Strolling through the forest of poems, reflection on teaching
The following is an example of a reflection on the teaching of "Walking in the Poem Forest": ** 1. Thematic ** The overall teaching theme was to review ancient poetry. Various forms of review activities were carried out around the ancient poetry in the textbook, which basically complied with the concept of study-centered. Students were allowed to participate in the review and creation of poetry in different activities, focusing on improving students 'mastery and application of ancient poetry. ** 2. Theoretic basis ** From the perspective of the learning theory of structuralism, by letting the students sort the poems according to the pre-learning test list, such as by season, scenic spots, emotions, etc., it would help the students build their own knowledge system of ancient poetry. However, there might be a lack of in-depth application of more relevant learning theories in teaching. For example, the theory of multiple intelligences could better tap the potential of different students in the poetry creation process, but in actual teaching, there was insufficient attention to the individual differences of these students. ** 3. Standard ** 1. ** Target achieved ** - The teaching goal was to create a situation to review, use methods to review, learn to create, and stimulate love to improve quality. Judging from the actual situation in the classroom, the goal was achieved in the classification review and familiarized reading. The students actively participated and achieved the goal of accumulation and consolidation. However, in the goal of using the dynamic and static combination method to create small poems, the guidance to the students did not reach the ideal standard. Some students lacked confidence in their creation, and the effect was not obvious. 2. ** Teaching standards ** - In the connection of the teaching links, there were some cases where the transition language was not clear and did not reach the standard of fluency and naturalness. For example, in the two game segments of the familiar reading and reciting segment, the students were not guided to classify and organize each segment. There was a gap with the previously set standards for classification review. ** 4. System ** 1. ** Thinking from a macro perspective ** - From a macro point of view, the overall teaching process covered review, recitation, creation, expansion and other links. The systematic review of ancient poetry was in line with the general system of ancient poetry teaching. 2. ** Mid View Operation ** - In the middle level of teaching operations, such as group reports, game interactions, and other links, students participated more. However, in the creative link, the guidance of the operation was not detailed enough, resulting in some students not participating in the creation well. 3. ** Microscopic Details ** - In terms of microscopic details, for example, in the classroom interaction segment, the needs of students at different levels were not fully considered. In the challenge segment, the rules for the number of challenges and other rules might not be fully adapted to the learning situation of all students. ** 5. Details ** 1. ** Teaching Language Details ** - Some of the transition words were not remembered clearly, and the expression was flustered and unclear. This reflected the lack of preparation for the teaching details and affected the fluency between the teaching sessions. 2. ** Teaching Guidance Details ** - In the segment of composing poems, the guidance to the students was not in place. They did not pay attention to the specific difficulties that the students might encounter when composing poems, such as how to use the combination of dynamic and static techniques, which led to the lack of confidence in some students. ** 6. Problem Area ** 1. ** Disagreement between teachers and students ** - Teachers 'teaching presuppositions in the creative process were inconsistent with the students' actual creative ability. Teachers might not accurately grasp the students 'starting point, resulting in some students not being able to complete the creative task well. 2. ** Theory and practice are inconsistent ** - In theory, many teaching goals and methods were set, but in practice, such as guiding students to write poems, the teaching methods in theory were not well transformed into effective teaching practice. ** 7. The process ** 1. ** Problem found ** - In the process of teaching, he found some problems such as unclear transition language and poor creative guidance. 2. ** Analyzing the problem ** - The reason why the interlanguage was not clear was because they did not pay enough attention to this part during the lesson preparation process and did not practice it enough. The lack of creative guidance was due to the inaccurate estimation of students 'creative ability and the lack of effective hierarchical teaching strategies. 3. ** Propose hypothesis and verify ** - It was hypothesized that increasing the practice of interlanguage in lesson preparation and using layered teaching to guide writing could improve the teaching effect. This could be verified in subsequent similar teachings. 4. ** Draw conclusions and action plans ** - The conclusion was that there were some aspects of the current teaching that needed to be improved. The plan of action included carefully designing transition language during lesson preparation and practicing it many times; understanding the students 'creative foundation in advance during the creative process, adopting hierarchical teaching, and providing creative guidance from easy to difficult. ** 8. Method ** 1. ** Lacking peer support and reflection ** - In the process of teaching reflection, there was no mention of whether there were peers participating in the observation and providing suggestions. There was a lack of reflection with the help of peers. 