Article 1: Second Grade Chinese Language Volume 1 Reflection on the Teaching of Huangshan’s Strange Stones
Studying the lesson “Huangshan’s Strange Stones”, this article is relatively monotonous for students. In order to mobilize students' enthusiasm, I used all kinds of methods, such as multimedia teaching, interesting conversations, self-reading and self-enlightenment, competition reading and other forms. After the "little tour guides" finished introducing "The Golden Rooster calls Tiandu", they had a competition to read out the interesting features of the strange rocks.
A representative of the fifth group stood up confidently. When he read, "A few boulders on a mountain peak turned into a shining golden rooster. He stretched his neck, "Crying uncontrollably at Tiandu Peak", I heard Huang Yi, the most naughty person in my class, covering his mouth with his textbook and whispering "OoOoOo". For a moment, I heard in the classroom All the children were secretly delighted, as the atmosphere they had finally created was easily destroyed by this "big rooster". I was so angry that I wanted to criticize him head-on, but then I thought about it. This little guy not only understood the words "unceasingly crying" in the text, but also gave full play to his imagination. , the way he used it was not good. So I said to him: "You are such a good boy who studies carefully. Have you seen that big golden rooster? When we study, we should be like Huang Yi, with something in our eyes!" A few simple words The words not only conveyed new reading methods to the students, but also reminded him and encouraged him. Since then, he has read more seriously and spoken more actively. I am deeply gratified. Just imagine, if I didn't control myself at that time and just criticized him for disrupting the class, it would definitely greatly dampen his enthusiasm for learning.
In teaching, we should be kind to students' mistakes, give more praise, less blame, more affirmation, and less denial. Students will definitely understand self-discipline, and it will also allow them to become better in their journey of growth. Be happy and confident. Chapter 2: Reflection on the teaching of "Strange Stones of Huangshan Mountain" in the second grade
The text "Strange Stones of Huangshan Mountain" is the most impressive text I have ever learned in primary school. This lesson is the second text in the first unit of the second-grade Chinese textbook published by the People's Education Press. The theme of the first unit is beautiful nature. This lesson closely follows this theme and displays the Huangshan Scenic Area, which is famous at home and abroad with pictures and texts. The beautiful and magical natural scenery, including countless lifelike and interesting rocks and rocks, is the focus of teaching. In teaching, educating students to love the great rivers and mountains of the motherland is one of the important features of the Chinese curriculum. The author also contains praise for the interesting rocks and beautiful scenery of Huangshan Mountain between the lines, so that students can experience the admiration for the strange rocks of Huangshan Mountain. It has become the teaching difficulty of this course. In this group-level demonstration class, I chose the second lesson of this text as my first lesson, but the classroom effect was far from the default.
In order to do a good job in this first demonstration class, I carefully designed the teaching objectives of this class: 1. Because there are many new words in this class, it is required to read the text correctly, fluently and emotionally; 2. Cultivate students' observation and imagination, stimulate students' curiosity and thirst for knowledge, and guide students to learn independently and explore; 3. Feel the wonder and interest of Huangshan's strange rocks, and appreciate the admiration of Huangshan's strange rocks. After class, I felt that I failed to play the role of a leader and the teaching objectives were not well achieved.
In order to stimulate students' enthusiasm for learning, I created a situation as a tour guide in the introduction process, and used pictures to lead students to "enter" Huangshan to enjoy the magical scenery. I designed this link when encountering obstacles during the journey and requiring collective efforts to clear the "new word stones" before continuing the tour. However, what I never expected was that a major accident occurred from this first link and many students appeared. I didn’t know the new words, so I could only end this session in a panic. In the preliminary perception session, I asked the students to read the text freely and review the content of the text. Somehow, the reading turned into simultaneous reading, and the voice was low, which created a very lackluster feeling. In the intensive lecture part, I used the method of reading pictures and text to guide the second natural passage, which was divided into four steps: looking, finding, discussing, and reading, supplemented by action reading, so that students could appreciate the wonders of Huangshan Stone; and then help them learn the third paragraph. Natural section, consolidate the four-step learning method, and finally let students use this method to self-study the fourth natural section, with camera tutoring. The fourth part of the class is for practice and consolidation. I combined the after-class exercises to ask students to imitate the author's description method and talk about what "Tengu Watching the Moon" looks like, so as to train students' expression ability and imagination. The last link is the writing guidance link. Because too much time is wasted, it can only be passed through in a hurry.
