Teaching reflection in the second volume of the first grade book "Tadpole Looking for Mom" ??The text "Tadpole Looking for Mom" ??uses the clue of tadpole looking for mother to introduce the growth process of frogs. I spent two classes to complete the teaching task. The first class focused on literacy. I think the lower grade children have limited vocabulary and it is difficult for them to understand the content of the text. Therefore, they must first learn to form words and understand the meaning of the words, and then It might be easier to study the text again. Literacy is the key, and learning literature is the focus.

I will focus on how I guide the children to learn the text: At the beginning of the school year, I arranged for the students to raise a few tadpoles, observe their changes, and record them. This sets the stage for learning this lesson.

When studying this lesson, I specifically used the following methods:

1. Start with the topic, first show interesting pictures of tadpoles and let the children talk about what tadpoles look like. . Then combine it with the text content to know what the tadpoles look like. In the process of studying the literature, the students learned that with the help of the carp mother and the turtle mother, the tadpole learned the characteristics of his mother step by step, and asked the students to talk about the characteristics of the frog step by step and understand the cause, process and result of the matter.

2. I paid attention to the fact that teachers play a leading role and students are the main body. After guiding the children to learn the first and second natural paragraphs, I guided them to summarize the learning methods, and then let them learn independently. During study, let them work in groups, which also cultivates their ability to work together.

3. Before class, I prepared five paintings, namely a small tadpole, a tadpole with two front legs, a tadpole with front legs and hind legs, a frog with a shortened tail, and a large tadpole. frog. Guide students to tell the story of the tadpole's transformation process by looking at pictures, and I post the corresponding pictures with my camera in class. In this way, students can master the process of turning a tadpole into a frog easily and effortlessly. In order to deepen the impression, I took out the photos, cards or pictures of the various life stages of frogs that I had arranged in order, and whispered how the tadpoles turned into frogs, and asked them to rank the correct sequence of changes from tadpoles to frogs.

4. In order to let the children better understand the meanings of the three words "to meet up", "catch up" and "swim over" and the sentences in which they are located. Cultivate students' observation, thinking skills, imagination and expression skills. I prepared avatars of several animals before class, and I asked the children to put on the avatars and perform "catching up", "catching up" and "swimming past".

5. Fill in the blanks in the study article to deepen the impression

Due to my limited teaching level, I left a lot of regrets in the classroom. I also ask all teachers to criticize and correct me.

Reflections on the teaching of "Tadpole Looking for Mom" ??in the first grade

"Tadpole Looking for Mom" ??is a traditional text that is deeply loved by lower grade students because of its vivid and interesting content. . In the classroom, I strive to stimulate students' interest, mobilize students' enthusiasm for learning, and change the disadvantages of students' passive and mechanical training in class. Reflecting on the teaching of this lesson, there are the following characteristics:

1. Introduction of missing persons notice to stimulate students’ interest

Interest is a person’s love for something emotions. In the classroom, whether students are interested in the text directly affects the quality of the lesson. At the beginning of class, the teacher mysteriously told the students that he had just seen a missing person notice at the school gate. Do you want to see it? Amid the astonishment of the students, the teacher used a slide to type out the "Missing Person Notice":

Hello everyone!

I am a tadpole. When I see other little animals playing happily with their mothers, I am so envious! But I don't know where my mother is? I heard that the children in Class 1 (1) are the smartest. Please help me find my mother!

The students suddenly realized that after a while, bright smiles broke out on their little faces. It turned out that the cute little tadpoles came to them for help. At this time, the teacher lost no time and asked: "Are you willing to help me with this?" The children shouted yes loudly in unison and couldn't wait to open the textbook and read the text. There are no troublesome introductions or time-consuming exercises. Students just naturally enter the text and enter the role.

2. Read, speak, post and discuss learned texts to enrich language accumulation

1. Reading - read aloud in layers to read out feelings

( 1) First reading. After the teacher introduced the text interestingly, he immediately asked questions. a. The courseware plays the full text and students think about the process of tadpoles finding their mothers. b. Who is the tadpole’s mother? Find out the characteristics of its mother from the article. Students understand the outline of the content while reading and gain an overall perception. Reading with questions makes reading aimless and improves the quality of reading.

(2) Intensive reading. On the basis of students' overall perception of the text content. Teachers carefully guide students to understand the text in depth, and at the same time focus on cultivating students' multiple abilities. The second and third sections of the text are the process of the tadpole finding its mother, which is the focus of the whole text. The treatment is as follows: a. Read these two sections and answer that the tadpole first encountered () and then (). b. Compare sentences. (The tadpole saw the mother carp teaching the little carp to catch food, and went up to it. As soon as the tadpole saw the turtle swimming in the water, it chased after it. c. Reading guidance. Focus on the dialogue between the tadpole, the carp, and the turtle. d .Read and perform in different roles.

2. Speaking - reading to promote speaking, understanding while speaking

(1) Sequence of speaking. Ask students to use first, then, then and finally to describe the growth process of tadpoles. Complete the fill-in-the-blank questions using what students say.

(2) Talk about the content. After students know what a frog looks like, ask them to include the frog's characteristics in the missing person poster. Combine what you learn with practical applications in a timely manner.

3. Paste - paste pictures based on the text and have fun with them

The teacher prepared five paintings, namely tadpoles, tadpoles with two front legs, tadpoles with front legs. Tadpoles with legs and hind legs, frogs with shortened tails, small frogs. By looking at the pictures, the students are guided to tell the story of the tadpole's transformation process, and the teacher posts the corresponding pictures with the camera. In this way, students can master the process of turning a tadpole into a frog easily and effortlessly.

