Reflections on the Seventh Teaching of Chinese Garden in Grade Four 1 The teaching of Chinese Garden can not only implement the key points of language and writing training, lay a solid foundation, but also help students reveal the rules, expand the learning ways, and let students learn and use Chinese in their lives. Let the Chinese Garden become a "paradise" for students to learn.
"China Garden 7" closely follows the main line of the growth story, and arranges a flexible structural mode of comprehensive learning (exhibition platform) and main line+exhibition platform, so that students can fully perceive, experience, think and understand life and experience the fun. In the "My Discovery" section, the editors all inspire students in the form of "dialogue". In the exhibition platform, Chinese learning resources in and out of class are integrated, and Chinese practical activities such as reading, oral communication, exercises and comprehensive learning are organically combined. Because of the existence of the exhibition platform, students' learning enthusiasm is fully mobilized, and the knowledge in the classroom extends to extracurricular activities, and students' creativity, innovative consciousness and practical ability will be fully demonstrated. What teachers should do is to let go boldly and guide students to discover and create by themselves.
In these two classes, I paid attention to the following wonderful lessons:
First, recall the text and summarize the reading methods.
First of all, let the students recall the text they have learned in this unit, think about their findings in the learning process and share their findings with you. Let's take a look at what Xiao Lin and Xiao Dong found. Let's share their findings together. Then, let the teachers and students summarize the reading methods. For example, when reading, if you think deeply, you can often find the problem by asking "why" without floating on the surface. When solving problems, we can use methods such as searching for information, understanding the background of the times and connecting with the author's reality. Finally, let the students summarize the reading methods from their own reading examples. Cultivate students to be conscientious, discover more and gain more in their studies.
Second, accumulate growth quotations and encourage students to grow.
While we understand the growth stories of celebrities, we also learn many famous sayings and aphorisms. Who can tell us where you will be? Let the students speak freely in the group, and some are listed in the book. Let the students exchange their understanding of famous sayings in the group, and choose a sentence to talk about their understanding, combined with real-life examples to talk about their own experience.
In order to enrich the content, in the Chinese activity class, I also held a calligraphy contest and a bookmark contest for famous words, and created a corner on the blackboard newspaper in my class to realize a famous sentence every week. At the same time, I also educate students to write their favorite quotes where they can see them at any time to encourage themselves. Even put the finishing touch in your own article.
Third, the forms are diverse and the results are displayed.
The teaching of the booth is the most worthy of my reflection. On the improvement of exercises, the Chinese Curriculum Standard for Primary Schools puts forward clear requirements for students' composition training, especially for students' ability to correct their own compositions. For middle school students, it is put forward that "sentences with obvious errors in exercises can be corrected" I asked the students to copy the revised composition one week in advance. In class, I selected six students to show them, including growth stories, ideas from Wuta and loyalty. While the young author is reading, teachers and students are commenting. At the same time, the teacher's camera is pointing and asking questions to guide students to pay attention to material selection. Finally, the teacher introduced these different types of articles.
Act out this passage in the story of growing up. First of all, let students collect some things they have seen, heard or experienced, and ask them to write a draft and sort out the content of the performance. Then, I use the usual Chinese activity classes and class classes to rehearse and select the best ones for them to perform in class.
From small to large, handwritten newspapers. I ask students to find relevant information first, then discuss with the art teacher, and let the art teacher give directions on the layout, and also let students show and talk about their ideas in class.
In addition, in class, I will talk about the growth record bag in our school's self-management and reflect on my happiness in the process of growing up.
In the teaching of My Discovery, Accumulate Over a Long Period and Show, have you noticed the novelty and vividness of training methods and the appropriate expansion of "this and that", because these textbooks have always been positioned at the level of "basic training" in traditional teaching, and the main teaching strategies have not jumped out of "memorizing" for a long time. Nowadays, under the new curriculum concept, our teaching should endow these "lifeless" textbooks with "lively" interest and make them deeply attract students.
In a word, the teaching process of China Gardens is a targeted and planned activity, and the teaching operation also needs certain procedures, so it is closed to some extent. How to realize the contradictory unity of presupposition and generation, closure and opening in the teaching process of landscape architecture in China; How to develop, integrate and realize the life-oriented teaching content; How to interact with the situation and realize the teaching method of life; How to extend and realize the life of teaching time and space; How to carry out multi-evaluation and realize the life-oriented teaching evaluation? This is worth my further practice.
