范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。大家想知道怎么样才能写一篇比较优质的范文吗?以下是我为大家搜集的优质范文,仅供参考,一起来看看吧
小学三年级语文教学反思简短篇一
学生在学习劳累之余,念叨上“一身乌黑光亮的羽毛,一对俊俏轻快的翅膀,加上剪刀似的尾巴,这就是活泼机灵的小燕子。”两句,身心马上会轻松起来,精神也会好上许多。也许这也是这篇散文魅力表现吧。
大多数的学生是见过燕子的,他们没有陌生感,但他们没有作家那种写作的冲动,所以燕子不会如此走到他们的纸上,而对于好多学生来说,许多可爱的动物,同样不能变成文字。这是一种熟视无睹。因此研究这一课,其实我们可以告诉学生不要熟视无睹,虽然我们暂时做不到作家的写作水平,但我们能大胆把自己看到的一些动物入文,多多观察,不放过一些细节,多多用自己的双手记录,用自己的大脑思考,属于学生自己的文章也会自然出现。
第一课时我们要解决的就是让学生读通课文,了解大意,理解生字新词。平时,我的教学模式是比较单板的,虽然学生都是比较配合的,但是自己感觉课堂死气沉沉的。这节课,我就尝试了一种新的学习形式,用比赛的方式去学习。学生一听到要用比赛的方式学习,个个都打起了精神。一看到学生这幅兴奋的模样儿,我自己也热情高涨起来。紧张激烈的比赛,不仅调动了学生的学习积极性,同时也在比赛中完成了教学任务。
四年级学生的竞争意识逐渐增强,拥有了竞争意识,学生才能将自己的潜力发挥到极致。但是,我们应该培养学生良性的竞争意识。就拿这节课来说吧,虽然学生学习的主动性有了充分的体现,但是场面稍微有点失控。在课前,我预设的结果是平分秋色,因为这样不伤和气。但一到课堂上就不受我的控制了。一开始,四组的水平不分高低,但是进入第三、四回合后,一下就分出了高低,我就给落后的组多一点机会,但是他们自己没有积极争取(平时举手发言的人少),我是想帮也帮不上忙,结局就很明显了。结果一出来,学生之间就开始争论。我听完他们各自的理由后,就告诉他们有竞争是好事,因为有了竞争才会有进步,但是这个竞争是良性的竞争,是能够让你们每个人都进步的竞争。机会对于每个人来说都是公平的,要靠自己去争取,光坐着等是等不到的。看到别人获胜了,应该为他们感到高兴,同时自己也要下决心向他们学习,而不应该在那里说三道四。听了我的这番话,那些学生都低下了头,我相信他们知道今后该怎么做了。在今后的教学中,我将慢慢地培养他们的良性竞争意识,使他们在竞争中共同成长。
教学反思:学生在课堂上发言积极性不高。只有几个愿意发表自己的见解,课堂显得死寂,没有生气。有可能是开学初,学生还没有进入学习的氛围中。但是,回响上一个学期,学生的发言还是有些被动。有时,公开课上,发言的积极性也都是经过反复的鼓励,甚至是物质性的奖励所起的作用。就如体会小燕子飞行这一段内容时,我引导学生谈谈自己的体会。只要是发言学生的回答的确令人满意,学生能抓住“斜着身子”、“掠过”、“一转眼“横掠”……等体会到燕子飞行的轻快。有的也能从中体会到燕子喜欢春天,高兴了,还会变着花样飞行。这些固然令人满意。然而大多数学生当的陪客却让人揪心。这也应该是我课堂教学中需要突破的。如何吸引学生主动学习、主动参与讨论,从而提高语言的组织能力和阅读的理解能力?
