Reflection on where is the teaching of the second grade language fog

"The Fog is In**".Reflection on teaching

The text "Fog in **" depicts Fog as a mischievous child playing hide and seek, he hides the sea, the sky, the sun, the coast, the city, etc., and in the end there is nothing left to hide, and he hides himself naughtily.

The purpose of this article is to guide students to experience foggy weather and the natural phenomenon of fog.

Be interested in understanding the characteristics of fog dispersion. In the process of teaching the first lesson, I focus on the students' learning ability.

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1. Reading-oriented, reading comprehension.

For students in the lower grades, "reading" plays an important role in understanding language and feeling emotions. In classroom teaching, students are guided to adopt different forms of reading, so that students can experience the naughtiness of fog and feel the naughtiness of fog in reading. In this way, students not only understand the text while reading, but also cultivate students' interest and habit of reading.

2. Literacy with the text, accumulation and consolidation.

In teaching, students are no longer taught words individually, but are literate with the text when teaching paragraphs, using context to understand words and help them accumulate. At the same time, different literacy methods are used to help students become literate.

3. Reasonable imagination and contact to speak.

What else is hidden in the fog" is set up to let students imagine and stimulate students' creative thinking, which not only cultivates students' imagination, but also exercises students' language expression skills, cultivates students' sense of language, and lays the foundation for future assignments.

There are also many areas that need to be improved in this lesson, the attention to students is not wide enough, and the teaching of new words is not solid enough, and I will continue to improve the teaching methods in the future.

In order to achieve better results.

Fog in ** teaching reflection short has:

First, the advantages:

1. In the teaching of this lesson, I focus on allowing students to learn independently, read through the text, draw key sentences according to the requirements, and understand the scene when the fog lifts up in the article and the scene after the fog dissipates through imagination and personal experience in real life.

2. In the process of reading the text aloud, students should be guided to initially understand the use of some words, such as "together" and "even".

2. Deficiencies:

This is the first time for students to come into contact with literary styles such as fables, which may be a little unfamiliar, and there is a certain degree of difficulty in understanding the allegory, although I am mainly reading in the whole teaching, and comprehend the ideological connotation of the text in reading, but I still lead the students away, and do not really let the students be the masters of the classroom, which is also the place where the classroom needs to be paid attention to in the future.

3. Improvement measures:

In my future teaching, I will be creative and design lively and diverse teaching methods to consolidate literacy through games, activities, and language environments. Pay attention to correct students' writing posture and cultivate good writing habits. Pay attention to the connection between the content of each group of textbooks, grasp the content of the textbooks as a whole, design teaching plans, creatively eliminate the stools and use the textbooks, and strive to make your own Chinese classroom more dynamic.

Fog in ** Teaching Reflection is as follows:

The author of this text uses anthropomorphic techniques to vividly show the familiar natural phenomenon of "fog" in front of children's eyes in vivid and interesting language.

Therefore, in my teaching, I mainly design around the fog "naughty" and "hidden". Grasp the "naughty" fog and what the fog "hides" and other questions, and guide students to use different forms to read aloud. Let students think while reading, understand while reading, and deepen their understanding of the text while reading.

1. Strive to be down-to-earth in reading aloud training.

Chinese learning is "reading-oriented" and "experience while reading". For students in the lower grades, "reading" is even more important, which plays a role in cultivating the ability to understand language, feel the emotions of characters, and gradually master the skills of reading aloud.

In class, I took the five sentences of "Fog" as the focus of reading aloud, experienced the naughtiness of "Fog" through multiple forms of reading, made full use of individual students' demonstration reading to infect other students, and naturally showed the characteristics of "naughty" when reading again. In addition, a lot of time is spent on reading texts aloud, cultivating students' interest and habit of reading, understanding on the basis of familiarity, and communicating more closely with texts.

Second, the language training should be down-to-earth.

Guiding students to find the language in the text, freely choosing the content to practice speaking, giving students the initiative to learn, and internalizing the language of the text into the students' own language, cultivating a sense of language.

According to the text, imagining and practicing speaking is also an important part of language training, because there is **, students have something to say, because there is a foreshadowing of sentence training, students' language expression is also very fluent, and even students with weaker abilities have the enthusiasm to speak. The classroom is no longer a classroom for a few students, and students are more active and active in learning.