Ⅰ Preparation and teaching process
During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. To some extent, the use of the pictures of some famous stars could cultivate students’ interest to use the adjectives to describe their appearance, personality and etc.In order to avoid the one-sidedness of comprehension, I gave students more time to read and practice.
Ⅱ Students’ learning process
During the class, I proceeded well as I designed. Once I raised a question, most of the students could undertake brainstorm and gave me the correct answers. When the discussion time came, I divided them into groups of four, asking them to do related tasks. What I didn’t expect was that they preferred not to come to the front for acting. I felt a bit embarrassed at first, but I respected their choices and dealt with it properly.
For most of the time, all of the students were very hard-working. It seemed that they had grasped all the knowledge effectively in this period. However, I found some problems when they stood up to give me answers. At that time, I felt nervous about my teaching effect. “Was my teaching method unsuitable for them?”, I said to myself, but I had no time to think. I tried to speak more slowly and clearly, giving them more time to think and speak. It really worked. The students and I cooperated well during the following steps.
In my teaching process, I felt it a pity that I didn’t give the students time to present their papers and correct their mistakes, which I thought I should keep in mind for future teaching. After the class, our instructor gave me some advice, which was quite acceptable and suitable to me. Ⅲ The organization of the class
In terms of my organization of the class, there were seven steps in detail. They were warm-up, revision, presentation, practice, conclusion, discussion and writing. From the angle of the time control, all of the steps were carried out successfully during my class.
Warm-up and revision occupied about 8 minutes; presentation occupied 5 minutes; practice accounted for half of the class; writing lasted about 7 minutes. I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point.
Meanwhile, I was not satisfied with the writing part, as I mentioned in partⅡ.Although students had time to write their compositions, they didn’t have the opportunities to know how well they had written. They should get some comments on their composition, for instance, grammar, sentence structure, hand-writing and so on. If I had five more minutes, I would present their papers to the whole class and gave some corrections if necessary.