小学三年级语文教学反思简短篇二
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小学三年级语文教学反思简短篇三
本学期我担任了三年级语文教学工作,三年级是一个过渡年级,有时会存在一些“尴尬”的地方。比如,从三年级开始识字不是教学重点,但生字学习对一部分学生来说确实又有困难,没办法轻视;阅读应该逐步成为学习的重点,但由于学生认知水平的局限,对问题的理解不够深入、不够全面,阅读学习的“度”很难把握;三年级开始练习习作,不拘形式的写出自己见闻、感受和想象。但新教材中在二年级只是安排写句练习,这个跨越太大,学生一下子对作文感到非常头疼,老师的指导有时显得苍白无力……面对这些问题,面对全新的教材,我在摸索中前进、在实践中反思。
教材中的32篇阅读课文,针对不同的教学目标、学习要求如何与学生的学习实际相一致,不至于挖得深、学得难,让学生觉得无话可说、无感可发。这又是另一个摆在面前的难题。我觉得这时教师就要对你的学生真正地有所了解,知道什么对他们来说是有难度的、什么是他们感兴趣的、怎样设计通过他们的思考、合作会有真正的提高。只有这样,在设计教学方案时教师才会有一个正确的教学预测,使教案更贴近学生、更合理。我想,这也是从学生的“学情”出发进行备课的一个方面吧。
当然,在课堂教学过程中,还要从实际出发,根据学习情况不断调整。课堂是教学改革的主阵地,在课堂上教师在教给学生知识的同时,更要注重学生学习习惯、学习能力的形成,真正学会学习,成为学习的主人。三年级刚刚从低年级过渡上来,教师的指导作用显得尤为重要,在课堂上的自主学习还是要通过老师的组织、引导进行。因此教师要对自己的教学行为不断小结、不断反思,提高自己的理论水平、不断更新教育观念,在实践中调整自己的教学行为,使自己的课堂教学得到最优化。
如在教学《锡林郭勒大草原》时,由于备课时侧重于对课文内容的挖掘、侧重于教学环节的设计,对学生的学情没有正确的估计、预测,在课堂上,学生感到在跟着老师走,有些要求不知如何去操作,结果学得很累、学得被动。针对教学中出现的一些问题,我在课后及时反思、小结,在后面的几篇课文学习时,我特别注意这些问题,不再为了课堂的“完美”而勉强学生,有效地避免这些问题的再次发生。
课上到现在,真的觉得是和学生在一起成长,有得有失。但最近却不断地发现经常在教学中遇到“瓶颈”,已有的知识、经验已无法满足不断出现的新问题、新情况。32篇课文如果只用那么几种教学模式去上,学生马上会感到枯燥、无味,甚至有时对你的教学思路一清二楚,这样的课还有什么味?作文的教学有时会感到“束手无策”,只是通过讲讲要求、读读例作、尝试写写、作后评价,学生怎会对作文感兴趣呢?……如何穿越“瓶颈”领略更宽广的教学天地,这又是我最近在不断反思的问题。
如果仅仅禁锢在自己小小的教学天地里,对曾经的成绩沾沾自喜,那只会有一个结果——不进则退!我想是到了及时充电、补充的时候了。多读一些教育理论方面的书籍、增加自己的文化底蕴、向有经验的老师多学习、多请教,对自己的教学多反思,提高自己对教材的把握、对课堂的驾驭能力,希望能冲破瓶颈的新天地三年级作文重点是练习"写出内容比较具体的片断",在实践中,我把写好总分段作为写段的基本训练。并坚持写好总分段的几条具体要:1.第一句概括段的意思;2.中间用几句话对第一句展开记叙;3.末句要总结段的意思,但字面不能与第一句重复.主要练习形式有板有眼种:1.补段.补总述句和总结句;或补分说句。2.用自己的话写课文某段话的意思,要求用总分段式来写。3.仿段.规定选材范围,要求用总分段式写。此外,我还经常训练另一种段式,即在一段话里要含有时、地、人、事四要素,对"事"要用几句话写明白。写好这种方式,对学生初步掌握记叙文的要求是非常有益的。
语文真的是很美的一门学科,记得自己上学时铺天盖地的都是语文压抑了人性,对语文教学的批判。现在的新课改让我看到了欣喜的动向,可是,真的很怕矫枉过正,一味的不负责任的“创新”“活动”让语文的文字不再重要,重要的只是头脑中的不负责任的“胡编乱造”。始终相信,语文的阅读是最重要的环节,学生的大量自主的默读、静思培养的是语文的素养,没有足够的阅读做基础,过多的“对话”是无法达到感悟和体验的。
小学三年级语文教学反思简短篇四
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小学三年级语文教学反思简短篇五
《李广射虎》采用“文包诗”的形式,课文由唐朝诗人卢纶的《塞下曲》引出,介绍了“飞将军”李广,并由此描述了“李广射虎”的故事,通过讲述李广将军在一个月色朦胧的夜晚拈弓搭箭,把白羽箭深深射入石头中的故事,表现了“飞将军”李广的力大无穷和神勇无比。
拿到了课本,我仔细地研读起来。课文创设了古诗所描绘的情境,描述了一个有关“飞将军”的传奇故事,为学生深入浅出地理解古诗的意思提供了有益的帮助。我们常说的“语文之本”就是要抓住人文之本(即人本)和教材之本(即文本),在教学过程中做到人本和文本的统一。因此,在备课时,我就注重紧扣课文,强调学生的理解和感悟。
在教学活动的设计过程中,我注意抓住教学的重点(即体会李广的神勇无比),注意突破教学的难点(即古诗与课文的联系)。我是这样设计教学的:
兴趣是学生学习的动力。我通过一个有趣的谜语,引出“虎”。(板书“虎”)学生谈谈对老虎的认识,了解老虎的凶猛。从而导入——认识一位古代的英雄人物“李广”(板书“李广”),课文就是写李广射老虎的一个传奇故事(课题板书完整)。
出示课题后,学生简介李广,老师又补充讲解并出示了一份资料,从而对李广其人有了一个初步的了解。
通过问题“课文的哪一自然段也向我们介绍了李广”,引导学生自由学习第二自然段,揭示“李广是西汉时期一位神勇无比的将领”。从“西汉、将领”等词引出“神勇无比”,理解“神勇无比”的大概含义(没有人比他更神勇了,他是最神勇的一位),在此基础上再引出问题“为什么说李广神勇无比呢?”