This kind of oral communication and practice are arranged together, providing three alternative angles of activity: telling and writing the growth story of yourself or others; Exchange the experience of reading Uttar and write "I thought of it from Uttar"; Discuss the problems in the letter and write back. All three activity suggestions include oral communication and practice. Based on comprehensive learning activities, combined with students' life and ideological reality, they provide students with a good opportunity to deeply think and exchange growth stories or problems.
Teachers can choose one of the following two ways to guide students in oral communication.
One way is to guide the whole class to exchange a topic of interest. After reading the requirements and practice of oral communication, students discuss which topic they are most interested in, and then make in-depth exchanges around this topic.
Another way is to guide students to freely combine from the three topics provided in the textbook and freely choose the content of communication. Communicate fully in the group first, and then the whole class communicates with each other.
Students should also be encouraged to choose their own exercises. You can ask the students to talk about what to write first, exchange their writing plans, and then work separately. When commenting on exercises, we should pay attention to three topics in the textbook, so as to make every student gain something. In addition, since this is the first time for students to practice writing letters, it is necessary to properly highlight the letter format when commenting, so that students can understand how to write letters through communication.
This "My Discovery" reveals the method of reading and the habit of thinking while reading through the dialogue between Kobayashi and Xiaodong. From the conversation between two people, we can realize that reading should be thought deeply and be good at finding problems; After finding the problem, we should find ways to solve it, for example, we can consult relevant materials to help solve it, and we can contact the context to understand it in depth. This is an important way to read articles intensively. We must carefully understand and ponder the words, sentences and details described in the article, so as to deeply understand the article and gain something in language expression. Therefore, it is very important to guide students to exchange reading experience in this field.
In teaching, students can read the dialogue between Xiao Lin and Xiao Dong by themselves, and then exchange their own reading methods. After students know these methods, they can expand, let students talk about their own reading experiences, how to think deeply when reading, find problems, and what methods to solve them after finding them, so that students can deepen their understanding and transfer in practical examples. If students talk about other reading methods, such as imagining while reading, reading without pen and ink, as long as it makes sense, it should also be affirmed, but the focus should be on guiding students to communicate around reading methods while thinking.
This time, some famous ancient sentences are arranged, which shine with the wisdom of the ancients and show their positive views on growth and life, which will be of great inspiration to the growing teenagers.
In teaching, students should be guided to recite on the basis of repeated reading, and they can also talk about their own understanding of these famous sentences, or talk about their own experiences with examples of themselves or others in life. If students collect other growth quotes in comprehensive learning activities, they can also communicate with you and enjoy them together, so that everyone can be inspired. Students can also be advised to choose their favorite or most targeted quotes to write cards, bookmarks, calligraphy and so on. According to your own situation, and put them where you can often see them to motivate yourself to move forward at all times. Students can also be encouraged to prepare a notebook of famous sayings and write down their favorite famous sayings to accompany their growth.
Reflections on the teaching of "China Gardens VII" in Grade Four The second part "China Gardens" is a unit summary and promotion. This unit has arranged three sections, namely: communication platform, the use of words, and the accumulation of time. The first section "communication platform" aims to find ways to summarize the main contents of the article and cultivate the ability of generalization through communication. The second section "Use of Sentences" arranges two contents. The first item is an idiom, which is intended to feel the difference of parts of speech; The second item is a different expression of the sentence, which expresses the same meaning but different emotions. The third section, "Accumulate over time", enriches students' language accumulation, cultivates their sense of language and is influenced by traditional culture by reading Don't Move Big.
First, the teaching effect.
According to the accumulation of students, the focus of this unit's training, and the presupposition of the content of Chinese Garden in this unit, the ideal effect has been achieved, which is summarized as follows:
1, focusing on the first sector: communication platform.
First, guide the students to observe and find out what the theme of this unit is. Finally, summary: the method to grasp the main content of the article. Create a situation to communicate, other students listen attentively and feel the way to understand the main content of the article. Mark the keywords freely and copy them again to deepen your impression. Choose several texts and guide the students to understand the content of unit 2 through summary.
2. Focus on the second section: the use of words and phrases.
This link is carried out in two steps. The first step is to complete the first part. First, guide students to read freely, first pronounce the pronunciation correctly and check it at the same table. Then show the requirements: read and think about who these words are commonly used to describe. With the help of relevant materials, first understand the meaning of words, and then summarize. These words all contain a sense of justice, praise, praise, support, etc., and belong to commendatory terms. Try to create a situation to say a paragraph or a sentence, use a few words in it, and feel the emotion of words in the experience. The second step is to complete the second part. Free reading requirements, what is the deskmate exchange training point? Read aloud as required to understand the differences in tone between the two groups of sentences. Students read aloud, teachers patrol, check students' understanding and guide them in time. Finally, it is concluded that the sentence is expressed in different ways, but the meaning is exactly the same, but the expression is also different. This is the conversion between declarative sentences and rhetorical questions. Read aloud again, read different tones and cultivate a sense of language. Next, write sentences freely by imitating example sentences. When students are creating, teachers patrol back and forth to find out the students' thinking trends in time, correct their mistakes, and find excellent ones to show in class. Through this link, let students feel once again that different expressions sometimes have the same meaning, but the tone of expression is different, the effect is different and the appeal is different.
