goods";

2. Children's understanding of this festival is mostly limited to "eating", but little is known about other customs of this traditional festival, such as dragon boat racing, planting calamus, enjoying the moon on the Dragon Boat Festival, sweeping dust during the Spring Festival, and lighting lanterns on the Lantern Festival.

The tradition in traditional festivals is gradually lost in our life.

I think there are many reasons:

First of all, with the acceleration of people's pace of life, the enhancement of work pressure, and the gradual deepening of international awareness, people no longer pay so much attention to national traditions, resulting in children's limited understanding of traditional festival culture, and even only because they "eat" something can they know what festival it is;

Secondly, for the guidance of this composition, I was confused by so many myths, stories and various festivals. The purpose of this composition is not only to let children know about our traditional festivals, but more importantly, to describe in detail the third part of the outline, "How did your family spend this festival", to connect the traditional festivals with your real life, and to further feel how the traditional customs in this festival are reflected in your life. It is precisely because of not fully understanding this topic that children are misled when writing.

My heart is heavy. If I can look at this theme more calmly and not be confused by those "disorderly flowers" at that time, if my guidance can be more detailed, what preparations will I make for children to carefully recall their holiday scenes? What do the family do on legal holidays, and how do they do it? What is the most festive feature? ..... Will the written composition be more vivid?

How important is the teacher's teaching responsibility! I think, in the future, we should read more texts, read through the texts, and never ignore every detail.

I teach two sections in Unit 5 of Book 2 of People's Education Edition, one is "I can read"-"People have two treasures" and the other is "exhibition platform"-literacy platform.

"I can read" is reading the children's song "People have Two Treasures". This nursery rhyme tells us that labor and creation can't be separated from hands and brains, and nothing can be done without hands and brains. Only by thinking and practicing, thinking and practicing can we do everything well. When I introduce children's songs, I use the way of guessing riddles, because guessing riddles is the favorite content of children in our class, which can arouse their interest in learning, and the process of guessing riddles is also the process of enlightening them to understand children's songs. It is more natural and effective to understand children's songs by guessing riddles.

Not long ago, I learned the interesting Taiji Biography of the Zodiac with my children. By letting the children show it, the classroom atmosphere can be adjusted in time, and at the same time, it can effectively help students understand that hands and brains are indispensable and guide children to use it skillfully.

In order to help children read new words and pronunciations correctly, I adopt the way of "driving a small train through spelling obstacles", which can not only keep children's attention, but also correct pronunciation in time, laying a good foundation for reading children's songs correctly.

When reading children's songs, I used free reading, men's and women's group reading, six-person single reading, teacher-student cooperation reading, synchronous reading, clapping reading and closing my eyes. The use of various methods makes students read more and more interesting. At the same time, the alternation of individual reading and simultaneous reading not only informs students of their reading situation, but also gives children the opportunity and time to read in time, thus ensuring the reading effect.

The "literacy challenge" is mainly to guide students to pay attention to other textbooks, read while learning, kill two birds with one stone, not only learn knowledge, but also know new words. When introducing topics, I encourage the introduction of positive language in combination with the characteristics of junior children, so that students can always maintain a positive learning mood and participate in a series of competitions with confidence and enthusiasm.

In the first competition, I chose a paragraph from each of the three books of mathematics, music and art for the group competition. When new words form sentences, children can easily read the pronunciation in the context, which can make children taste the taste of success more easily and lay the foundation for the following content. At the same time, I designed a way for children to freely choose the content of reading aloud, so that children can have the experience of "I am the master of learning" and can encourage children to maintain their interest in learning. In the next second game, I played in a way that I could read Flowers and by going up one flight of stairs, and encouraged children to boldly show their literacy achievements.

In the last two links, I designed deskmate cooperation. Cooperation is a very effective learning method, which can not only stimulate students' enthusiasm for literacy, but also promote students to think and summarize their own literacy methods. At the same time, through the way of "you teach me to learn", we can also promote the interaction between deskmates and lay the foundation for future study.

Teaching suggestion

I can read.

1, "I can read" can be a student or a teacher. In the interaction between teachers and students, teachers should play the role of demonstration and guidance, and at the same time encourage students to read aloud actively, thus forming an equal and harmonious teaching atmosphere between teachers and students, and finally achieving "mutual development between teachers and students" and conveying confident information.