2. ** Lacking evidence research to assist reflection ** - There was no evidence, such as the analysis of students 'works or the feedback of students on the teaching process. It was more based on the teachers' subjective feelings. ** 9. In terms of consensus ** 1. ** Internal consensus of the teaching team ** - It didn't show whether he had reached a consensus with the teaching team on the goals, methods, and existing problems of this teaching. For example, on the difficulty of guiding students to write poems, there was no mention of whether he had communicated with other teachers and reached a consensus on the direction of improvement. 2. ** Understanding with the students ** - In the teaching process, it did not fully reflect the students 'understanding of teaching goals and learning difficulties. For example, in the segment of composing poems, it did not fully communicate with the students about the problems they encountered and their expectations. Read more exciting novels for free
Strolling in the white birch forest
The White Birch Forest was a place full of poetry and beauty. Not only did it have natural beauty, but it also contained rich cultural implications. From a natural point of view, the white birch forest had a unique scenery. In the White Birch Forest of the Northern Borderline, everything was golden in color, like an oil painting. The White Birch Forest in Changbai Mountain was even more shocking. Some of the forests were dense and it was even difficult to get into them. Cultured, the white birch forest was related to many works. " Birch Forest " was a popular folk song in Russia, sung by the Liu Bai band. Pu Shu also wrote a song of the same name. This song was originally a folk song of the former Soviet Union. It originated from Ukraine and was inspired by the love story of a soldier and a girl during the Second World War of the Soviet Union. This song won many awards and was covered many times. It also became the opening song of the series " Heartless Mage 2." When strolling through the birch forest, one could feel the unique charm of nature and culture. Whether it was the appreciation of its beautiful scenery or the association of related stories and music, it would bring a unique experience. "Life Like a White Birch" is equally exciting. Everyone is welcome to click and read it!
Reflection on the Teaching Concept
The following are some post-viewing reflections on the possible teaching of "Better After the Sheep": ** 1. Teaching advantages ** 1. ** Realization of goals and methods ** - The main goal of teaching was to understand the story and understand the truth contained in the fable, and this goal was clearly passed on to the students. For example, through the introduction of topics to stimulate interest, explore the meaning of "fables", and use key questions to guide students to understand the content of the story and understand the truth, so that the teaching of goals and methods was solid and effective. - During the learning process, the students would understand the story content and comprehend the truth many times, so that they could better understand and master it. 2. ** Cycle of training ** - In terms of learning new words, it was done many times in context. For example, by reading out the new words in the text as a whole, accurately reading out the new words in specific sentences, and understanding their meanings through inquiry, such repeated cognitive reappearance would help the students master the new words. - In terms of story comprehension and reasoning comprehension, the training was not one-time. Reading stories to understand the psychology of the characters, finding sentences to understand the truth, creating a platform for oral communication to integrate stories and truth, etc. Every time, it deepened and improved. 3. ** Choice and application of learning methods ** - The students were guided to read the story by asking questions such as "What are the reasons why the sheep breeder lost the sheep twice". Through the cooperation between students and teachers and the communication between teachers and students, the students could understand the story and understand the meaning, which effectively reflected the "process and method" in the three-dimensional goal. ** 2. Insufficient teaching ** 1. ** Group Discussion Questions ** - The questions used as entry points were sometimes too simple. Group discussion questions such as finding out why the sheep breeder lost the sheep twice might lack sufficient discussion value, resulting in a meaningless group discussion. 2. ** Not enough attention to details ** - Some details of students 'performance might be overlooked in class. For example, if a student's pronunciation of a new word was not correct in time, or if a student said an idiom that he did not understand vaguely, these would have a certain impact on the student's learning, indicating that the teacher needed to pay more attention to details in the teaching, listen carefully to the student's feedback, and point out the problem in time. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on Mathematics Teaching