There were too many failures in this demonstration class, but as experienced teachers said, this will become a rare wealth of experience for me. I now summarize it as follows:
1 , The preparation before class was not done well. I chose to teach in the second class, but because I misremembered the time of the demonstration class, I basically didn’t teach it in the first class. As a result, the students did not get a good start in reviewing new words, which also hit the children. The lack of confidence made the subsequent classes extremely boring, and very few students raised their hands to answer questions. This sounded a big alarm bell for me. As a class teacher, I must do everything I should do in order to play a good leading role for the students. If the teacher muddles through everything, then his students will also be confused. You will definitely not be able to grow better;
2. You don’t know your students well enough. My evaluation of the students in the class is that they are smart but too lively. In normal classes, the class atmosphere is always too lively. I did not expect that students would be so nervous when listening to other teachers and could not do better. Instead of trying to appease the students, in order to make the class proceed in an orderly manner, he deliberately made a serious expression before class to correct discipline. I think what I need is to work hard to be what a class teacher should do, to care for every student with my sincerity, to understand each student's character as soon as possible, to have more patience, and to think more from others' perspective, so that I can lead the whole class well< /p>
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3. The teaching aids are not properly prepared. Since I don’t have multimedia teaching equipment, I downloaded some pictures from the Internet and printed them out in color on A4 paper. However, the clarity of the pictures was not high enough and they were too small for students in the back row to see clearly, making teaching impossible. Everything can be done in advance, and failure in advance will lead to failure. This requires you to put in more effort to collect teaching resources, think about issues that need attention in advance, and prepare strategies to deal with them.
4. Unreasonable time allocation. The second half of the intensive lecture part of the class was carried out in a hurry. On the one hand, there was not enough time, and on the other hand, students were not sufficiently engaged and motivated to learn. Not only did they fail to cover what they wanted to say, but they also left time for students to read aloud and practice. It is not enough and fails to ensure the subjectivity of students. Try to streamline the teacher's language, be concise and concise, and guide students as much as possible. This requires me to continuously strengthen training in actual teaching.
5. The method of asking questions is unreasonable. My question setting, including the teacher's language, was not lively and interesting enough, and even the students could not understand the direction of the question, causing the teaching direction to deviate. More importantly, it prevented students from participating in the teaching process, and the teaching goals could not be achieved. At the same time, my teaching tact is not enough. Not only did I fail to anticipate multiple emergencies in the teaching process, but I also failed to respond adequately and failed to adjust my teaching methods in time. I still need to learn more from other teachers and accumulate experience and lessons.
Generally speaking, the huge mistake this time was that I failed to consider the problem from the student's perspective. The students did not implement the knowledge they learned well and failed to actively participate in classroom teaching. First of all, It fully exposed the teacher's shortcomings. The explanation was not thorough enough and did not meet the age characteristics of the children. In addition, I failed to practice and emphasize repeatedly. This was my dereliction of duty. Therefore, I am very grateful to my students for their efforts to cooperate with my teaching. I will do my best to constantly correct my shortcomings and constantly improve my teaching to make up for my guilt and apology to the children. It is not too late to make up for the lost situation. Chapter 3: Teaching Cases and Reflections on the "Strange Stones of Huangshan Mountain" in the first volume of the second-grade Chinese language
"Strange Stones of Huangshan Mountain" is an essay about scenery. The article focuses on the "Fairy Peach Stone", "Monkey Viewing the Sea" and "Immortal Guiding the Way" "The four kinds of strange stones, "The golden rooster calls Tiandu", and the end of the text also lists "Tiangu looking at the moon", "Lion grabbing the ball", "Fairy playing the piano", and saying, "There are many strange-shaped rocks in Huangshan, waiting for you to name them. "Where's the name?" This was originally a text in the old textbook for senior students, but now it appears in the first volume of the second grade textbook in the new textbook. This teaching method is completely different from that for senior students.