2. Effectively adjust the incentive mechanism so that students can hold their heads high and read aloud with confidence.

Presentation-the challenge of reading and writing ability

1, combined with the personality characteristics of children in lower grades, introduces each link in an encouraging and positive way and language, so that students can always maintain a positive learning mood and actively participate in a series of competitions with confidence.

2. Cooperation is a very effective way of learning, which provides students with opportunities and time for cooperative learning. It can not only keep students' interest in learning, but also promote the interaction between deskmates, laying the foundation for the transition from cooperative learning to self-study in the future.

Although "literacy, writing, reading, oral communication and exercises" all have their own "exclusive speed" in the textbooks, it is very obvious that the comprehensive learning arranged in the textbooks of People's Education Press, whether it is literacy, writing, reading, oral communication or exercises, is closely combined with comprehensive learning, making full use of the experiential and practical achievements of comprehensive learning.

It is precisely because students have learned, observed, felt, experienced, realized and communicated in comprehensive learning that students "read" the text, understand it faster and deeper, have something to say in oral communication, have something to write when writing, and their listening, speaking, reading and writing abilities naturally improve.

In order to explain the problem more clearly, I will further explain it in combination with the "oral communication" of unit "Feeling the affection"-"Talking about the love of parents". Children must have learned a lot of touching things. In this oral communication, please use specific examples to talk about your parents' love and how you should love them. Communicate in the group first, and then recommend representatives to communicate in the whole class. You can also invite your parents to communicate together.

Generally speaking, family ties are naturally ubiquitous in the details of life. This "frequency" reduces the sensitivity of students to feel her, so that students often turn a blind eye. The teacher asked the students to talk about their parents' love for them. We have all tried and written compositions, but we found that students' feelings are conceptual, and the cited examples are typed, rough and lack of details, which always makes people feel that they lack a true purity, delicacy, sensitivity and mutual affinity. What the students say and write are similar, empty and false ... the "speaking" in class and the "oral communication" in class become. In order to make "oral communication" flesh and blood, people's education textbook guides students to find and feel this love purposefully through various channels through comprehensive learning, and it is naturally full of affection.

More importantly, in the comprehensive study, there is practical experience of "listening, speaking, reading and writing". When investigating and visiting, for example, to learn about parents' love from relatives and parents, we must "listen" and "speak", which is more effective than the simulation exercise in class; When collecting relevant materials, such as searching for articles describing family ties, you must read them, and the scope of trial reading is wider than that in class. When creating expressions, such as writing a letter to your parents and a poem dedicated to your mother, you must write it, and it is more directional and communicative than in class.

I. My findings

In this session, the teacher shows two groups of "I found" sentences for students to read, and then leads students to find the law of ambiguity through the hints in the text. Then show each sentence and guide the students to understand it separately. After understanding the meaning of the sentence, the teacher will explain the other meanings of "light" and "smoke". Finally, show a set of "flower" sentences. Students can understand through autonomous learning, and the teacher will make a summary to deepen students' impression. The teacher asked the students to accumulate after class and enrich their vocabulary.

Second, accumulate over time.

This link consists of two parts, namely reading and recognition, and reading and reciting.

The reading part begins with reading children's songs, and then finds the characteristics of these words, and then the students go up and write other words with wooden characters next to them. In the process of mastering new words, students read words, read new words alone, read with each other, read by train, read together, etc. , so as to effectively complete the teaching objectives.

Reading by reciting, students reading by reciting, and teachers guiding difficult words such as "pro" and "hui" are conducive to students reading and reciting. Then guide students to understand the meaning of the poem and guide reading and reciting. Students' mastery of this part has also achieved good results.

Third, the exhibition platform

In this session, students will talk about when Mother's Day is and what kind of gifts they want to prepare for their mother. The teacher will guide them. Gifts can be handicrafts, such as greeting cards. After doing it, you can take it to the class for class exchange and sharing. In the process of communication and sharing, it not only enhances students' expression ability, but also correctly guides students' values.

Generally speaking, this class has achieved the preset teaching effect, but there are still some shortcomings, such as: a. When talking about my findings, the teacher demonstrated PPT too quickly and did not give students enough time to think;

After reading the latter part, in the process of understanding the meaning of the poem, the teacher was not sure whether the students' answers were correct or not, and did not make a good evaluation. This is because the teacher presupposes that the students' answers are not complete when writing the lesson plan, so that he is not confident enough to respond to the students' answers.