The following are some possible reflections on the fifth grade mathematics teaching of the People's Education Press: ** 1. Number and algebra ** 1. ** Elements and Multipliers ** - As for the teaching of the concepts of factor and multiple, students might have difficulties in understanding the concept of " In integral division, if the quotient is an integral number without a remainder, the dividends are the multiple of the dividends, and the dividends are the factors of the dividends." Teachers needed more examples to help students understand. For example, through specific integral division formulas, such as 12 div3 = 4, it was explained that 12 was a multiple of 3, and 3 was a factor of 12. - When teaching the features of 2, 5, and 3, although the rules were relatively clear, students might be confused when using these features to solve complex problems. For example, to determine whether a large number is a multiple of 2, 3, or 5 at the same time, teachers need to strengthen the teaching of the connections and differences between different characteristics. - The concepts of prime numbers and composite numbers were more abstract, and students might find it difficult to distinguish the relationship between prime numbers, composite numbers, and 1. The teacher had to guide the students to understand these concepts from the perspective of the number of factors, and let the students list the prime numbers and composite numbers within a certain range to deepen their memory. 2. ** The meaning and nature of scores, addition and deduction of scores ** - The meaning of a score was a difficult problem for students. Take a whole as a unit " 1 ", then divide the unit " 1 " evenly into a number of parts. The number that represented such a part or parts was the score. Teachers could use more physical demonstration or graphic display in teaching, such as taking a circle or a rectangular as the unit " 1 ", and then dividing it to represent the score, helping students understand the meaning of the score from intuitive to abstract. - In the teaching of fraction addition and substitution, students were prone to making mistakes in addition and substitution of different decimators, especially in the process of general fraction. Teachers needed to emphasize that the basis of general scores was the basic nature of scores, and through a large number of exercises, students should be familiar with the methods of general scores and reduction scores to improve the accuracy of the calculation of scores. ** 2. Spatial and graphic aspects ** 1. ** Observing objects ** - Students might find it hard to imagine different shapes when they put together a geometric object according to the shape seen from one direction. The teacher could let the students use the small cubes to observe from different angles, so as to cultivate the students 'spatial imagination and concept. 2. ** Cuboids and cubes ** - When teaching the characteristics of cuboids and cubes, students might not have a deep understanding of the concepts of edges, surfaces, and vertexes. Teachers could use physical models to let students count the number of edges and faces, measure the length of the edges, and better grasp the characteristics of cuboids and cubes. - As for the derivation and application of the formulas for the volume and surface area of cuboids and cubes, students might not be able to correctly judge whether to calculate the volume or the surface area when solving practical problems, or make calculation errors when using the formulas. Teachers should strengthen the analysis of practical problems, guide students to correctly distinguish the concept of volume and surface area, and carry out more targeted exercises. ** 3. In terms of statistics ** When teaching single-line and double-line charts, students might have problems reading the data in the chart, analyzing the trend of the data, and making predictions based on the chart. Teachers could ask students to collect data and create a line chart by themselves. In this process, they could understand the elements and significance of the chart and improve their ability to analyze and interpret the data. ** 4. Comprehensive applications ** In the comprehensive application of mathematics activities, students might not have a clear division of labor and lack the spirit of cooperation when working in a group. Or when solving practical problems, they could not effectively apply the mathematical knowledge they had learned to practical situations. Teachers should clarify the rules of group division before the activity, strengthen guidance during the activity, help students connect mathematical knowledge with practical problems, and improve students 'mathematical application ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The teaching reflection of this class
The following is a reflection on the teaching of Gudong: - ** From the perspective of early childhood education: - In terms of goal setting, in order to meet the language learning needs of young children, the goal was to "learn to talk about stories and use expressions and actions to act boldly". Through the introduction of expression pictures, the protagonist's expression was drawn out. During the narration, the children were asked to perform expressions and actions on the basis of learning dialogue to assist the children's language expression. For example, when encountering a Long-Haired Lion, let the children imagine its expression and feel the meaning of the story. This method made the child's language learning more lively and interesting. When guiding the child to guess the reaction of the Long-haired Lion, the child actively discussed and even debated. With the help of the teacher, the child learned to refute the other party's reasons, which was conducive to the development of the child's thinking. - ** From the perspective