Reflections on the Chinese teaching of Pony Crossing the River .

"Pony Crossing the River" is the third article in Unit 5 of Volume 2 of Primary Chinese 2, and the learning focus of this unit is "Talk about simple views according to the content of the text". Being able to reconstruct the meaning of text content and have one's own understanding is the basic embodiment of one's reading literacy. Especially under the school's Ronghui education concept, the learning of this unit is very important.

In this lesson, I first used ** to introduce the excitement, then read the new words and words, enter the reading of the story, and complete the learning of the text through free reading, role-based reading, comparative reading, etc. Finally, let the students tell the story and comment through the key words, understand the truth contained in the story, and complete the practice of the basic topic of "Learning and Consolidation" after writing the new words. In short, the whole lesson starts from the learning situation, builds a learning scaffold for students, makes students' learning interesting and interesting, and the classroom has indeed achieved such an effect.

The success of this class lies in the fact that the teaching of this class adopts a variety of methods such as courseware, ** display, scene clip performance, etc., which attracts the attention of students according to the characteristics of second-grade students, stimulates their enthusiasm and interest in learning, and makes the whole classroom atmosphere very active and students highly involved.

When guiding reading aloud, first demonstrate reading aloud and guide students into the situation. Then, let the students read aloud in small groups by role, so that they can practice reading aloud, so that students can feel the truth contained in the story in a pleasant atmosphere. After learning the text, guide students to think.

The students were very active in guiding students to connect with reality and experience the theme of the text.

However, in this lesson, students have less time for personalized reading and communication, and each student's personalized opinion expression is not sufficient, and there is less time for international communication, which is what needs to be improved in the future. In the future, I will prepare more carefully before class, and make more efforts to integrate the teaching content and learning situation.

Teacher Shi's lesson is designed very carefully, and the school's Ronghui education concept is well implemented, whether it is to build a learning scaffold, design learning activities, or complete after-class exercises, it is carefully designed, step by step, to achieve the expected results. Mr. Shi attaches great importance to the study of teaching materials and students, respects the learning situation in the classroom, fully stimulates students' enthusiasm and learning ability, and designs questions that can cause students to think deeply. In particular, when using key words such as "horse shed, willingness, mill", etc., the learning scaffolding of storytelling is set up, so that students can tell stories, tell by themselves, read in group competitions, and show and speak in the whole class.

There is also plenty of time to write, and the goal of writing is solid.