All in all, on one hand, this was a comparatively successful class. On the other hand, during my competition, I found some unsatisfactory elements in my teaching. I think it would be better for me to improve the teaching procedure for future use. In addition, the classed should be practical and adhere to the students’ ability. I learned a lot from my experience and my instructor’s guide. In order to realize the new concept of teaching, I think I need to do more research on the textbook and learn more from the others.
第二篇：教案与教学反思
《钓鱼的启示》教学设计
【教学目标】：
1、认识本课生字，正确读写“、小心翼翼、抉择、实践、”等词语。
2、朗读与默读课文，整体感知课文内容，理清文章条理。
3、初步教育学生遵守社会公德，做诚实守纪的人。
【教学重点】：抓住重点词句，体会“我”钓到鲈鱼和放回鲈鱼的心情变化。
【教学难点】：联系上下文内容，体会从钓鱼中受到的启示。
【教学方法】：讲授，引导。
【教具准备】：多媒体课件
【课时安排】：２课时
【教学过程】：
一、谈话导入 ，揭示课题：
1、导语 ：知道詹姆斯〃兰费蒂斯吗？他是美国的一位著名的建筑师，他为我国广大读者所了解，不是因为他的建筑成就，而是他写的一篇短文，叫《做得对做得好——天知地知》。天知地知，就是无人知，在无人知晓的情况下，有件事做得对做得好。这究竟是一件什么事呢？这就是我们今天要学习的一篇课文。选入课文时题目改为《钓鱼的启示》（板书课题）
2、读课题，从题目中，你获得哪些信息？（板书：钓鱼启示）
二、初读课文，理清条理：
1、请大家放声朗读课文，注意读准字音，把句子读通顺。
2、读完后，想想，课文哪部分写了钓鱼，哪部分写了启示？
三、初读感知，扫清障碍。
1、检查词语。
第一组
鱼饵 鱼钩 鱼竿 鱼鳃
你发现这些词的特点了吗？并找出不同的一个词。
第二组
操纵 嘴唇 小心翼翼
请同学说出与小习翼翼类型想似（ABCC 式）的词。
第三组
皎洁 翕动 溅起水花
读准词语。
第四组
沮丧 抉择 告诫 实践
读词后再将词语放回原文中，看是否能读准。
2、写字指导。
请同学们用慧眼观察一下，看看在写字过程中对同学们有没有什么温馨提示？重点强调“翼、诫”。
四、再读课文，理清条理。
1、回答：哪部分写了钓鱼，哪部分写了启示。中间4——9自然节又写了什么呢？
教师适时点播，理清顺序，并板书。
1——3自然段 钓鱼
4——9自然段 放鱼
10—11自然段 启示
2、再读课文，读前老师有个更高的要求“会读书的人有两只眼睛，一只眼睛看着纸上的文字，另一只眼睛看着纸的背面。”（法）雨果。体会文章背后的情感。
五、品读感悟，体会心理：
1、研读“钓鱼”部分：
（1）过渡语：很明显，这是一篇写事的记叙文。读这样的课文，我们可以比较容易地了解课文内容。但是，我们还必须读出课文隐藏的情感。请用心读课文的钓鱼部分1-3自然段，一边读一边想，看你能读懂些什么？
（2）引导学生体会：“我”钓到鱼时是什么样的心情，父亲是什么样的心情。划出相关的语句，并在重点词下打上着重号。
（3）反馈，随机指导朗读句子：
重点指导：啊，这样大的鱼……看着鱼鳃在银色的月光下轻轻翕动着。（出示课件）
提问：“我”钓到的是一条什么样的鱼？我得意什么？父亲得意什么？重点指导理解“得意”二字。
指导朗读：你想重点突出“得意”的神情？
（4）“钓鱼”这部分有关于月夜的描写，写得很美，能找出来美美地读一读吗？你想通过你的朗读让大家体会到什么？（美、静）
指导朗读。
（5）小结：谁来归纳一下这一段写的什么内容？请在书上做笔记。
2、研读“放鱼”部分：
（1）过渡语：是呀，好不容易钓到了一条大鱼，多令人高兴呀！可是看了看表，发现了什么呢？
（2）看了看周围又发现了什么呢？
四、课堂小结，留下悬念。
师：在鲈鱼捕捞开禁前的2个小时，我钓到了一条大鲈鱼，却父亲却要把它放回湖里。这一条大鱼是留还是放呢？作者和我们一样也陷入了深深的沉思当中，那么下节课再让我们学习这些内容。
五、课外作业
1、写会本课的生字，新词。
2、摘录环境描写和心理描写的句子。
3、预习课文的后半部分，提出疑难问题。
板书设计：
钓鱼的启示
钓 鱼
放 鱼
启 示
《钓鱼的启示》教学设计
学 年 级：
教
《钓鱼的启示》教学反思
学 年 级：
教
《钓鱼的启示》第一课时，我把学习重点放在理解父亲和我钓得大鱼后的“得意”的心理活动，并能概括“我”的心情变化的过程，为下节课读懂“我”从钓鱼这件事中所获得的启示，懂得从小接受严格教育的重要，并从中获得道德实践的勇气和力量，提高抵制“鱼”的诱惑的能力作铺垫。
这一节课，我在“简简单单教语文，完完全全为学生，扎扎实实求发展”的理念指导下，和学生一起完成了《钓鱼的启示》第一课时的学习。从教案设计上看，这节课的教案很简单。为了让孩子们更好地把握文章的内容，我主要以读为本。在课堂中归还时间，指导学生读课文。“用普通话正确、流利、有感情的朗读课文”是《语文课程标准》的要求。要想让每一位学生都能达到这个要求，就要归还学生课堂读书的时间，让学生在练读中把课文逐步读正确、流利。具体要求是：“不可误字，不可少字，不可多字，不可倒字。”只有这样，“眼头过，口头转，心头运”，才能读一遍是一遍，才能让每一个学生实实在在地把课文读正确。并且对字与词的教学也要联系原文，文中解词。语文课堂重在让学生在读中理解，读中生情，读中感悟。但如何指导学生的朗读能力，提高朗读的效果，还有待于自己的学习与探索。
在本次教学中还有许多的不足之处，字词教学安排有些不妥，花的时间较少，对学生的评价不具体等等，在今后的教学中还应不断学习，不断反思，成就扎实有效的课堂教学。