of junior education **: - ** Introduction segment **: Grasp the age characteristics of the younger students who like to play, and introduce the text by imitating the sounds of nature and making a "gudong" sound. Set suspense, stimulate learning interest, and create reading expectations. - ** Word Teaching **: For situations where there are few new words, focus on reading the four difficult sentences in the text. Put forward different reading requirements for the four sentences, such as reading out the feeling of "running away", reading the tone words accurately, and reading the pauses according to the punctuations to prepare for reading. - ** Text Reading Stage **: - ** Reading aloud training **: Through reading aloud, the students will think about the behavior and words of the small animals after hearing the "gudong" sound. They will grasp the key points and guide the students to read aloud. For example, let the small animals read out the panic and nervousness of the words. They will read the text repeatedly to taste the text, mobilize the students 'enthusiasm and initiative, and improve their ability to understand and use the language. - ** Character evaluation **: Use the "role evaluation" method to arrange the role performance after the students read the animal's cry. After the performance, conduct an on-site interview to let the students understand the role and feel the blind and ridiculous nature of the animal again. Deepen the understanding of the text and make the mental factors internalize and sublimate. - Grasp the key words: Guide the students to grasp the key words such as "follow, run, and call" to understand the content of the text and understand the funny things about small animals. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on Shadow Teaching
The following is an example of a teaching process based on Shadow: ** 1. Introduction Stage ** 1. Guessing Puzzles - "Each of us has a particularly good friend. Can you guess?" I have a good friend who often follows me. One moment it was in front, the next moment it was behind. Talk to it, but it won't open its mouth." Guide the students to think about the mystery of the shadow and stimulate their interest. 2. Pronunciation Guide - He emphasized that "shadow" was a nasal sound, and "child" was a soft sound, so as to prepare for the subsequent reading. ** 2. Read aloud and learn ** 1. Read it correctly - He divided the sections and numbered them, then began to read the children's song. - The teacher will follow and the students will follow. Pay attention to the soft pronunciation, such as the pronunciation of words such as "follow"(follow, accompany),"friend"(good friend), etc. 2. Feel the fun - Find the position of the shadow: Guide the students to identify the shadow in different directions according to the description in the text. - Learning to read in real life-"left and right" distinction: Through living examples, such as "rice bowl is a tool, hold it in your left hand; hold chopsticks in your right hand and send the rice into your mouth", let the students understand the concept of left and right, and clearly explain that the identity of the child in the picture should be used to determine whose left and right shadow is. - Directions in the game-"Direction Challenge Game": Students were asked to determine the direction from different angles. For example, from everyone's point of view, which row of children was on the left, find a specific character "Wang Hong", and tell them who was sitting in the classroom, so as to deepen their understanding of the direction. - [Emotional Reading: Ask the students to read the text with curiosity and love for the shadow.] 3. Hand Shadow Game - Explain the relationship between shadow, light, and hand. For example, if the light is above, the shadow is below; if the light is in front, the shadow is behind; if the light is on the left, the shadow is on the right. You can adjust the distance between the light and the hand to change the size of the hand shadow, so that students can directly feel the principle of the formation of the shadow. ** 3. Teaching of literacy (if there is a separate literacy segment)** 1. Reading new words - Show the new words, such as "Zai, Zuo, Qian, Gan, Hei, Chang, Ta, You, Peng, Gou, Ying, Zhe" and so on, add the Pinyin, let the students read. 2. Distinguish and analyze homonyms - Distinguish the homonyms such as "it, she, he" and let the students master the usage by filling in the sentences. 3. radical teaching - Explain the characters with a top-down structure, such as "black"(the bottom four dots),"it"(the top Baogaitou), and the characters with a left-right structure, such as "good"(next to the female character),"friend"(next to the moon character), etc., to help the students remember the characters. 4. Explanation of pictophonetic characters - Take "Ying"(composed of Jing + Sanli, Jing refers to various scenery, Sanli represents the shadow of the scenery) and "Dog"(composed of anti-dog side and sentence, anti-dog side refers to reptiles like dogs, sentence represents the sound of dogs barking) as examples to explain the characteristics of the meaning of the side of the pictophonetic character. ** 4. Understand the content of the text ** 1. Learning the First Section - The students were guided to observe the pictures in the text and think about what the children were doing in the pictures. Which direction was the sun in front of the children and which direction was the shadow in front of the children? - Ask the students to think, such as how the child walks, the shadow will walk in front of him (back to the sun), and from the text, which sentence can tell that the child is very happy (the shadow often follows me, like a small black dog). Guide the students to experience the child's love for the shadow. The teacher will read the relevant sentences, and the students will follow and practice freely. 