? Reflections on the Teaching of Thunderstorm in Senior Two 1

? Thunderstorm describes the natural scenes before, during and after a thunderstorm with concise words. In the hot summer, the sun is like fire, and a thunderstorm brings a little coolness. Breathing fresh air and enjoying the beautiful rainbow, frogs croak in their ears, and naughty children play barefoot on the rain-filled road. This is what happens after a thunderstorm in summer. Thunderstorms add a lot of fun to our lives. In this class, I designed a teaching method suitable for the students in this class by studying the textbook, skillfully used the multimedia combined classroom teaching environment, and created a vivid, vivid and infectious text situation. Through repeated reading, I guided students to understand the vividness, accuracy and vividness of the words and sentences used by the author to describe the scenery, thus achieving the teaching goal better. I pay attention to the implementation of the following teaching strategies in teaching:

? First, the main line of teaching is clear and the goal is clear.

? The teaching objectives of this course are as follows:

? 1, can correctly write "vertical".

? 2. Read the text silently. You can imagine while reading. Read the text with emotion, read the scenes before, during and after the thunderstorm.

? I am interested in observing the weather, and I can keep an observation diary.

? In this lesson, I start with the whole, first perceive the text as a whole, so that students can understand that the text was written before the thunderstorm, during the thunderstorm and after the thunderstorm, and then go deep into the part. I will study the text in the order of before the thunderstorm, during the thunderstorm and after the thunderstorm, so that students can understand the different characteristics before the thunderstorm, during the thunderstorm and after the thunderstorm through reading, and then return to the overall summary of the full text, so as to better grasp the relationship between the whole and the part, and between the part and the part. And closely follow the different characteristics of the scenery before thunderstorm, during thunderstorm and after thunderstorm. For example, before the thunderstorm, there were dark clouds, strong winds, lightning and thunder; After the thunderstorm, it rained heavily; After the thunderstorm, the scenery is beautiful. Let the students grasp the key words, study and feel again and again. Students are interested in learning, achieving goals and breaking through difficulties.

? Second, the situation is created properly and students are willing to learn.

? Thunderstorm is a common natural phenomenon in summer. In order to make students perceive the whole text, I designed the following situational teaching links: when students study the text, they appreciate multimedia courseware many times, show the vivid picture of the text situation, and the changes of the natural scene before, during and after the thunderstorm. The rumble of thunder and the sound of rain make students feel immersive and feel the changes of natural scenery before and during the thunderstorm. It mobilizes students' visual and auditory organs, and also promotes the development of thinking in images, thus stimulating students' strong interest in learning texts. In particular, images such as "Spider Escaping", "Rainstorm" and "It clears up after the rain" not only stimulate students' interest in learning, but also effectively help students understand the text and highlight the teaching focus. Students perform a comparative performance in two scenes of "the tree is still" and "the wind is blowing hard". The clip of "Spider enjoying the beautiful scenery after the rain" allows students to describe themselves, which effectively allows students to participate in the dialogue with the text, and students are full of interest.

? Third, the analysis of words and sentences is clever and easy to learn.

? Starting from the cognitive level and understanding characteristics of junior students, I fully explore the text, focusing on making students understand words and phrases in a specific context, easily breaking through the difficulties in word learning and highlighting the characteristics of paragraph learning. When understanding the word "vertical", I first write with examples, and then let the students write temporarily, emphasizing the characteristics of the font "narrow at both ends and wide in the middle". Combined with allusions, I stimulate students' interest in learning words through board painting. On this basis, I let Huansheng intuitively feel the panic when the spider escaped through multimedia, and feel that the word "咻" is extremely accurate. When analyzing sentences, students not only master the font, but also deeply feel the accuracy of words.

? For another example, when teaching the word "gradually", I first let the students understand that "the process of rain getting smaller slowly and bit by bit is gradually" in a specific context, and then let the students read it, change the sentence patterns, fill in the sentences, and finally use it alone. In this gradient training process, students easily mastered the usage of the word "gradually" without trace.

? Fourth, pay attention to dialogue with the text to promote enlightenment through reading.

? In the teaching of this course, I try to set up various forms of reading, so that students can have a dialogue with the text during reading, further understand the article in the dialogue, and read aloud after understanding. Comprehend the text in the sound of Lang Lang's book. For example, when I feel the "dark clouds" pictures, I ask students to find the key words first, and then read them alone, and then create a situation through language, so that students can read them again, and then read them cooperatively, which makes students feel bored in reading. Another example is to feel the beautiful scenery after the rain. First, let students read the fragments of the text through multimedia, then carefully observe the beautiful scenery after the rain, mobilize students' hearing, vision and other senses to fully perceive, and then present the text in the form of poetry, so that students can easily understand the content of the text by reading rather than speaking in relaxed music. When reading the sentence "The lightning is getting brighter and the thunder is getting louder and louder", I directly use multimedia to show the words in the sentence one by one, so that students can intuitively feel the secret of reading from the words, and students can easily understand the text in reading. But there are also some unsatisfactory places. Read "Whoa, whoa, whoa, it's raining". In a word, I designed a step-by-step group reading, the original intention was to feel the downpour in the loud reading, but the students didn't read well, but the class time was hasty and they didn't give enough re-guidance, which became a great regret in this class.