学生围绕问题自学,通过交流,引导学生对重点字词的理解,体会李广射虎时的机警镇定、动作熟练,他力大无穷,箭术百发百中,再通过反复朗读,感悟李广的神勇无比。
学完故事,出示古诗,引导学生用自己的话语说说诗句的意思。
教完课文,虽然在教学过程中还存有一些不足,但是,我觉得这样的教学,在整体上是比较成功的,主要体现在:
1.教学的思路清晰。教学过程中,始终围绕问题“为什么说李广神勇无比呢?”展开教学,教学环节比较顺利,教学效果比较好。
2.在教学时,注重学生的朗读和感悟。如在学习、理解李广射虎的动作“连忙拈弓搭箭,运足气力,拉开硬弓”时,我采用了学生动作演示的方式,让学生动起来,学生通过表演一下子就体会了李广动作的熟练,从而掌握了重点。
小学三年级语文教学反思简短篇六
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小学三年级语文教学反思简短篇七
根据新大纲、新教材的精神,三年级以段的教学为重点。那么,怎样优化教学过程,提高教学效率,达到大纲要求呢?我的经验是应切实抓好段的读、说、抄、写训练。
在段的读、说、抄、写过程中,读是基础,应抓好三个环节的读。
一是初读,要突出"顺"字,要读准字音、读好停顿、重音,乃至速度、语气,能流利地把课文读下来。在此基础上,才转入讲读,指导理解课文内容。
二是讲读要突出"思"字,要把学生学语文的过程和学生的认知过程统一起来,让学生从语言文字入手理解思想内容,经历"具体——抽象——具体"的心理历程。如《富饶的西沙群岛》第四自然段,第一遍读,初步了解整段话写什么;第二遍读,概括每句话写什么;第三遍读,抓住重点词理解句子意思,如第二句,这句话写什么?从哪些地方可以看出来?("有的……有的……有的……有的……"是写鱼的多。)第三句话写什么?从哪些地方可以知道?("一半是水,一半是鱼。"可以知道鱼的数量多。)第四遍读,概括段意。
讲读后的读,要突出"熟"字,要指导反复诵读,直至熟读成诵。
说段在读段之后进行,要求学生用自己的话表达对段的思想内容的理解,这样把课文语言转化为个性语言,对课文语言进行同化或顺应`的基本训练。刚开始说段训练时,学生会用接近原文的句子的复述甚至是背原文,老师应具体指导学生一句一句地说,然后,把整段话连起来说。《美丽的小兴安岭》第2自然段,在指导说段时,先复习。"树木""积雪""小溪""小鹿""木排"等词,然后说说这段写了什么季节的景物,反映了什么?(这段写了小兴安岭春天景物的特点,反映了小兴安岭春天生机勃勃的特点。)在指导说段时,还应把概括地说和具体地说结合起来进行。
抄段,可以加深理解和强化记忆。为了取得事半功倍的效果,一是要选择好抄学的段落,二是要指导抄写的方法。
所抄写的自然段,应是在表达方面有特色的典型段落`,并且容易被学生模仿的。如《赵州桥》第二自然段写桥的坚固,但第三自然段写桥的美观,两段均有特色,但第二段结构比较复杂,文字较枯燥,而第三段总分关系明显,文字优美,两相比较,应把第三段作为抄内容。
在抄写过程中,要力戒看一个字抄一个字,看一词抄一个词也不行,应做到至少是抄句。即看一句抄一句,逐步过渡到抄段,即熟读后抄下来。抄好后应认真检查一遍,漏了的词要补上,多了的词要删掉。一般来说,遗漏或随意增加的部分都是不甚理解的表现。因此修改后应再读一读,想一想,加深理解。
三年级作文重点是练习"写出内容比较具体的片断",在实践中,我把写好总分段作为写段的基本训练。并坚持写好总分段的几条具体要:
1第一句概括段的意思;
2集中间用几句话对第一句展开记叙;
3。末句要总结段的意思,但字面不能与第一句重复。
主要练习形式有板有眼种:
1。补段。补总述句和总结句;或补分说句。
2。用自己的话写课文某段话的意思,要求用总分段式来写。如学了《翠鸟》一文,要求用总分段式写翠鸟的外形(根据第一段的意思写)。