4. Discussion - various forms, in-depth guidance

The new basic education theory believes that: "Any school education activity will have a multi-faceted impact on people's body and mind, either positive or negative. . Therefore, every school education activity should take into account the multi-faceted development of students. "This is especially true for classroom teaching. The carp mother said that the tadpole mother had four legs and a wide mouth, but the turtle said that the tadpole mother had big eyes and was wearing green clothes. What did the tadpole mother look like? Which of the two is right? As soon as the question was raised, it immediately aroused great interest among the students. They actively discussed it and fully mobilized the students' initiative, turning passivity into initiative. On the basis of the discussion, the teacher then guides the students to tell what the tadpole mother looks like and expands on it. Through the students' search for pre-class materials and the exchange of materials in class, the students learned that frogs are good friends of crops and used their brains to come up with many protective measures. It enhances students' awareness of protecting beneficial animals, promotes students' healthy growth, reflects the essence of educating people and realizes the function of educating people.

Teaching is an art of regret, and there are many regrets in this lesson. For example: students understand the text, but the summary of the students' method of understanding the text is not timely and unclear. In the future teaching, I will also insist on leaving the right of reading to students;

Give students the right to ask;

Give students the opportunity to speak;

p>

Give students the freedom to evaluate. Through the two fulcrums of perception and association, all students are involved as much as possible. Everyone uses their brains, words, and hands to become the masters of learning.

Reflection on the teaching of "Tadpole Looking for Mom" ??in the middle class of kindergarten 1. Design intention

This activity comes from an activity in the theme of "Frog" in the second volume of the middle class. Animal themes contain rich educational content. Using animals that children are interested in as carriers, through listening, talking, games and other activities, it can stimulate children's interest in learning and enrich their knowledge and experience.

Language is an important tool for children to communicate, understand things, preserve knowledge, and develop intelligence. Young children are in a sensitive period of language development. So learning conversations happen throughout.

2. Goals

1. Be able to listen to stories quietly, know the name of the story, and understand the content of the story;

Develop children's ability to observe and compare.

2. Perform roles according to the content of the story.

3. Preparation

1. Some tadpole headscarves and dress the children up as tadpoles

2. A set of activity teaching aids

3. Recorder and tape

4. Process

1. Appreciate the story in segments and learn to talk about character dialogue

(1) Children listen to music and follow the teacher’s instructions The tadpole's swimming movements (crossing its arms to hug its body, shaking its head), swimming into the pond (activity room)

Teacher: Shh---(the children calm down) The warm spring has arrived, let’s go to sleep One winter, the mother frog woke up (the teacher did the movements and the children learned the movements)... laid many round eggs (the teacher and children all squatted down to pretend to be eggs)... the mother frog laid the eggs and slowly began to move. (makes movements)...very happy. (2) Show the activity teaching aids one by one, and the children learn to talk by asking questions

a. One day, the mother duck...the tadpole happily swam forward (operating the activity teaching aids while talking)

a. p>

Teacher: What did the tadpole see? How to ask? How did Mother Duck respond?

b. A big carp...the little tadpole swims forward again (operating the activity teaching aids while talking) Teacher: Who do you think of as the mother? What do you say about big carp? c. A big turtle swam in front...the tadpole swam forward again

Teacher: Who did it think of as its mother again? What did Mother Turtle say?

d. The tadpole swims and swims...end

Teacher: Has the tadpole found its mother? What did it ask the frog mother in the beginning? What did the frog mother say? (Understand the growth process of frogs)

e. Tell the children the title of the story

Teacher: The title of the story we just told is "The Tadpole Finds Its Mother" (recite it)

2. Listen to the recording quietly and appreciate the story as a whole.

Let’s listen to the complete story of "Tadpole looking for its mother" told by the tape recorder aunt.

Teacher: After listening, ask: How does the little frog feel when he finds his mother?

So what will happen when you encounter something happy? (Deep vocabulary and ask children to express their happy situations)

3. Learn to perform roles and learn to speak dialogues.

(1) Who is your favorite in the story and why?

(2) Please like the tadpoles who like Mother Duck to come to Mother Duck (stick the Mother Duck in the activity teaching aids on the chair)

Please also like Mother Carp and Mother Turtle , frog mother, stand separately

Those who like to be tadpoles join the teacher

(3) The teacher tells the narrative content, and the children perform roles and speak out the dialogue content.

(4) Listen to the recording and freely assign role performances.

(5) Ending: Little tadpoles, let’s go outside to play with the mother duck, mother carp, mother turtle, and mother frog. (Leave the activity room)

5. Reflection on the activity

1. In this activity, the story is first appreciated in segments, and the activity teaching aids are used to attract the children's attention, so that the children gain knowledge from the activity. Multi-faceted knowledge, understanding the growth process of frogs, polite questions and answers, and how you behave when you are happy, explore the valuable and hidden educational mechanisms in the activities, so that children can develop in an all-round way.

2. The second part of the activity is conducted in the form of a role game, allowing children to freely choose the characters in the story, which conforms to the interests and needs of the children, the age characteristics of the children, and reflects the subjectivity of the children. Finally, the children freely combine and perform roles, bringing the activity to its climax. Children are highly motivated in activities and maintain strong interest from beginning to end.

3. The activities are based on the age characteristics of the children. Listening, speaking, playing and playing are combined with movement and stillness to achieve a combination of "moving" and "quiet". There is tension and relaxation. Children can learn with enthusiasm and teachers can save time. The teaching effect is greatly improved.