Reflections on the truth teaching born after a hundred question marks

As a new teacher, we should grow rapidly in teaching. We can record the teaching skills learned from teaching reflection. So what problems should we pay attention to when writing teaching reflection? The following is my reflection on the teaching of "Truth is born after a hundred question marks", for your reference and hope to help friends in need!

Reflections on the Teaching of Truth Born After a Hundred Question Marks 1 The text Truth Born After a Hundred Question Marks is well written: firstly, the viewpoint that truth was born after a hundred question marks was put forward straight away. This sentence itself is the truth. Then use three examples to prove the point of view, and finally summarize the full text and reiterate the point of view.

In class, I guide students to learn from the following points:

First, manage the level of the text, and understand the text can be divided into three parts. The first part (1 paragraph) comes straight to the point and puts forward opinions. It is clearly pointed out that "truth is born after a hundred question marks" is itself "truth". The second part (paragraphs 2 to 6) uses examples to prove the point of view, which is the main part of the article. Give three representative examples in the history of scientific development. Finally, it summarizes three typical cases, emphasizing that these three cases are "all very common things", but they all find the truth. Therefore, as long as there is the spirit of "asking the truth in a casserole", we will surely "find something, invent something, create something and achieve something". The third part (paragraphs 7 to 8) summarizes the full text and reiterates the views. It is pointed out that science is not mysterious or far away, and the key lies in "knowing what it sees", constantly exploring, being good at independent thinking and having the spirit of perseverance.

Second, understand the examples used by the author to illustrate his point of view: For the three examples in the article, Professor Xie Piluo found that the rotation direction of water vortex is related to the earth's rotation. Boyle accidentally discovered that hydrochloric acid would turn petals red and invented the acid-base test paper. Austrian doctors infer a general rule that all sleeping people roll their eyes from their sons' eyes when dreaming. What is the focus of my guidance to students? What is the "question mark" in each specific case? What is the "truth" discovered from this? What is the process from "question mark" to "truth"? Through reading and discussion, students are guided to read the text repeatedly by using the learning method of circle marking, which touches the heartstrings and enables students to truly understand the meaning of the text in reading and sharing.

Thirdly, when talking about specific cases, the methods of teaching, supporting and releasing are adopted to guide the cases of Professor Xie Piluo reported by students, so that students can understand that scientists find problems from phenomena-through research-and get the truth, thus proving the argument that truth is born after a hundred question marks. When students read the second and third lists, they are completely free to teach themselves. Imitate the method of learning the first case, clarify the ideas of the last two paragraphs, and master the main content of each paragraph. At this point, I can't limit myself to the examples in the article. I guide students to share the examples they have learned. Tell us a truth from many examples of scientists, that is, after a hundred question marks, the truth was born and the problem was basically solved.

Four, teaching this text, I strive to let students learn independently, through reading and sharing, let students realize their excitement because of learning the text.

Students are the masters of classroom learning. In the whole teaching process, we should return the learning process to students and give them a stage to speak. I always let students take the initiative to participate in the whole process of teaching, giving students enough time to read by themselves in since the enlightenment, giving students enough time to draw, think, report, read aloud and express … so that students can truly become the masters of learning and gain something in Chinese class.

After learning the text, train students to imitate the text, and take "everything comes to him who waits" as the argument, and use different examples to demonstrate this point of view, so that it is natural for students to practice writing and expression.

After a class, I feel that the learning goal of this class has basically been achieved, and the students' learning effect is good, but it is inevitable that there are some regrets in this class: senior students have already had certain ability in word learning, so in the process of word learning, I mainly sampled a few students with learning difficulties to master new words, and didn't waste more time on learning new words, which may make the teaching of new words go away, and some students did not learn them firmly. In addition, there are still shortcomings in guiding students to understand the expression of the article, and there is no time for students to understand, which is what we should pay attention to in the future.