3。仿段。规定选材范围,要求用总分段式写。
此外,我还经常训练另一种段式,即在一段话里要含有时、地、人、事四要素,对"事"要用几句话写明白。写好这种方式,对学生初步掌握记叙文的要求是非常有益的。
小学三年级语文教学反思简短篇八
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小学三年级语文教学反思简短篇九
三年级学生在校园里显得更为活跃,他们有热情,也显得任性、容易冲动。有时他们会在桌面上涂写几句小诗、一行话语,好象像以此表达对事物的理解。教师如何因势利导,抓住学生的情感契机,引导他们以恰当的方式表达出来呢?实践证明:积极疏导,把他们的心语得以外化,由此激发他们学语文、用语文的意识是有效的路径。恰逢学校欢庆六一的事,校园面貌有了大改观,组织学生管理会自主管理,学校组织书画大赛,为教学楼外部增光添彩。学生在练笔、讨论、推敲中学生乐而不疲,尊师爱校、友爱同学的美好情操得到提升。
三年级语文教学如果仅凭几十篇课文的精讲深挖、设计无数的练习,由此来提高学生的阅读能力和习作水平,往往难以达到预期的效果,学生的学习兴趣难以提高。的确,课文只是个例子,应由一篇文章的阅读触及其余,启发学生把知识融会贯通,灵活、高效地学,有趣有味地学。
在实际课堂中,难以听到琅琅的读书声,如果我们基于以培养学生的读写兴趣为目的、以提高学生的语文素养为根本,必然会摒弃。学校组织的经典诗歌朗诵比赛这一活动的开展激发了同学们学语文、用语文的意识,丰富了学生们的校园生活:同学们觉得学校生活是紧张有序的,也是丰富多彩的,令人回味的。在他们的习作里、日记中有生动的记录;在他们的课本中他们以诗与画的形式、书信的方式告诉自己的亲朋好友,这是没有预设的、水到渠成的语文学习活动。
我想,这是在问老师,又不仅仅是,我们该认真反思反思教学中的一些行为了。《小学语文课程标准》的探讨实施决非上几节公开课、写几篇文章、出几份试卷所能含涵盖的,我想,它的积极实施是体现在每个教学进程中的。
实践证明,在生动活泼、师生互动的课堂里、在丰富有趣的活动中,五年级学生的知识、能力会喜获“双赢”,他们的情感会得到升华,语文学科的魅力才足以得到展现。
小学三年级语文教学反思简短篇十
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小学三年级语文教学反思简短篇十二
这个学期我担任三年级语文教学工作。很快的,一个学期将要过去,回首过去的日子,反思一学期的教学经历,也有一些收获和问题。三年级教材编写的意图在于注重人的发展,用生活的情景呈现学习内容,让学生感受知识与生活的联系,体会学知识的目的在于用知识解决问题,这就对以往没用的内容进行删除,所学的全是对以后步入社会有所帮助的,教材中的生活场景自然就很多,内容看似简单,实施起来却很难。
在教学方面,我认真学习《语文课程标准》。课程标准是现行教学的总体思路,它致力于全面提高学生的语文素养,正确把握了语文教学的特点,倡导自主、合作、探究的学习方式,努力建设开放而有活力的语文课程,在反复研读《课程标准》的过程中,我有所感悟,把理论运用到课堂实践上,有很大的收获。
1、创设平等、和谐的课堂氛围。教师在新课程中最大的是角色的变化,教师将不再只是知识的传授者和管理者,更是学生发展的促进者和引导者。在新课程中,学生的学习方式从传统的接受学习向探究学习转变,而教师的工作就在于帮助孩子们确定适当的学习目标,并确定和协调达到目标的最佳途径;知道学生养成良好的学习习惯,掌握学习的策略和发展能力;创设丰富的教学情境,激发学生的学习动机和学习兴趣,充分调动学生的学习积极性。