2. Learning the Second Section - The students were asked to read the second section, and the other students would evaluate it. - The students were also guided to look at the picture and tell the relationship between the sun and the shadow. For example, the sun was on the child's left and the shadow was on the child's right. They also thought about how the child would walk and the shadow would be on his left (the child walked back). - From the text, which sentence can be seen that the child regards the shadow as his good friend (the shadow often accompanies me, it is my good friend)? ** 5. Guide writing ** 1. For the new characters that need to be written, such as "in" and "behind", explain their structure, such as the upper left encircling structure, and then practice writing in the air. After emphasizing the writing posture, let the students practice writing. 2. In the following lessons, he would learn new strokes such as slanted hooks, practice writing in the air, and adjust his sitting posture before writing new words. ** Teaching Reflection: ** 1. ** Strengths ** - ** Interesting Introduction **: The introduction of riddles can quickly attract the students 'attention and stimulate their interest in the subject of shadows, creating a positive learning atmosphere for the entire class. - ** Combination of various teaching methods **: In the teaching of literacy, many methods such as recognizing new words, identifying homonyms, radical teaching, and explanation of pictophonetic words are used to help students understand and remember new words from different angles and improve the efficiency of literacy. - ** Connecting to reality **: When distinguishing between left and right directions, students can use examples in real life, such as the hands holding chopsticks and holding bowls when eating, as well as activities such as finding their classmates in the classroom to make the abstract concept of direction more intuitive and easier to understand. This will help students apply their knowledge to real life. - ** Visual demonstration to help understanding **: The hand-shadow game segment, through the demonstration of the relationship between light, hand, and shadow, intuitively shows the principle of shadow formation, allowing students to understand the relationship between shadow and light in an interesting way, deepening the understanding of the content of the text. 2. ** Inadequacies and improvements ** - ** Not enough attention to individuals **: In class, due to time constraints, more attention was paid to the reaction and participation of the students as a whole. Individual students with learning difficulties might not be given enough individual guidance. In the future, group studies or individual tutoring sessions could be arranged to ensure that every student could keep up with the teaching progress. - ** In-depth excavation **: The excavation of the subject of the text can be more in-depth. In addition to letting the students understand the relationship between shadows and people and the concept of location, it can also guide the students to think about the significance of shadows in culture and art, such as shadow play, to expand the depth and breadth of the students 'thinking. - ** Reading instructions can be detailed **: Although reading instructions have been provided, some reading skills, such as stress and intonation, can be more detailed. For example, when reading "The shadow often follows me, just like a little black dog," he could further guide the students to emphasize words such as "often" and "little black dog" to better express their emotions. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Strolling through the forest of seedlings and white birches
Hemu White Birch Forest is located in Hemu Village (Hemu Scenic Area), Hemu Hanas Mongol Village, Burqin County, Xinjiang Uygur Autonomous Region. It can be reached by crossing Hemu Bridge. The white birch trees here grew wild. In the golden autumn, the white birch forest was like a golden ocean. The leaves all over the mountains and plains turned golden. When the yellow leaves fell, it was as if he was in a fairyland where white and yellow blended together. The White Birch Forest, Hemu Village, and Hemu River formed a beautiful picture. Most of the houses in Hemu Village were small wooden houses that were well-arranged, retaining the traditional architectural style. The Hemu River was clear and blue, flowing beside the village like a jade belt. The white birch forest surrounded the village, and the secondary white birch forest on the mountain ridge was neat and uniform, like a green ocean, adding a mysterious and romantic atmosphere to Hemu Village. Strolling in the white birch forest, the green grass was under his feet. The forest was filled with a quiet atmosphere, and the surroundings were silent. The white trunks of the white birch trees were white and slender. The white trunks were dotted with mottled black or gray, making them look even more elegant and clean. The slender trunks and unique charm were different from the small poplars and shrubs. Strolling here would make people feel peaceful and beautiful. It was the best place to take photos and relax their minds, enjoying the gifts of nature. "Life Like a White Birch" is equally exciting. Everyone is welcome to click and read it!