At the beginning of the class, I was playing multimedia to the students and asked them to listen to the model reading the text and watch the scenes on TV. Unexpectedly, just after reading the first sentence, I heard a student unconsciously say I added: "What does 'famous at home and abroad' mean?" I glanced at the classroom again, and most of the students were focused on the TV screen, so I stopped the playback. The students were confused and I said to everyone: " Classmates, the Huangshan Scenic Area has beautiful and magical scenery and interesting rocks. Teacher Zhang has never been there. Like you, I can’t wait to go and see it. So let’s go sightseeing first and then study the text, okay? "Ah?" "Okay -" the students replied in unison with great excitement. I continued: "Students, do you know that Huangshan Mountain is beautiful, so not only we Chinese know it, but even foreigners know its name. Do you see which word in the first natural paragraph of the text has this meaning?"
The students searched nervously. For a moment, they raised their hands one after another and answered loudly: "It is famous at home and abroad." "Do you remember what it means to be famous at home and abroad?" I continued to play the media, and then the TV The strange-shaped stones described in the text appeared on the screen. The students talked excitedly to each other, and I took the opportunity to ask them to find sentences in the text to describe and add their own combined imagination. Now the students were even more enthusiastic. In this warm atmosphere, we imagined while looking at the pictures, and read while narrating. Some students couldn't help but imitate the actions in the pictures while talking! In the highly excited thinking state of the students, they have already understood the center of the text unconsciously. Therefore, when reading the text aloud, the students have unconsciously integrated their emotions into the article, and naturally expressed the affectionate admiration and deep appreciation. The longing tone was read out. At this moment, the picture on the screen disappeared and was replaced by the words "Golden Rooster calls Tiandu".
Now the students were unhappy: "Teacher, why are there no pictures?" "I like to see pictures!" "What does 'Golden Rooster Cry Tiandu' look like?" Suddenly a student shouted: "That's right, teacher, there's nothing like a tengu looking at the moon, a lion grabbing a ball, or a fairy playing the piano?" "That's right!" Most people agreed. Listening to the complaints, I laughed happily, because there was a link that required students to use their imagination to choose a stone from "Tengu looking at the moon", "Lion grabbing the ball", "Fairy playing the piano" and introduce it to everyone. Done. I originally planned to assign that link after finishing the text, but I didn’t expect that the children created a great opportunity for me. "Okay, classmates, because there are too many strange rocks in Huangshan Mountain, our textbooks can't fit them in. If we want to see those pictures, how about we find a way?" "Teacher, we can check online!" "Teacher, I can do it myself. Painting." The students all expressed their opinions. "Okay. But the teacher has one more request. You have to write an introduction below the painting, imitating the look in the book. Do you think it's okay?" "Okay!" The children answered with confidence. Listening to such a loud answer, they believed it. There will definitely be a harvest tomorrow.
The next day, a large stack of colorful pictures was handed to me. I showed them in class and asked some authors to introduce them to everyone. They really talked about it
The teaching story of "Strange Stones of Huangshan" mainly embodies the teaching philosophy of "paying attention to learning and learning to determine teaching" and "seizing exciting points and changing teaching strategies".
The design idea I prepared for this text is: the teacher reads the text - the students read the new words drawn - the teacher and students learn the new words together - read the text again, and understand the text with the help of pictures Content - imagination and speaking training - reading training - guidance on writing - assignment of information search.
However, according to the classroom situation, I changed my teaching ideas, developed and explored in accordance with the current students' thinking, just like a sailing boat sailing with the wind, the effect will be twice the result with half the effort. This is true, "Interest is the best teacher." Especially students in lower grades like to start from interest when doing anything, seize this psychological characteristic, and change the teaching plan in a timely manner according to the students' thinking development. This is to learn based on Set teaching.
