The text "Home of Stationery" is lively and childlike, with three vivid and interesting illustrations, which is suitable for the aesthetic taste and reading psychology of first-grade children. The following is a reflection on the home teaching of stationery, and you are welcome to refer to it!

Reflections on the Home Teaching of Open Class Stationery 1 The Home of Stationery is also in line with the characteristics of first-grade primary school students. Because of their young age and poor self-care ability, it is common for them to lose things, and it is not surprising that they don't look for them. Therefore, in teaching, I first show the pictures of stationery, ask what is in the pictures, and guide the students to complete the pictures when they answer. First-year students look at problems one-sidedly, say what they see, and can't think comprehensively. Therefore, when students answer questions, they are guided to say complete sentences, such as "I saw" to exercise their language expression ability. Then I concluded: "These stationery can help us do many things, just like our partners, stay with us every day." I immediately took stationery in my hand and said, "These stationery were all picked up by my classmates and put here by my teacher! How sad these little friends should be when they are lost by their little master! Let's help them find a home together! " This leads to the topic of this lesson. Teachers write on the blackboard, students are empty and remind students to look at the topic carefully. "Writing and writing" is the way to learn to write in this class. While writing on the blackboard, I emphasize the occupation of these two words in Tian Zi's Gerry. Students write on their own books. Students emphasize sitting posture when writing. Find a student to show it in projection. Other students find advantages and disadvantages and make suggestions. Students take it back to write, and other students check it themselves. Draw a star at the back if you are satisfied, and write another one next to you if you are not satisfied. Teachers explain stationery, deepen it, and guide students to use "Wen and ju" to form words.

Read the text for the first time, read it freely, read the text with the help of Pinyin, pay attention to the correct pronunciation, and read the sentences smoothly. After three minutes, read the text by name in natural paragraphs. Students emphasize reading posture in time when reading: holding the book with their left hand and pointing at the words with their right hand. When reading by name, remind other students to find problems, and find problems in paragraphs. I wrote the wrong words on the blackboard while the students were reading. After reading the article, the whole class read the wrong words and correct the pronunciation. The third step is to read each other at the same table, paying attention to the pronunciation.

In the literacy link, first show the words with pinyin and appear in the form of words. Students are free to read first, and then find a small teacher to read. Finally, I emphasize "time", "wait" and "time". Read softly when making friends. Then take off the pinyin hat and drive the train to read, so that most students can participate. Then I said, "The new baby met us alone. Do you still know each other?" In this link, only those who have removed pinyin can recognize words and appear in the form of picking apples. At this time, I use inspiring language to arouse students' enthusiasm.

Reading the text again, I said, "these words and phrases are hiding in the text and playing hide-and-seek with us!" Who has become real friends with them, go back to the article and read it! See who reads fluently and fluently. " After the students finished reading, I said, "Who has made progress?" Let the students show it. I praise students with different motivational words, such as: Your voice is really loud! You read with emotion!

Finally, I concluded: "After class, students should think about good ways to take care of stationery, and we will continue to study next class!" "

Introspection on Home Teaching of Stationery in Open Class 2 I also used guessing at the beginning of this text to introduce it. Students are usually very interested in this way. When the answer was revealed, I put a () before my hand and asked them to fill in the appropriate adjectives, so there were many adjectives such as "beautiful" and "cute". When a student mentioned "chubby", I grabbed the word and introduced it. In the first class, I paid attention to memorizing new words. In the process of teaching new words, I adopted the methods of reading in unison, driving a train and reading aloud in male and female voices. Students like this reading method very much, so the atmosphere is quite warm. Here, I also applied a game of "Little Announcer" to help memorize new words, which is naturally much better than the previous rote memorization. There are also some shortcomings in this class. When guiding writing, I don't pay too much attention to the connection with new words in the past, such as "seeing" and "writing". The lack of coherence of knowledge is the deficiency of my teaching ideas.

At the beginning of this class, I review the new words in the last class first, so that students can further consolidate the new words, which is very necessary in the second class. In the process of teaching reading aloud, I mainly put forward three sentences: "This chubby little hand took my slippers", "This chubby little hand washed my handkerchief" and "This chubby little hand tickled me". These three sentences are dad and me respectively. I first asked them to think about how their parents, grandparents talked to them at home. When I showed these sentences, I thought it would be helpful for students to imitate the tone. When it comes to tickling, I asked students to imitate the movements, which made them particularly interested. Later, I further asked them to read while doing the movements. Some students did it funny, and the students read in a happy atmosphere. This is what I think is more successful in this class. The lack of convenience is that in the process of painting, I asked students to write what they wanted to say, but many students didn't understand the meaning, and the result didn't reach my expected effect. I think the outward bound training needs to be strengthened.

Reflections on the Home Teaching of Open Class Stationery Part 3 "The Home of Stationery" teaches students how to organize their own things by telling stories. The content is in line with the characteristics of first-year students, so it is effective to combine teaching with students' reality. This lesson mainly has the following points:

First, cultivate literacy.