White Birch Forest Strolling on the Price of Houses
From 2021 to 2022, the house price of the White Birch Forest Walk fluctuated. In December 2021, the house price was 12773 yuan/square meter, and in December 2022, the house price was 19800 yuan/square meter. From August to December 2023, the house price stabilized at 13000 yuan/square meter. From January to November 2024, the house price was also stable at 13000 yuan/square meter. "Life Like a White Birch" is equally exciting. Everyone is welcome to click and read it!
Reflection on teaching under the tree
We can draw the following conclusion: The reflection of teaching under the tree is about the reflection and summary of art teaching. During the teaching process, the teacher mentioned the children's love of doodling, as well as their lack of drawing skills and self-discipline. Teachers believed that correct concepts and appropriate guidance were the key to stimulating children's interest in art activities. In addition, the teacher also mentioned encouraging children to draw while talking to express their feelings. However, the specific teaching reflection content was not found in the search results provided.
Reflection on Continuous Subtraction Teaching
The following is a possible reflection on the teaching of continuous substitution: ** I. Teaching of calculation methods and students 'mastery of them ** 1. ** Calculation accuracy and speed ** - When teaching continuous substitution, it was similar to abdicating within 20. Some students might have problems with slow calculation speed or insufficient accuracy. For example, for a three-digit substitution with continuous abdication, like 435 - 276, students might make calculation errors during the calculation process due to the complexity of abdication. This might be because they didn't have a good understanding of the calculation of abdication. For example, if 5 minus 6 wasn't enough, they had to retreat from 10 to 10, add it to the single digits, and then subtract. If 2 minus 7 wasn't enough, they had to retreat from 100 to 10. This series of calculations was not well understood, resulting in confusion. - In the teaching, although conventional methods such as vertical calculation were taught, some students might still be used to calculating in their own way. For example, there might be situations like counting fingers in the abdication of the number within 20. This reflected that the teaching method might not be fully adapted to the learning habits of all students. It was necessary to further explore how to guide students to master more efficient and accurate calculation methods. 2. ** The application of different calculation methods ** - There might be many calculation methods for continuous substitution. For example, for three-digit substitution, in addition to vertical calculation, students might also be guided to use methods such as number decomposition to calculate. However, during the teaching process, it might be found that students 'acceptance of different methods was different. Some students might prefer the more intuitive method of vertical calculation, but they might have difficulty understanding and applying other methods. This required thinking about how to balance the teaching of multiple calculation methods so that students could choose the appropriate method according to different topic situations. ** 2. Students 'performance in solving problems ** 1. ** Comprehension of the question ** - Students might not be able to understand the meaning of the questions in the application questions involving continuous substitution. For example, in a continuous deduction application question written according to some actual scenarios, such as the number of crops planted, the number of insects, etc., the student might have difficulty accurately determining which numbers have a deduction relationship, and thus list the wrong calculations. This might be because there was too much information in the questions, and students lacked the ability to extract key mathematical information from complex information. 2. ** Judgement of operational relationships ** - When students were solving problems, they would sometimes confuse the relationship between addition and substitution. For example, in some questions that required continuous deduction to get the answer, addition might be used incorrectly. This reflected that the students did not have a deep understanding of the significance of deduction in practical problems. They needed to strengthen it through more examples in teaching. ** 3. Other problems in the teaching process ** 1. ** Thought Guidance ** - When he was teaching the continuous deduction, he might not have fully explored the depth of the students 'thinking. For example, when guiding students to discover the rules in the continuous deduction formula, they might only be limited to the conventional observation direction, such as calculating from left to right in order. They were not guided to observe and think from different angles, such as the difference law between numbers and the change law of numbers on the digits, which was not conducive to cultivating students 'scattered thinking. 2. ** Use of teaching tools and resources ** - In the teaching process, the use of teaching aids (such as counters) or multi-media resources (such as coursewares) may not be sufficient or reasonable. For example, when explaining the continuous abdication process, the counter could have shown the abdication process very well, but it might not have played its full role in teaching, causing some students to have difficulty understanding the abstract concept of abdication. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Reflection on the teaching of the first grade