Only when we have a thorough understanding of the teaching materials can we skillfully use the new curriculum standards in teaching. As long as the goals are clear, we can walk leisurely and enjoy the infinitely beautiful scenery along the way!
Case analysis of "Strange Stones of Huangshan Mountain"
Case
"Strange Stones of Huangshan Mountain" is a text in the first volume of the second grade.
When studying the text, I adopt the method of "self-study + group cooperative learning + whole-class communication" to allow children to independently choose the content they like to learn and the method of learning and communication.
Fragment 1:
"Which stone do you think is the strangest and most interesting? Please read the text based on the illustrations in the text. Which part of the strange stone do you like best? , while reading, mark down the strange and interesting parts of it. Of course, if there are words you don’t understand during the reading process, just mark them and solve them together later, okay?” (Students choose to learn on their own. Self-study of the content) As the saying goes, "Read a book a hundred times, and its meaning will become apparent." Yes, "books are read out." In less than three minutes, the sound of the children reading gradually became quieter. It seemed that they had found what they needed.
"Who below is willing to introduce their favorite strange stone to everyone? There are many ways to introduce it. If you are willing to tell everyone how strange and interesting it is by combining the words and sentences you just highlighted, then tell us; If you are willing to read, read it with emotion; if you can show the strange appearance of the stone through movements, you can show it to everyone; if you can draw a picture in a short time to show its strangeness, you can draw it. . Think about it for yourself, and then you can discuss and communicate in the group (blackboard writing: speaking, reading, acting, drawing)
Students can choose their own communication methods and conduct group communication and learning)
Excerpt 2: The third natural section of the whole class exchange "Monkey Watching the Sea"
Student: The monkey watching the sea is so interesting. Look at it holding its legs with its arms and squatting motionless on the top of the hill. , looking at the rolling sea of ??clouds. Student: "Monkey Watching the Sea" mainly writes about the movements of monkeys. I sketched the three verbs of "holding, squatting, and looking", which I find very interesting.
Student: I also understood it through these verbs, because the author wrote it as if it were real, which reflected the fun of "monkey watching the sea".
Teacher: Yes, "Monkey Watching the Sea" was written very lifelike. The monkey itself is very active, but at this moment it is looking at the sea of ??clouds motionless. Why?
Sheng: I think it is admiring the rolling sea of ??clouds.
Student: Because the sea of ??clouds was so beautiful, the monkey was deeply attracted and became motionless.
Teacher: Oh, in this way the beauty and wonder of Huangshan Mountain can be better reflected. Are there any other methods of learning? Student: I understand it through actions.
Teacher: Can you perform it for all of us?
(Students perform on stage, and students are evaluated.)
Student: Teacher, I think his performance is not good enough. He is still looking around, and he is fascinated by the "monkey watching the sea". It should be motionless and in a daze.
Teacher: Can you come and perform?
(Another student performed on stage and was very engaged, winning applause from his classmates.)
Teacher: Are there any other ways? Let’s continue the exchange.
Student: I understand through emotional reading
Student: I understand through drawing
The new curriculum advocates independence, cooperation, and inquiry Although the learning method is Chinese teaching in the lower grades, I also try to let the children conduct some shallow-level inquiry learning to cultivate their interest in inquiry. In class, I first let the children choose their own exploration content, choose their favorite rocks to study, encourage them to study according to their own interests and hobbies, and choose their favorite way to report their learning results. The children expressed their understanding of the text through emotional reading, drawing, focusing on key words, and action performances. Their interest was very strong and their learning results were very good.
When allowing children to learn independently and cooperatively, we should give them enough time to think, communicate and discuss, express their opinions, and give them the initiative in learning. This is very important. important. In the classroom, I leave enough time for the children to conduct independent learning, group exchange learning, and express their unique opinions and understandings in front of the whole class, so that they can better understand the content of the article and also Let every child feel the joy of success, which will be a great incentive for their future study.
The teaching of this class made me deeply realize: Don’t underestimate these children! We should leave more opportunities and more thinking to our children. If we give children a lever, maybe they can actually lift the earth!