Small Class Safety What to pay attention to in a thunderstorm teaching reflection

Thunderstorm Teaching Reflection Brief Advantages and Disadvantages Ascending Spine is as follows:

First, the advantages. 1. The language is lively and fluent, the voice is fresh and pleasant, the speed of speech is moderate, it gives people a sense of comfort, attractiveness, and the demeanor of a broadcast host.

3. The main and secondary are clear and the focus is highlighted.

4. Pay attention to students, reflect the main position of students, and attach importance to the cultivation of students' abilities.

Second, the shortcomings. 1. There are more presets of analysis before class.

2. The analysis preset chain in classroom learning is less boring, and it should be based on the preset of different learning.

Thunderstorm Canopy Laughing Bend is an article in the second grade of the second grade of the primary school Chinese course standard, the text uses fine and chaotic words, for us to depict the natural scene before, during and after the thunderstorm, so that students can initially feel the changes in the weather and the magic of nature through the study of the text.

Recommendations:

1. Teachers choose the key points of the texts correctly and appropriately; The teaching scaffold is real, and the teaching methods are diverse, such as the shed: the teaching focus: the peculiar method of understanding the tail. When teaching, a variety of methods are used to read texts, observe, fill in, and prompt on boards.

2. The selection of teaching difficulties is in line with the actual situation of students. The breakthrough methods are diverse and appropriate, such as using teachers' explanations and guiding students to observe materials.

Objectives:

1. On the basis of consolidating children's original experience, guide children to understand the hazards of lightning.

2. Cultivate children's awareness of self-protection and master the basic knowledge of preventing lightning damage.

3. Cultivate children's ability to judge things.

4. Be able to tell what kind of safety hazards exist in places that are not easy to play.

Event Preparation:

1. Teachers, students and parents jointly collect information about lightning knowledge in advance.

2. TV**.

3. Scene layout, lightning model, drums, **, etc.

Activity process:

1. Activity introduction.

1. Consolidate and enhance children's existing experience: Boom, what is the sound?

2, the little ears are really spiritual, it's really raining and thundering.

Second, when thunder strikes.

1. Do children know what thunder and lightning look like? What else appears with thunder and lightning? (Invite the children to imitate the sound of thunder and describe the scene of lightning.) )

2. Guide children to be able to express themselves boldly in activities. (The teacher turns on the TV** to help the children understand the process by which lightning is formed when it rains.) )

3. What should we do when it rains and thunders? (Is there a place for us to hide from the rain?)'This? )

4. Children can boldly express their life experience in front of the group (what places can we avoid, and what places must not go?) )

3. Open ** and guide children to observe and discuss, are they doing it right? What should I do?

There are thunderbolts and raindrops on the picture, and a toddler is sheltering from the rain under a tree.

On a thunderstorm, a toddler treads water in an open area.

On a thunderstorm, a toddler watches TV at home.

On a thunderstorm, a toddler is playing **.

1. Guide the children to talk about what we should do when lightning and thunder roar.

2. Inspire children to talk: What are the other dangerous things? What should we do?

4. What should you do when you take your child to experience a rainy day in an outdoor environment?

Situational performance: Rainy day.

Ask two children to play the role of Lei Gong and Lightning Mother, and four children do different behaviors, such as: watching TV, treading water, hitting **, and talking loudly. Ask the audience to tell us about their behavior. What should I do?

5. Extension of activities: "I don't play with electricity", "I don't set off firecrackers", "I don't play with fire", "I don't take medicine casually" and other education, so that children know how to prevent dangerous things from happening, and it is a thing not to do danger on weekdays.

The text "Thunderstorm" uses concise words to describe the natural scene before, during, and after a thunderstorm. The teaching idea of this article is very clear, and it is a text selected by our grinding class.

If you want to prepare for the lesson, you must have a good grasp of the unit objectives. According to the content of the textbook, the theme of this unit is the secret of nature, and the language element of the unit is to extract the main information and understand the main content, so as to achieve the teaching goal. With the unit objectives in mind, on this basis, I carefully studied the textbooks of this lesson, referred to the teaching materials, and actively discussed the first draft of the lesson with the teachers in the group.

On this basis, I redesigned the teaching according to the characteristics of the students in the class, and actively participated in the grinding activities.

The students in our class are more active in thinking, and I pay attention to guiding them when designing. In the classroom, I use multi-class teaching methods, using wind, rain, lightning, thunder and other multi-class sound effects to create a simulated scene before a thunderstorm, so that students can get experience and feelings. It also allows students to enjoy the vivid scenes of various rains to stimulate students' interest in learning.

In teaching, I use a combination of picture reading and text reading to inspire students' imagination and guide students to feel the characteristics of thunderstorms. Dark clouds overhead, the air is dull, tree branches are swinging, and animals are fleeing. The picture sense of the text is very strong, and the word "pressure" is expressively written in the dark clouds, low and heavy.

In class, I asked students to express these verbs with actions to deepen their understanding of the words, and I also asked them to circle and draw what scenes they described while reading. Teaching students to learn how to extract the key words of the Celery Oak is also the focus of this unit. It strives to reflect the teaching method under the new curriculum concept, with a focus on the cultivation of self-directed learning ability.

Combined with after-class exercises, create a situation, and break through the difficulties! Show the text before and after the thunderstorm, **, and let the students talk about the changes in the scenery before and after the thunderstorm in combination with the board book.

In teaching, we attach importance to reading aloud and use various forms of reading aloud to let students gain and experience the joy of learning. In the class, there is a teacher's model reading and a student's demonstration reading, so that students can read with their own understanding and feel the scene in the thunderstorm during the reading. Let the boys and girls come to the competition to read and see who reads the momentum of the rain getting bigger and bigger?

Let students understand the characteristics of thunderstorms that come quickly and go quickly.

In the design of the board book in this lesson, I used the form of stick figures and keywords to show the changes in the scenery before, during and after the thunderstorm, with clear ideas, and at the same time, I also emphasized the importance of extracting keywords again to deepen students' understanding of the content of the text.

Of course, there are also some problems in teaching, such as the evaluation language is not rich enough, the pertinence is not strong enough, and the classroom organization language is still not rigorous enough, etc., which need to be continuously accumulated and honed in the usual class process.