在教学活动中,教师与学生是平等的,不是服从与被服从的关系,教师应尊重每一个学生,多一些鼓励,促使他们生动活泼、主动地学习。只有在民主、平等、和谐的气氛里,学生的思维才可能处于积极主动的活跃状态,才能把紧张的学习过程转变成愉快的学习活动。因此,课堂上,经常会听到这样的语言:“老师,我有个问题。”“***,我对你提个意见。”“我对他有不同的看法,我觉得……。”老师的语言也成了:“**你先来说说好吗?”“能向大家说说你是怎么想的吗?”“你先等一等,让别的同学先准备一下好吗?”生动活泼、积极主动的课堂教学气氛具有很强的感染力,它易于造成一种具有感染性的催人奋发向上的教学情境,使学生从中受到感化和熏陶,从而激发出学习的无限热情和创造愿望,使他们全力以赴地投入学习,提高对学习活动的积极性。
2、结合多元智能更好理解文本。智力作为一个整体,是认识活动的综合能力。通常人们的认识活动并非一种而是几种智力在相互作用。学生的学习也是各种智力相互影响、相互作用的过程。因此,不能只用认识智力去衡量学生的能力,而要切切实实地去培养和开发学生的多元智力,使教育教学真正地面向全体学生,培养出全面发展的创新型人才。而传统的课堂教学大多以教师的语言传递为主,结合听说读写,这样做容易发挥教师的主导作用,在短时间里使学生掌握系统的文化科学基础知识,形成基本技能技巧,并进行思想品德教育,促进语言、数学智能的发展,但容易忽略其它几项智能,诸如学生个性素质的开发、潜能资源的发挥、创新能力的培养一直受到忽视。这个问题已经受到许多老师的高度重视,我尝试借鉴了了几个做法,发现效果还挺好的。
a、语文的课堂上,把肢体运作学习活动和语文科联系起来,让学生搭一搭、动一动、演一演、说一说,将使学生觉得学习语文也是容易的事。在语文教学中,三年级学生理解课文内容较困难,一方面我利用生活中的实际事例进行讲解,化难为易。另一方面大胆的运用肢体语言,形象而又夸张的进行表演,从而让学生既觉得活泼,又变得生动。学生不仅兴致盎然,而且也容易掌握。学完一篇课文,让学生以课本剧的形式在课堂上表演,不仅加深了对课文的理解记忆,从中也加强了肢体运作智能、交际智能和语言智能。
b、爱因斯坦认为“提出一个问题,往往比解决一个问题更重要。问题的发现和提出,经常意味着一个新领域的开辟”。在语文教学中,老师不仅可以提些问题,如:学了这篇课文,你有什么收获?懂得了什么?你会怎么做?让学生联系自身回答问题,提高内省智能,同时让学生善于发现问题。在发现问题、提出问题、解决问题的过程中,学生的内省智能、交际智能得到了培养。
3、新课程“以人为本”,阅读教学“以读为本”。“以人为本”,这是新课程教育思想的体现。教师应根据不同的教学内容和教学对象采取灵活多样的教学方法。我在备课时认真钻研教材,熟悉课程标准后,再换个角度想,如果我是学生我喜欢以什么样的方式来学习新内容。想出几个方案,在课堂上针对学生的具体情况来选择不同的教法。把宝贵的课堂时间还给学生,让他们在自主学习的广阔天地里,享受阳光,
小学三年级语文教学反思简短篇十三
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小学三年级语文教学反思简短篇十四
我毕业以来一直叫低年级,这学期我担任了三年级语文教学工作。与第年级教学相比,三年级的教学有许多不同之处,值得好好反思。三年级是一个过渡年级,有时会存在一些“尴尬”的地方。比如,从三年级开始阅读应该逐步成为学习的重点,识字不是教学重点,但生字学习对一部分学生来说确实又有困难,没办法轻视;又由于学生认知水平的局限,对问题的理解不够深入、不够全面,阅读学习的“度”很难把握;三年级开始练习习作,不拘形式地写出自己见闻、感受和想象。但新教材中在二年级只是安排写句练习,这个跨越太大,学生一下子对作文感到非常头疼,老师的指导有时显得苍白无力……面对这些问题,面对全新的教材,我在摸索中前进、在实践中反思。
