Reflections on thunderstorm teaching in primary schools
Thunderstorm is an article in the second volume of the second grade of the Chinese curriculum standard for primary schools. The text describes the natural scenes before, during and after the thunderstorm with refined words, so that students can feel the change of weather and the magic of nature by learning the text.
Second, the teaching process
1, guess riddles to stimulate interest and reveal topics
Because the text is a simple landscape writing article, it is boring for children at a young age, so when introducing the text, choose riddles to stimulate interest and attract children's interest. Let students quickly integrate into the text.
2. Read the text as a whole, divide the content and analyze it at different levels.
First of all, let the children read the text and read the text with questions. In this way, students can read and think purposefully when reading.
By reading aloud, students can quickly divide the text into three parts, namely "before the thunderstorm, during the thunderstorm and after the thunderstorm" described in chronological order. When learning the first part of thunderstorm, students can think while reading and imagine the scene before thunderstorm according to the words. In this paper, the scenery before the thunderstorm described by the author is circled, and then the characteristics of the scenery before the thunderstorm are analyzed one by one. Focus on understanding the words such as "pressure", "hanging" and "escape" and experience the feeling of sultry and fear before the thunderstorm.
When learning the part "After Thunderstorm", let the students read the text freely and talk about what they know by reading aloud. The students studied hard and found all the scenery after the thunderstorm described in the text. On the basis of students' understanding of the text, ask, "What words do you think are good for this part of the text? Why? " This is actually to guide students to grasp the key words and understand the content of the text. In this way, students' interest is very high, and they raise their hands to speak and express their unique opinions. Someone said, "I think the word' line' is well used. This word makes us feel that the rainbow hangs in the sky like a colorful ribbon, which is very beautiful. " Others said: "I think the word' sit' is well used. It's very comfortable and happy to sit. This word makes me feel that spiders are very relaxed and comfortable. In this class, I pay attention to cultivating students' language training ability. Use "more and more?" Expand sentence making. This sentence pattern is all the knowledge that students have learned before. It is not only a review and consolidation of students' knowledge points, but also the best opportunity to enhance students' self-confidence. After experiencing the scene after the rain, let the students talk about what you would say if you were a cicada, a spider sitting on the Internet or a happy frog. Students have a profound experience through watching pictures and other activities, and they will not look pale and powerless when speaking sentences. On the one hand, expand students' thinking, give students room for imagination and express their emotional experience; On the other hand, it also trains students' oral expression ability, combines reading texts with oral training, and realizes the unity of humanity and instrumentality in Chinese subject.
When guiding the teaching of reading Thunderstorm, I let students feel the animation and play the sound of thunderstorm to stimulate their interest, so that students seem to be in thunderstorm weather. Students have a strong interest. When guiding the thunderstorm, we should feel the intensity and urgency of the rain according to the "wow, wow, wow" in the text, feel the gradual change of the rain from big to small, and understand the characteristics of the thunderstorm.
Third, shortcomings
Some people say that the classroom is an art of regret. After this class, I always feel that there are many unsatisfactory places.
This class also has many shortcomings: for example, the handling of "thunderstorm" is too simple. If you can lead students to imagine: "What do you seem to see through the heavy rain?" In this way, this link will become more adequate. When teaching "Before Thunderstorm", only the analysis of words and expressions was considered, but the integrity of the teaching material was ignored, and the teaching material was a bit scattered. It is not enough to guide reading and feeling, but to strengthen training in future Chinese learning.
The change of scenery before thunderstorm is closely related, which was not fully considered when preparing lessons at that time. For example, guide students to say that when it is raining heavily, what else can't be seen clearly? The scope of students' words is relatively narrow, and I didn't guide them in time, which led to a bit of disconnection in this link. I didn't catch the key sentence: "whoa, whoa, it's raining." From childhood to childhood, I feel the thunderstorm, and then from childhood to childhood, I read sentences. Reading in different situations is relatively lacking, and reading training is relatively weak, so students can't enter the state when reading. In this link, if children can feel the heavy rain through different sounds, such as banging on the table, it will be better understood.
The above is my teaching reflection after teaching this lesson. I think in the future teaching, I should work harder to make my classroom more full of vitality and vitality!
