A model essay on the first class review of the caterpillar (6 articles in general)

As an excellent educator, it is often necessary to prepare a review, with which teaching activities can be better organized. Then the question is coming, how should the review draft be written? The following is a sample essay (6 articles in general) of the first class review draft of the caterpillar that I helped you organize, for reference only, hoping to help you. 1

The first class review draft of caterpillar: "Breaking the pupa in high spirits, the impulse of gorgeous new life, looking for a splendid dream of heaven and earth ..."

This time, I participated in the school-running activities of master Li Wen's studio, and a section of teacher Li Wen's "Little Caterpillar" touched me too much.

There are too many wonderful things in the class, but what moves me most is Miss Li's words: "Even if you are just a slow and stupid caterpillar, as long as you work hard, try your best to isolate yourself from the world, your time will come!"

If I replace the caterpillar in the story with myself, do I have the strength of a caterpillar? Can I keep the loneliness of isolation? Yes! There will always be setbacks in growth, and these setbacks are also changes in growth. It is these setbacks that make us move from naivety to maturity, and it is these setbacks that make us move from failure to success.

So I told myself, with bright and beautiful ideals, stride forward to my future life! The spring scenery on the road is just right, and the sun is sunny in the sky. I am the little caterpillar. Slowly, unhurriedly, try my best to create my time! The first lesson review draft of the caterpillar 2

The caterpillar is an allegorical story written by the famous Italian artist Leonardo da Vinci for children. It tells the story of a poor and clumsy little caterpillar. It is not pessimistic and disappointed, nor does it envy anyone. It tries its best to spin silk and cocoon, and finally becomes a beautiful butterfly. Through its changes, we should tell every child not to feel inferior and disappointed because they are not as good as others, but to be optimistic and full of confidence. Only in this way can we feel the happiness and beauty of life and really do something.

This semester's teaching festival is held in the form of grinding class, so I will start with the difference between Miss Li and my class. Teacher Li has made two major changes on my basis. First of all, the introduction process is relatively simple. In my own class, I started with a light song and dance. After reading the first section, the students used their own words to say what is novelty, why do caterpillars feel novelty, and so on? Finally, I feel that there is not enough time after the whole class, so I am thinking that the first section of the text can be read less and not too detailed, because it does not have the greatest impact on the understanding of the whole text. Teacher Li's handling here is more ingenious, and she directly uses the way of flash to understand the dance, which not only saves time, but also makes students understand it as soon as they listen. Secondly, I was particularly impressed by Mr. Li's reading with music. Because students are new to reading with music, the teacher demonstrated it first, so that students can understand what reading with music is all about, how to read the text well with music, and how to integrate the text with music. On the basis of the teacher, combined with the intuitive impression of the beautiful butterfly pictures before, students can naturally read the feelings. Including the students' second speech practice and the teacher's summary, all came slowly in this beautiful song, which made the teacher unable to help but indulge in it. This is a place that I did much better than me, and it is also a place where I should study hard and seriously. In addition to the above, the starting point that Miss Li found to speak is also very accurate. In the process of speaking, she guides students to expand their reasonable imagination and make the words complete. Communicating with classmates is also wide, and it also helps students understand the theme in the process of practicing speaking.

Here, I would like to make a little suggestion, that is, at last, when understanding and summing up, the teacher revealed it directly by himself. I think it will be better to let the children speak for themselves first, and after this thinking process, the teacher will make an appropriate summary. 3

This semester, the topic of our second-grade Chinese group is "A Case Study of Primary School Students' Speech in Chinese Class and Psychological Counseling". As we all know, a student's willingness to speak in class, in addition to its subjective reasons, has a great relationship with whether he is interested in what he is taught, whether the teacher's questions are accurate and whether the language is beautiful, so let's find a breakthrough from the teaching content first.

There are ancient poems, catchy poems, fairy tales full of fun, fables with profound truth, and beautiful prose in junior Chinese textbooks. According to statistics, fairy tales account for the highest proportion. Among the four textbooks published and used by the Ministry, there are 22 fairy tales, accounting for 26% of all texts. The reading goal of the first stage of the Chinese Curriculum Standard for Full-time Compulsory Education requires: "Read simple fairy tales, fables and stories." Putting fairy tales in the first place has established the primary position of fairy tales in Chinese teaching and reading materials in the first period. Fairy tales are constantly developing from children's perspective. They show children's imaginary world through children's language and vivid pictures, and promote the development of the whole story through vivid character stories and exaggerated techniques. It is the psychological need of children. Combined with the research, the theme of our teaching and research exhibition is "Holding hands with wait till you are older to start the teaching and research tour of fairy tales".

