一位怎么写好教学反思？课教学失误怎么办？(3)

Although it was very hectic at the beginning of school, I was fully prepared for the first lesson. The lesson preparation was very detailed and the courseware was also very complete. I hope this lesson will give a good start to the teaching of this semester.

The text is divided into four sections, which are expanded in the order of spring, summer, autumn and winter, and the language of the verse is relatively simple. In the design, I originally wanted to take the steps of slowing down first to let the children understand the reading of children's poems. The first section is completely led by the teacher to learn according to the steps of reading first, then imagining the picture, then imitating sentences, and then reading emotionally. In the second section, learn the method while inducting the learning method, and the third section understands the learning method, and then guides The students come step by step, and the last section is for the students to study by themselves. However, in the course of class implementation, the process is very slow, especially for children to imitate sentences, which seems to be very difficult. From the picture described by the imaginary verse to the imitated sentence, there is a lot of time delay. There is not much time left for the festival. Especially after learning, the students' attention gradually distracted. When the students are expected to follow the steps to study alone in the last section, there is no learning atmosphere at all. Did I overestimate the learning ability of the students, or did the preparatory work not done well? Or did the student not enter the learning state just after school? A total of four short poems, including the complete writing at the end, takes a total of six class hours! Niu speed! Snail speed! If it continues like this, it will take six months to complete the twenty-four texts in a semester!

After the class, I went through the teaching process again in my head. I still haven't stepped out of the upper grade teaching framework to analyze, explain, and practice writing. Reflecting the curriculum standard, in fact, for the low-level Chinese teaching, the requirements are not like this. It only requires emotional reading. The cumbersome analysis not only delays time, but also raises the requirements, and the classroom efficiency is reduced. If I abandon my excessive explanations, give Students should spend more time to read the texts and read them into chanting. The efficiency of classroom teaching must be improved.

"Four Seasons" Teaching Reflection 11

The first grade is the initial stage to regulate students' listening, speaking, reading, and writing abilities. We must make full use of classroom teaching to make students develop good language habits. Therefore, in normal teaching, I require students to listen carefully and be able to listen, and speak complete, simple, and understandable to lay a solid foundation for students' basic language skills.

Before teaching "Four Seasons", I found that this text adopts an anthropomorphic approach, the language is cordial and vivid, and with appropriate pictures, it can inspire the imagination of students, and it is very suitable for students to look at pictures and imitate the text. Oral training in writing and other aspects. So when presetting the teaching session, I interspersed these two activities in the teaching transition. In the reflection after class, I found that these two activities are still very effective.

In teaching, while instructing students to read, while guiding students to look at the pictures carefully, imagine what else the "birds, frogs, grains, and snowmen" in the text illustrations will say? For example, in the first summary of the teaching, Enlighten the children: "The little bird flaps its wings. What else can it say besides saying,'I am spring'?" After thinking a little bit, the children raised their hands, and some said, "Wow! Spring is so beautiful! "It's so red flowers and green grass." "I like spring." "I can finally come out and breathe."... Although the language is concise, it is vivid and interesting.

After finishing the text, I planned to guide the students to imitate the text and write "Four Seasons", but considering the factors of the students' first contact, cognition, age, etc., I changed it to "Talk about the seasons I like." "Which season do you like? Why?" The children communicated very enthusiastically. Some said, "I like summer. Not only can I hear frogs, but I can also hear cicadas. I also went to catch cicadas with my brother. "Some said, "I like autumn, because autumn is a harvest season. There are all kinds of fruits. I like to eat fruits the most." ... After speaking practice, I will guide the students to draw their imagined pictures. Students are interested.丰富。

Insufficiency: Although the teaching of this course can stimulate students' desire to speak and guide students to discuss and communicate, the following problems have also been found:

1、The language of the students in the communication process is not complete and concise. Teachers are required to guide them;

2、I heard that the habit still needs to work hard, not listening carefully to other people's speech, or interjecting when others speak, still need to work hard in details.

3、Individual children do not actively participate in communication. I hope that in the future teaching, activities can be organized more closely to encourage each child to actively carry out oral training.

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