"Chinese Curriculum Standards" points out that "students should like to learn Chinese characters and have the desire to read actively" and "gradually cultivate the ability of independent literacy". Therefore, teachers have a brand-new view of students and believe that students have great potential, so that students can observe with their own eyes, feel with their own hearts and study in their own way. In teaching, students are allowed to learn Chinese characters independently, instead of doing it too much.

Second, literacy teaching embodies hierarchy.

According to the different characteristics of new words, teachers have adopted a variety of literacy methods, from looking at pictures to reading pinyin, to reading pinyin, and then to getting rid of pinyin. They can read in games, and the memorization of new words is hierarchical and gradient. Through such repeated training, students' recognition of new words has been consolidated.

Third, approach the text and life.

This text accurately points out the existing problems of students-they lost their pencils today, they can't find their erasers tomorrow, they didn't bring their exercise books the day after tomorrow, they weren't in their schoolbags during class, and so on. Based on this situation, when I was teaching, I showed a handful of stationery that the students had lost-pencils, erasers, rulers and so on. Ask who lost this. None of the students admitted that it was their own. So what should we do? In order to attract their attention, I asked them to think carefully and see if there were any things of their own in this large handful of stationery. So let the children identify their own things. After watching them carefully, some students said that the pencil is like mine. Another classmate said that the ruler is his. In this way, everyone talked about it with a word, and all the lost stationery found their own little masters and their own homes. Guide the students to see how the text makes stationery find home. Introduce the content of the text. Introducing the text in this way has aroused children's interest in reading.

Fourth, educate students to take good care of stationery

In the process of teaching, I especially show what my mother said, so that the children can read it carefully several times. And combined with their own situation in the study group, let's talk about whether they have made such a mistake. Did my mother ever say something similar, and then named it in the class, which aroused the strong * * * of the children, so that the students opened their mouths and said it noisily. So that students can deeply understand that they should take good care of stationery and get home from school to develop a good habit of packing stationery.

Shortcomings:

There are some tight front and loose back in class, if the time behind is used reasonably.

Reflections on the Home Teaching of Open Class Stationery Part 4 "Promoting Learning by Competition" ―― This is my greatest feeling about this "Hsinchu Cup" teaching competition. I am very grateful to the primary school attached to Normal University for its regular teaching and research activities, which enable new teachers to improve their teaching level in practice.

The topic I drew in this competition is Home of Stationery in the first grade. This time, I chose the first class teaching.

After half a year's study, I have a certain understanding of preparing a class. After I got the subject, I studied the teaching staff and made a brief case, and then I found many other teaching designs to compare and see how others designed the course. When writing a detailed case, I noticed the importance of teaching objectives. In the previous lesson preparation, I often put the teaching design in the first place, thinking that how to make the curriculum design "fancy" is more important, but after the comments of several judges on the first day of the teaching competition, I deeply understand that all teaching designs are based on goals, and goals are very important. The whole classroom is to achieve teaching goals. Therefore, I simplified the teaching objectives, that is, literacy, writing and reading, without mixing other things. This enabled me to finish all the contents in one class during the trial teaching, which rarely happened in previous classes. In the future teaching, I will keep in mind the importance of teaching objectives, simplify the language in class, don't say "nonsense", give time to students and grasp the class time.

In the process of preparing lessons, I also felt the importance of "master". After all, I am a new teacher, and I am not sure about the content of classroom teaching. After consulting the master, the master pointed out the problem-the lack of pragmatics in teaching, just doing teaching but not practicing with reality. This makes me understand that in a class, not only teachers teach, students learn, but also through some connections to consolidate what they have learned, which is even more than drawing inferences and expanding students' thinking.

It is not easy to have a good class, but after this competition, I feel that it is not easy. Many details should be paid attention to, but it is also this competition that makes me grow again.

Reflections on the Home Teaching of Open Class Stationery Part 5 This unit focuses on the theme of "habit", and all four texts are permeated with the sense of responsibility and the cultivation of good habits. The text "Home of Stationery" teaches students to tidy up and take good care of their stationery through the dialogue between mother and Beibei.

First, the full text has six natural paragraphs, with two illustrations to help students understand the text and feel the characters.

Lead in riddles in class to create a relaxed and pleasant learning atmosphere for students. Connect the familiar words and pictures with students' life experience, guide students to read actively, and strive to combine knowledge with practice. When I show the picture in PPT, I ask: What's in the picture? When the students answer, they guide the students to tell the picture completely. First-grade children look at problems one-sidedly, and say what they see, so they can't think comprehensively. Therefore, when I ask my classmates to answer questions, I guide them to say complete sentences, such as: I see. Exercise their language skills. First, I found a medium-sized student to answer, and then I added, then I found a classmate with good grades, and the child with strong reading ability spoke more completely, and then I found a child with poor foundation, and I could also complete the words, because there was a contrast after listening to the answers of the previous two students, and I tried my best to pay attention to each child in class. Then I concluded: "These stationery can help us do many things, just like our partners, stay with us every day."