? (2) Make the situation richer and more in place.

? If I take this lesson for the second time, I think multimedia should add at least two points:

? 1, as everyone said in the class evaluation, if there are pictures of dark clouds, they can be superimposed layer by layer until they are "black", and students may suddenly understand, "Wow, wow, it's raining." In a word, students should have an intuitive feeling that it is raining harder and harder in their voices, so that they may read better.

? The class is over, but the deep feeling is that teaching is an art. No matter how many years you have been teaching, you should treat yourself as a novice before each class, and prepare lessons and learn textbooks in a down-to-earth manner. As a teacher, I need to study hard every day to enrich my teaching and my life.

? Reflections on the Teaching of Thunderstorm in Senior Two.

? Thunderstorm belongs to the second lesson of Unit 6, with beautiful words and strong life breath. Students can feel the depression of the coming thunderstorm, the hearty rain and the freshness after the rain.

? At first, my design only talked about the first part before the thunderstorm. Teacher Miao listened to my class and made suggestions: First, simple words can be memorized in this way. Second, only the part before the thunderstorm is too thin. Second, such articles are solid and beautiful. Why not finish it? Third, practice new words at first, and practice all three parts before thunderstorm, during thunderstorm and after thunderstorm.

? So I redesigned this course, and the memory of new words is still the focus. The guide to writing new words is "thunder and droop". The horizontal painting and vertical painting of the word "vertical" are the main strokes, and the distance between horizontal painting and vertical painting is equal. In the reading guide, I mainly grasped "depression before thunderstorm", "prosperity in thunderstorm" and "beauty after thunderstorm", so that students can read and feel again and again. First, feel the fear and fear of the coming rainstorm with the help of pictures, then talk about your feelings and read them out. Read the sense of urgency of thunderstorm through the rhythmic pause of "wow, wow, wow". Beautiful scenery after the storm. First, enjoy a group of pictures, and then students actively express their feelings and devote themselves to reading.

? Through this lecture, I think reading should be more concise in every understanding and expression, and the language should be as simple as "reading" and "writing" Reading is a link that I can easily ignore, so it is the teaching pursuit of junior students to really understand the charm of words.

? Reflections on the Teaching of Thunderstorm in Grade Two and Grade Three of Senior High School

? The time of this semester is extremely short, so every class and every minute should be carried out in a planned way without delay.

? According to the teaching plan, we are going to learn "elephant's ears" today. The first class in the morning is Chinese in Class One, Grade Two. Before long, it was dark. I turned on all the lights so as not to affect the children's study.

? "Classmates, what was the elephant thinking when he heard the rabbit, lamb, deer, pony and mouse talking about his ears? Please draw a picture with horizontal lines. " Suddenly, a strong wind blew, and the classroom was full of poplar hair, and the children covered their mouths and noses. The learning atmosphere in the classroom disappeared with the arrival of poplar hair. The child sitting by the window spontaneously closed the window, but the classroom still couldn't be quiet!

? Just as I was trying to maintain discipline, I suddenly remembered the lesson Thunderstorm. Isn't this a ready-made educational theme? So, I cleared my throat, pointed out the window and said, "The sky is full of dark clouds …" The children were shocked. Then, several students said, "It's dark and heavy …" I received "A strong wind blew up poplars" and "The classroom was flying around …" The children were very happy! "Students! Listen! Boom, boom ... ""The thunder is getting louder and louder, and it's going to rain heavily! " Just then, it began to rain!

? Then, I said to the children, "children, it's raining." Let's listen to the rain! " "It's so quiet in the classroom that you can't even attract children's attention! Then I said, "classmates, when the rain stops, we will go to the playground to breathe the fresh air after the rain." Now, let's continue to learn the ears of elephants, shall we? " "Good-"The children's voices are so loud, the classroom is quiet, and the children's hearts are quiet! No one looked out of the window again, and the children all sat up and listened to my lecture.

? In the evening, I sat at my desk and wrote down my reflection on teaching. I thought to myself: Why didn't you "put it down" in class today? Wouldn't it be better if I stopped in the new class and the children took out their pens to practice and wrote Thunderstorm themselves? I think the child must have something in his heart and be willing to say it!

? In my opinion, children's attention is attracted by Yang Mao, not only because of the external stimulation brought by Yang Mao, but also because the content of the new lesson is unfamiliar to them, and the content of Thunderstorm is integrated with the scenery outside the window. The text Thunderstorm is also relatively simple for children to learn, so they have a strong interest in learning. So, let them write it at this time to stimulate their ability of self-study and independent thinking.

? Interest is the cognitive tendency of individuals to actively explore things! Therefore, it is necessary for us to grasp children's interest, carry out effective classroom practice and improve classroom efficiency!

? "Education is the eternal practice of educators!" Prepare lessons carefully before class and reflect seriously after class. May we always walk on the road of practice!