Reflections on thunderstorm teaching in primary schools II. I teach Thunderstorm, the fifth set of Chinese textbook for the second grade, because of an opportunity to take the top class. The teaching goal of this lesson is: 1, to know and write the new words in the text. 2. Read the text with emotion, understand the meaning of the text and imagine the scene before and after the thunderstorm. I am interested in observing the weather, and I can keep an observation diary. Summer is coming, and thunderstorms happen from time to time. In order to enhance students' interest in observing the weather, I adopted the method of speaking first and learning later, and achieved good results.
First of all, say "thunderstorm"
Because there was a thunderstorm the night before the thunderstorm was taught two days ago, I asked the students to say "thunderstorm" before teaching.
The teacher asked: Students, when did it rain recently?
It rained the night before yesterday.
The teacher asked: How do you know?
A: It was windy in the middle of the night, and something snapped, which woke me up from my dream and I couldn't sleep in bed. After a while, I saw lightning bring a light to the sky, heard thunder, and then it began to rain.
Teacher: I listened carefully and heard the wind, the impact of objects and thunder before it rained. I also saw lightning.
The teacher asked: What is your mood at this time?
A: I'm a little scared. I wrapped myself tightly in a quilt.
The teacher asked: How long has it been raining? How did you know?
A: It didn't take me long to wake up. Before I fell asleep, the rain stopped.
The teacher asked: What did you find after it rained the next morning?
A: The ground is a little wet, the air is fresh, the flowers and trees are full of energy, and some birds are singing happily in the trees.
The teacher concluded: The students observed carefully. Lightning and thunder, short-term rain. This rain is called thunderstorm. Blackboard: Thunderstorm.
Second, learn from thunderstorms.
Talk: Just now the students talked about the thunderstorm phenomenon, so how to introduce the thunderstorm phenomenon in the book? Please open the book "Lesson 18" and read it. Mark the serial numbers of the natural paragraphs and think about where the natural paragraphs write the scenes before the thunderstorm, which natural paragraphs write the scenes during the thunderstorm and which natural paragraphs write the scenes after the thunderstorm.
1. Read the text and answer the questions.
2. The teacher writes on the blackboard: before the thunderstorm (1-3) during the thunderstorm (4-6) after the thunderstorm (7-8)
3. The teacher asked the students to read the natural paragraph of 1-3 carefully and draw the scenery before the thunderstorm. How to write? What did you learn from it?
Students exchange information and read books since the Enlightenment. Teachers guide each other.
The dark clouds in the sky fell somberly. "Darkness" wrote that clouds are thick, and from "Stress" I realized that clouds are fierce. The leaves are "motionless" and the cicadas are "silent", indicating that there is no wind and the air is very dull.
Suddenly a strong wind blew the branches about. "Sudden" means that the weather has changed, and "disorderly swing" means that the wind is very strong.
A spider hung on the net and ran away. The good use of the word "vertical" makes us feel that the wind is particularly strong and spiders are particularly afraid.
Lightning is getting brighter and thunder is getting louder and louder. Why write lightning first and then thunder?
5. What did the teacher tell the students about this passage? (Blackboard: Dark clouds, strong winds, thunder and lightning)
6. Guide students to read 1-3, and reflect the sudden change of weather from reading.
7. Teachers and students summarize the learning methods of this paragraph: read the text, underline the scenery described in the text, understand the meaning of the sentence, and tell me what this paragraph is about. Read the text again with emotion.
8. In the same way, learn the content of the text during and after a thunderstorm.
9. Summarize the full text, so that students can clearly observe natural phenomena in a certain order and grasp the characteristics of the scenery.
Third, write Thunderstorm.
After learning this lesson, I asked the students to observe the weather changes and write them in their diaries. Coincidentally, one afternoon before class, there was another thunderstorm. At this time, I organized my classmates to observe the weather changes in the corridor outside the classroom. Despite the thunder and lightning, some children covered their ears with their fingers, and some students' clothes were wet by the rain, but everyone was always enthusiastic and interested in observation. After the observation, each student wrote an observation diary with rich content, vivid language and clear organization.
Teaching reflection
1. When teaching the textbook content close to children's life, it can better stimulate students' interest in learning, inspire their thinking and be imaginative.
2. Carrying out Chinese practice activities closely related to classroom learning content, and guiding students to transfer and use the knowledge, ability and emotion gained in classroom learning can better guide children to accumulate language, develop thinking and improve their Chinese level.