Second, the New Curriculum Standard has the ability to read independently, learn to use a variety of reading methods, have a rich accumulation and a good sense of language, and pay attention to emotional experience.

Reading dialogues well is the focus of reading teaching in this class, especially in the form of dialogues in paragraphs 3, 4 and 5. Reading is repeatedly guided throughout the class. First, reading is free, students who read well demonstrate reading, reading in groups and reading in roles, so that children are interested in reading and like reading, so I praise them for reading better and better and arouse their enthusiasm. Experience the thoughts, feelings and interests expressed in the text through reading aloud. And encourage students to form a good habit of caring for stationery.

Third, the "New Curriculum Standards" emphasizes writing time, habits, norms and quality.

Each class has at least 10 minutes to write, so that students can observe the structure of Chinese characters and their position in Tian Zige. Last week, I listened to a class in Shulan South Campus, and I was deeply impressed, especially on the instruction of writing. For Chinese characters with left and right structures, the formula is: look around, look up and down, and look at important strokes. In this way, students can be more clear about how to write words with left and right structures well and correctly. Then exchange the shelf structure and stroke order rules of each word, cultivate students' autonomous learning ability and write new words correctly and beautifully.

Reflections on the home teaching of open-class stationery Article 6 This text mainly tells that under the education of their mothers, Beibei children found their' home'-pencil case for pencils, erasers and pencil sharpeners, and learned to tidy up and check whether the little friends in the pencil case went home together every day. Tell students to form a good habit of caring for stationery, and don't throw school supplies around casually.

I. Teaching achievements

1. Image import to increase reading interest. At the beginning of the class, I showed the lost stationery to attract students' attention, so as to introduce the text to help them find a home for stationery and arouse their interest in reading.

2. Combined with their own reality, cause students to sing. In the teaching process, especially show what my mother said, and let them talk about whether they have made such a mistake or not according to their own situation. Did my mother say something similar to arouse the students' ringing, so that students can deeply understand that they should take care of stationery and form a good habit of tidying things up. Finally, hold a competition to tidy up schoolbags. From words to deeds, let students do it themselves and feel what it is like to tidy up stationery, so as to consolidate what they have learned.

3. "Read, remember-remember" is presented in the form of a train, which makes word formation more interesting. Guide students to choose other new words as "locomotives" from the three new words to be recognized and seven new words to be written in this lesson 13, and form a "carriage" by combining words, for example, teachers take the new word card "furniture" as "locomotive" and students form a "carriage" by combining words "stationery, furniture, tools and concrete".

Second, the success

1. This course takes reading training as the warp and language training as the weft, and guides students to adopt the learning methods of "self-reading, since the enlightenment and cooperative inquiry", and uses interesting methods such as reading, thinking, discussing and writing to mobilize students' multiple senses to participate in the learning process and promote the understanding of the text content.

2. Using multimedia to create a variety of scenarios, so that students are completely immersed in the scenarios described in the text, entertaining and entertaining, fully stimulating students' interest, mobilizing students' enthusiasm and initiative, and enabling them to learn the text better.

Third, the shortcomings

1. It is biased towards the expression of moral course in the expression of teaching objectives, teaching difficulties, which is a manifestation of professional quality. I set the teaching focus as follows: I can initially form the good habit of organizing and caring for stationery, and consciously cultivate the good habits in life. This is actually not the teaching focus of Chinese class. The first-year class can't focus on the central idea, so I should reposition my teaching focus, such as understanding and learning to use the two sentences of "Once ………" and "………… is home".

2. Intensive reading of the text should allocate the teaching tasks of the first class and the second class, and the content spoken in the first class should not be taught too much in the second class. I spent too much time reviewing the first and second paragraphs of the text, which led to an imbalance in the classroom.

3. The reading part of the whole class is slightly monotonous, so the proportion of reading should be increased, so that students can feel and gain from reading.

Fourth, improvement measures

1. There should be more childlike interest in the first grade Chinese class. You can bring all kinds of children's songs and nursery rhymes into the classroom, so that students can learn Chinese in happiness. For example, the nursery rhyme "Blue sky is the home of white clouds" in the first volume of grade one can be used as the introduction of the classroom, so that the knowledge before and after can be linked and the learning can be more systematic.

2. Writing teaching should find an appropriate method, the whole group teaching, so that students can find the similarities between new words, so that they can get twice the result with half the effort. If the words "find" and "times" in this lesson can be taught as a whole, students should first observe the similarities and differences between these two words with left and right structures before starting teaching. In addition, we should also teach students the method of writing evaluation so that students can operate and evaluate.

3. According to the characteristics of this lesson, you can set up "experiential reading", for example, let students play Beibei and Mom, and let them read the current mood and tone of different characters.

4. Teaching should be reflected in every detail of the classroom, rather than teaching for the sake of teaching. For example, "As soon as I get home …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… As soon as I wash my face, I put the towel _ "and so on. This design is more ingenious.

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