The Little Caterpillar taught by Mr. Wang is a very childlike text in Unit 7 of the second semester of Grade Two. According to the requirements of the textbook, the teaching focus of the second grade (below) should shift from literacy to reading. The main goal of reading this unit is to read short passages to understand words and phrases, focusing on guiding students to understand the meaning of relevant words and phrases in the text by consulting reference books and contacting the context. In teaching this lesson, Mr. Wang will focus on guiding students to read the text carefully, learning to read and think while understanding some key words and sentences through dialogue with the text and communication with teachers and partners, so as to enhance their understanding of the article. Let me first talk about the highlights of Teacher Wang's class:

First, read the book loudly and taste the beauty of fairy tales.

The new curriculum standard points out that reading should be "comprehended and pondered". However, for the lower grades of primary school students, they still lack profound cultural background and rich life experience, so it is difficult to have a deep understanding of classic fairy tales. The language of fairy tales is simple, vivid, concise and simple. Teachers can only guide them to read the text, understand the text, feel the text and feel the text on the basis of language and characters, and enter the world of fairy tales.

this class of teacher Wang is based on language and characters, which guides students to understand the content and experience the emotion in various forms of reading. For example, when teaching the first paragraph of the text, Mr. Wang used a comparative method to guide students to read aloud, so that students deeply realized the colorful excitement of the insect world and the pity of caterpillars; For example, when teaching the fourth paragraph "It weaves, weaves", Mr. Wang made students feel the efforts of the caterpillar and spent a long time weaving the cocoon house through the guidance that the pause between punctuation and commas should be a little longer and the speech speed should be slower. When teaching the last natural paragraph, Mr. Wang combined the text with the music through introduction and appropriate music. The students read out the surprise of the caterpillar turning into a butterfly, and it was easy to see the picture of the butterfly flying lightly and happily in their minds. Throughout Mr. Wang's whole class, teachers read, led reading, teacher-student cooperation reading, individual reading, collective reading and comparative reading. A class of books sounded loud, and students also tasted the language beauty of fairy tales and realized the optimistic spirit beauty of caterpillars.

Second, learn to understand words in various ways.

In the teaching of fairy tales in lower grades, it is difficult to achieve the goal by making students understand some abstract words by teachers' oral explanations, and it is also a form that students are disgusted with. Teacher Wang has a very good method in helping students understand the meaning of words.

In this lesson, Mr. Wang taught the children several good ways to understand words: when learning the second paragraph, Mr. Wang asked the students to do actions while reading, and the children correctly understood the meaning of "trying to do something" from the comparison of actions of "moving a little" and "traveling around the whole world"; In the teaching of the fourth paragraph, Teacher Wang kept asking "When did you weave the net?" "When are you still weaving?" Let students know that they can understand words in context while understanding "try their best"; When learning the inner monologue of the caterpillar, Mr. Wang guided the students to understand the meaning of "isolation" by splitting words and felt the temperature of words. I believe that under the guidance of Mr. Wang, children's ability to understand words will become stronger and stronger.

Third, speaking training causes thinking collision.

Cultivating students' imagination ability is the consistent guiding ideology of curriculum reform, and designing speaking training in combination with text content and blank space in class is an effective way to cultivate students' imagination ability.

In the teaching of this lesson, Mr. Wang pays special attention to students' speaking training, and * * * arranges three speeches:

(1) When learning the first and second paragraphs: Please think about what kind of caterpillars and butterflies are these? Guide students to practice speaking and master reading skills based on the content of the text;

(2) When understanding "doing one's best", create a situation, and let the students talk about when the caterpillars weave their webs, from day to night, and constantly, so as to understand "doing one's best" well;

(3) After learning the inner monologue of the caterpillar: What kind of caterpillar is this? Feel the optimistic and positive spiritual beauty of the caterpillar;

(4) What do you have to say to the caterpillar when it changes from a clumsy caterpillar to a light and beautiful butterfly? It not only inspires imagination but also reveals truth.