Reflections on the teaching of "Truth is born after a hundred question marks" Part II "Truth is born after a hundred question marks" is not only the title of the text, but also the main point of the text. This text is the second argumentative essay after Serving the People. Primary school students are still unfamiliar with argumentative writing. I still remember that after the class of "Serving the People", the students in our class lamented: "It's really hard to argue!" Compared with "serving the people", this lesson is simpler, because this text mainly proves the argument through three short stories, and these three stories have the same characteristics. Scientists are good at observing and asking questions, finding problems in the nuances of life and work, and discovering the truth through continuous exploration. In teaching, I ask students to stick to "questions" and "truth" and seek "?" And "!" In this way, students can quickly understand the content of each story and stick to the argument of the article. After the teaching, students have a better understanding of the methods of using appropriate examples to prove arguments and explain problems, and the teaching objectives have basically been achieved. But what makes me dissatisfied is that when students study three cases, they feel that the content of learning is relatively simple. The questions raised in learning are: "What questions did scientists raise in these events?" And "What is the final truth?" It is easy to find the answer in the text, so students' interest is not strong, and the class is boring. Students understand the examples and reasons, but it seems that the scientific spirit of omniscient, independent thinking and continuous exploration is not deep enough. What methods can I use to arouse students' enthusiasm? Only in this way can students have innovative and creative thinking in front of such a highly scientific article? After some thinking, I think we can try to use the teaching method of contrast. Instead of explaining the three cases one by one, we should put them together, so that students can read the three cases carefully, pay attention to every detail of the text description, and find the similarities in the cases, which can be in content, in words, or in the practices of people (scientists) ... This learning process gives students the opportunity to discuss. Students can also go through the process of discovering problems (similarities)-constantly asking questions-repeatedly thinking-constantly improving, and draw conclusions in the process of discussion. This kind of feeling can be well combined with the content of the text, and there will be personal feelings about the views expressed in the text, so I think this kind of teaching effect will be better and students will get more.

In addition, the writing of this text is very typical, that is, to illustrate the point with typical examples. This is a good imitation class. Therefore, in order to implement language training in classroom teaching, time should be set aside for students to add an example and write a paragraph by imitating the text.

The above is my reflection on this course. I hope that when I meet this kind of class in the future, I can design it reasonably according to the characteristics of the text and make the argumentative paper vivid.

Reflections on the Teaching of Truth Born after a Hundred Question Marks Part III The title of this text is also the main point of the text. The text is mainly based on facts. As long as you are good at observing, constantly asking questions, constantly solving problems and persistently looking for the source, you can find the truth in real life. In the teaching of this text, I try my best to let students adopt independent, cooperative and inquiry learning methods, and really master the content of the text through reading and sharing.

First, to mobilize the enthusiasm of students

Students are the masters of classroom learning. In the whole teaching process, we should return the learning process to students and give them a stage to speak. I always let students actively participate in the whole process of teaching, giving them enough time to read since the enlightenment by themselves, giving them enough time to think, communicate, report, read and express ... so that students can truly become the masters of learning and gain something in Chinese class.

Second, concentrate on reading the text and make clear the level of the text.

It is important and difficult to guide students to concentrate on the text in class from specific examples and correctly understand the meaning of "truth is born after a hundred question marks". For the three examples in the article, the key point that I guide students to study is what is the "question mark" in the specific case? What is the "truth" discovered from this? What is the process from "question mark" to "truth"? Complete the self-made table while reading, and make clear the level of the text.

Third, study the text and understand its meaning.

In teaching, I guide students to pay attention to the words such as "keen attention", "sensitive consciousness", "inexplicable", "repeated research and experiment", "repeated experiments" and "repeated observation and experiment", and read the second paragraph of the text repeatedly, so that students can understand and comprehend the profound meaning of "truth is born after a hundred question marks" in repeated reading, and realize it through self-reading, silent reading and cooperative reading. Pass "!" What else can you feel? Feel "!" Rich emotional connotation. On this basis, read out their own feelings, at this time, students' understanding of subjects and texts has also been sublimated. Students really understand the meaning of the text in reading and sharing.

After two classes, the learning objectives set in advance in this class are basically achieved, and the students' learning effect is good, but there are also some shortcomings: in guiding students to understand the expression methods of the article, this class is still lacking, and students are not given time to feel, which leads to unsatisfactory imitation writing effect.