The following are some reflections on the teaching of Sun and Moon in the first grade: ** 1. Success ** #(I) Arousing Learning Interested 1. ** Interesting import ** - Using the childlike language situation to guide the teaching of Sun, Moon, Water, Fire could capture the attention of the first-year students and stimulate their interest in learning pictographic characters. 2. ** Multi-media and teaching aid application ** - In the teaching of "Sun, Moon, Water, Fire", the abstract Chinese characters were combined with visual images with the help of multi-media (such as teaching materials to show the evolution of Chinese characters) and new character cards. For example, by letting the students watch the animation of the evolution of "sun, moon, water, fire" from the actual object to the oracle bone script and then to the current Chinese characters, it helped them understand the evolution process of Chinese characters. This not only resolved the difficulty of understanding the concept of pictographs, but also increased the students 'interest in learning. - In the teaching of Sun Moon Lake, they used image resources (such as aerial photos of Sun Moon Lake), melodious music, and even the teacher's infectious language to create a situation to guide the students to enter the realm, appreciate the beautiful scenery, and read the text. This kind of multi-sensory stimulation helped to maintain the students 'interest in learning and let them better understand the content of the text. #(II) Teaching literacy 1. ** Stratified Teaching ** - In the teaching of "Sun, Moon, Water, Fire", considering the differences in the students 'understanding of the Chinese characters of "Sun, Moon, Water, Fire"(most of the students already knew the characters, but they were unfamiliar with the concept of pictograms), they adopted a hierarchical teaching method. First, through the animation, the students could understand the evolution of Chinese characters as a whole, and then gradually let the students explore the characteristics of pictographs in cooperation. This would not only meet the learning needs of students at different levels, but also allow students to understand pictographs in depth. 2. ** Combination of multiple literacy methods ** - In the teaching of [Sun, Moon, Water, Fire], he used many ways to read. For example, he guided the students to relate their life experiences and tell them where they had seen the words "sun, moon, water, fire, mountain, stone, field". He also asked the students who knew how to read them to teach them how to read. This method enriched the way of reading and improved the effect of reading. #(3) Ability and Habit Cultivation 1. ** Cultivating study habits ** - In the teaching, they paid attention to cultivating good learning habits of the lower grade students. For example, in the teaching of "Sun, Moon, Water, Fire" and "Sun and Moon Lake," they paid attention to cultivating the students 'habits of listening carefully, thinking actively, observing carefully, and writing seriously. 2. ** Multiple abilities improved ** - In the teaching of "Sun, Moon, Water, Fire", by asking the students to describe "What is the sun like?" "What does the moon look like?" The questions trained the students 'language skills. At the same time, the group learning method also cultivates the students 'group cooperation ability, imagination ability and the ability to accumulate words. In Sun Moon Lake, the students 'reading comprehension ability was improved through reading the text. ** 2. Inadequacies ** #(I) Teaching Method 1. ** Single Practice Form ** - In the teaching of Sun, Moon, Water, Fire, the practice methods were not diverse and interesting enough. They needed to be improved to better adapt to the learning characteristics of first-year students. 2. ** Control the teaching rhythm ** - In the teaching of Sun and Moon, there were some shortcomings in the teacher's cadence and speed adjustment, which affected the students 'acceptance of knowledge. For example, speaking too fast or speaking in a flat tone when explaining knowledge might cause the students to not be able to hear or understand the content. 3. ** Not enough evaluation and motivation ** - In the teaching of [Sun, Moon, Water, Fire], the timely and appropriate evaluation of the students was not done properly, and the self-confidence and curiosity of every student were not fully protected. Students should be given more positive feedback in class to encourage them to participate in learning better. 4. ** Not enough time for writing practice ** - In the teaching of [Sun, Moon, Water, Fire], there was not enough time for students to practice writing in class. The emphasis on the key strokes and the practice of writing were not enough, which was not conducive to students writing Chinese characters well. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>