Through such speech training, children really know the process of caterpillar from cocoon formation to cocoon breaking to butterfly formation, and learn optimism, persistence and courage from caterpillar. 4

The reading teaching in the first class of the caterpillar tells us that "interest is the best teacher. Being interested in reading and being able to feel the pleasure of reading is an inexhaustible motive force for students to continue reading and a prerequisite for improving their reading ability." The curriculum standard also emphasizes that the first reading goal in the first period is "like reading and feel the pleasure of reading". Therefore, I am teaching the second class of The Little Caterpillar, which is a fairy tale. The main content of the text is very close to students' lives, and students are very interested in how the little caterpillar becomes a butterfly. Through the study in the first class, they can't wait to learn what kind of story this tells from the subject of "The Little Caterpillar". So I used the picture of "a caterpillar, lying on a leaf" to introduce the text and asked the students, "Guess what it saw." . I mainly use a step-by-step approach to guide students to understand the process of caterpillar changing into butterfly. Among them, the highlight of the design is the use of several animation demonstrations. The intuitive pictures make students instantly raise their interest in learning and enthusiasm for discussion. Through multimedia animation, students can better understand the meaning of "trying to move a little", as well as the hardships of the caterpillar's transformation into a butterfly and the truth of not being pessimistic and disappointed, following the law of things' development and facing life positively and optimistically. This also well reflects the requirements of the new curriculum standards: longing for a beautiful situation, caring about nature and life, having our own feelings and criminal laws about people and events of interest, and being willing to communicate with others. In addition, it is to guide students to speak more in the teaching process and train students' expressive ability and ability to retell stories according to key words. Students are the main body in the teaching process, so I face all students in my class and pay attention to every underachiever, so that students have the opportunity to show themselves.

if you read a book a hundred times, you can see its meaning. Through the teaching of this course, I deeply realized how important it is for students to read aloud. We should not add or subtract words in reading aloud, but learn to cultivate students to read the text with emotion in the process of reading aloud. Secondly, the content of this course design is a little more, and some students may not have digested the knowledge points, so some goals have not been achieved among some students. In the future teaching, we need to consider the characteristics of students' age and individual differences, so as to teach students in accordance with their aptitude. At present, we attach great importance to the integration of disciplines. In the teaching process of "The Little Caterpillar", scientific videos of the process of the caterpillar turning into a butterfly should be interspersed, which will help students to understand the pity and clumsiness of the caterpillar and better feel the difficulty of the caterpillar turning into a butterfly and its positive and optimistic attitude towards life.

Teaching is a long-term process. We should learn to keep thinking and summing up, so as to learn from each other in teaching. Experience and growth at a time, let us travel in the long teaching career with a modest and studious heart. 5

The first class review draft of the caterpillar. Recently, I took out the Chinese curriculum standard and studied it again. Suddenly, I found that many vague things suddenly became clear. I listened to three Chinese classes yesterday morning, and it benefited a lot when I combined it with the curriculum standard.

The three Chinese classes undoubtedly point to the key points of Chinese teaching in the lower years: literacy, writing and reading aloud.

First, read and write

Li Xiao's "Little Caterpillar" shows us a clumsy but admirable little caterpillar. Li school set the tone from the tutorial and took the children to play. It's pleasant to play with words.

The reading and writing of The Little Caterpillar is solid and effective. The guidance of "N" and "L" is patient and meticulous. Every word spares no effort. Writing teaching is novel, so that students can write "whole" and "how", teachers and students can observe and compare, and students can find problems and correct themselves after thinking, which will definitely impress students.

xx's spider opens a shop, before comparison, and after drastic revision, it also focuses on literacy and writing. Literacy with essays, word summarization, word grouping, etc., literacy methods are flexible and diverse. In the teaching of writing, Teacher Yang compares and observes "Shang" and "Dian", and uses jingles to memorize new words, which is interesting and vivid. Remind students to pay attention to the writing of strokes in the password of new words. These are all clearly stated in the course standard in a period of teaching.

Teacher Zhang's lesson "Elephant's Ears" mainly adopts centralized literacy. With the help of pictures, students can learn to "droop and stand upright", which is vivid and conforms to children's age characteristics. Learn the multi-tone word "like" and use the formula: follow with "de", study Shi, follow without "de" and study Si. Students can easily memorize this difficult polyphonic word. Learning "rabbit" from etymology, combining form with character, is of great fun for second-grade children.

second, guide reading

children in grade two have begun to learn silent reading. In the teaching of "Little Caterpillar", students can perceive what kind of caterpillar it is as a whole through silent reading. Li Xiao outlined two words: clumsy and dedicated. Students feel the poor caterpillar in the teacher's beautiful language, and it takes a lot of effort to weave a solid and warm cocoon house. In the isolated efforts, it finally turns into a butterfly.

In guiding reading, Mr. Yang teaches students how to read key word stress well, with methods and guidance.

In The Elephant's Ear, Teacher Zhang instructs students to read the "yi" question well and practice saying it with "yi".