在新课程的背景中,培养学生自主学习,勇于创新的能力。我在语文课堂教学中,力求做到让学生学得兴致盎然,使学生在语文学习中享受学习乐趣,从而发展学生的语文素养。
1、注意新课导入的新颖;
2、培养学生积极探究的习惯,发展求异思维能力,引导学生仁者见仁,智者见智,大胆地各抒己见,对有分歧的问题进行辩论,课堂气氛活跃,给学生更多的自主学习的空间。
人教版的课文中每一篇课文都是文质兼优的佳作,其语境描述得美妙,语言应用精巧,思维表达深刻,都是引导学生的重要内容。由于课堂教学时间有限,语文的精彩之处不可能引导学生一一感悟。为了使这些精彩给学生留下整全印象,我在阅读教学中抓重点,引导学生对语言文字反复诵读,在诵读中深化理解,升华认识,填补空白,如教学《给予树》一文,让他们在品评中进一步认识生活中要为他人着想,同情他人,感受到帮助他人,快乐自己。
美国的一位教育学家指出“课堂的外延与课内的外延相等。以课堂学习为核心,能动地向学生的学校生活、家庭生活、社会生活等各个生活领域自然延伸和拓展,使课堂训练与课外行为教训形成有序、有趣、有力、有效的结合,取得语文教学的整体效益。”在新课程改革实践中,我们把语文教学融入广阔的天地。让学生阅读《成语故事》《童话故事》等课外书;设采蜜本搜集好词佳名,为深入理解课文内容奠定了基础。其次,注重丰富多彩的语文学习活动,如举行笔下生花竞赛、书法竞赛、讲故事比赛、编写儿歌。此外,注意利用学科间的整合,让学生从不同角度,采用不同途径获得知识,培养能力。并注重习作与活动紧密结合。三年级学生作文才刚刚起步,怎样批改才能收到实效呢?
(1) 改其一点,目标明确。布置作文,让学生明确要求,可先“约法一章”。以记事为例,可要求学生抓住重点,或要求过程清晰,或要求人物语言、动作、神态、心理活动描写突出,同时我十分注重鼓励学生巧用语文书中的好词佳句。批阅时根据事先约定的“法”,只要学生承诺所约的“法”之一,即使其他方面不够理想,照样给优。这样由于目标单一、明确,让学生每次习作做好一点就行,这样大大降低了学生写作的难度,激发了学生的写作兴趣,也为以后学生写好习作打下了坚实的基础。
(2)重评轻改,抓典型。我在多年的教学实践中发现,要提高学生的写作水平,应把重点放在习作评导上。我觉得重指导,轻讲评收效不佳。改得满篇朱红,费时低效。我认为可针对习作特点的要求,可以在批阅时把主要精力放在归纳共性问题上,找出典型习作抄在黑板上,或印发给学生,师生一起修改,指出优点,找出失误。互相研讨,使其变成一篇佳作;或抽好、中、差几篇抓住带普遍性的问题,进行对比、分析,边讲述边修改。如此下去,学生就会逐步掌握修改作文的方法。
(3) 面批几个,拔优辅后。以吃“大锅饭”为主,抓共性是必要的,但抓个性也不可少。最好的办法是面批。但花时间更多,这就要求教师要充分利用作文课,在学生完成草稿后,每次辅导几个,将有些“作文事故”消灭在萌芽中,防范于未然。
(4)充分利用身边的素材进行作文训练,总之,本学期以来,我尽心尽力做好自己的教学工作,不断严格要求自己,努力汲取他人的长处,不断更新自己的教学理念,并运用到自己的教学的实践中,使每一节课都能取得良好的教学效果,使每一位学生都能真正提高自己的语文素养。由于自身的能力有限,教学的经验的不足,本学期在教学中还存在着不少的问题,主要有:
1、个别学生的不良的学习习惯还有待进一步引导改正。本班学生生性活泼好动,其中有一些学生在习惯方面存在着的问题——写字习惯很差,写字姿势不正确,不能自觉地完成作业,还有个别学生字迹潦草。还有的学生作业不能按时上交。或遇到难题没有坚强的意志,不会主动克服解决。
2、写作方面水平差异太大。班中学生的写作兴趣比较浓厚,但优生与差生的差异比较大。导致全班学生的写作水平发展不够均衡。在今后的教学中,应该加以克服。
3、在课堂中努力构建开放、民主的教学模式还不够到位。
在今后的教学工作中,我会不断学习,钻研业务争取有更大收获。