3. Focus on the third section: Accumulate over time.
This time, I was selected as Don't Be Big. This section uses reading aloud, reciting and silent reading to guide students' learning and cultivate their self-study ability. In order to encourage children to memorize quickly and accumulate rich language sense materials, I take the incentive measures of reciting and homework exemption for boys and girls-that is, the top ten students can get homework exemption rewards. In this way, the students' enthusiasm is very high. In less than 10 minutes, only three or two students are still trying to recite. Then write silently, and of course you can get the right to avoid homework if you have nothing to do.
Second, success.
There is a more active learning atmosphere in the classroom, and the speed of reciting is also very fast, which effectively cultivates the sense of language.
Third, shortcomings
The main content of the text is difficult to understand and the training is not solid enough.
Fourth, educational reform measures.
If I have the opportunity to take this course again, I will choose more texts to guide students to understand the main content.
Reflection on the third part of the fourth grade "China Garden Seven" Teaching; After studying "China Garden Seven" with students, I think the most difficult thing to grasp is oral communication.
The topic of this oral exchange is "Protecting beneficial small animals". With the topic, we should be good at opening the students' "chatterboxes". By playing animation courseware of various small animals or showing wall charts, the situation is introduced to stimulate students' desire and impulse to speak. On this basis, let students speak. In the process of speaking, we should induce the camera, activate thinking, broaden our thinking, and let students relax and go further.
The basic content of this oral communication includes the following three aspects: First, "name", that is, say the names of small animals you know, and the more you say, the better; The second is "reasoning", explaining how the small animals listed are beneficial; The third is to "find a way", that is, to imagine specific methods to protect beneficial small animals. Maybe some students' methods are naive, so teachers don't have to be strict about their feasibility. It is important to enhance students' awareness of protecting beneficial small animals.
Teachers should create various forms and angles of communication situations, realize the real interaction between teachers and students, and let students fully "speak". For example, arrange deskmates to talk to each other, discuss in groups, have a voluntary dialogue, and organize a small "debate".
The following links can be arranged.
1. Show pictures or videos of "Birds Flying" and "Animal Paradise", create a situation and introduce a new lesson: What small animals do you know on the screen? Can you name other animals besides these animals?
2. Test each other at the same table. What are the benefits of these small animals to human beings?
3. Four-person group discussion: How should we protect these lovely animals? Students decide for themselves what kind of small animals to discuss; Teachers patrol, randomly encourage all members of the group to participate, camera guidance)
4. Feedback exchange: the group sent representatives to introduce the results of the group discussion. Teachers should encourage students to express themselves boldly, and students' discussion methods can be eclectic as long as they are reasonable. The rest of the students can ask questions to the students who speak)
5, hands-on practice, such as making placards and painting posters.
Reflections on the Teaching of "China Garden 7" in Grade Four Part IV: Creating communicative situations to arouse students' communicative desire.
Oral communication class pays attention to the interaction between teachers and students, so the pre-class preparation includes the teacher's pre-class preparation and the students' pre-class preparation. Before class, teachers should prepare lessons carefully and prepare topics for oral communication class, so that students can have something to say and stimulate their interest, that is, stimulate their learning motivation. Teachers can arrange some activities related to the teaching content, such as arranging games, textbooks and plays, and visiting. Or make some teaching tools, such as pictures and animations, to stimulate students' interest. Because the cognitive development level of primary school students is relatively low, students' preparation before class often needs the arrangement and guidance of teachers. Therefore, before class, teachers should arrange some homework in advance to familiarize students with the content of oral communication. For example, in the oral communication of the sixth volume of primary school Chinese, "A photo of my family", I asked students to observe the photos themselves before class and then think about the stories in the photos. Finally, let them communicate with their deskmates first. In this way, students will have the content they want to express and the desire to communicate in class, which will greatly promote the effect of classroom teaching.
Second, a variety of interactions in the classroom, cultivate communication skills
1. In classroom teaching, we should fully reflect the communicative characteristics of two-way interaction in oral communication, that is, carry out multi-level interactive communication, so as to better cultivate students' communicative competence.
For example, when I was teaching Exercise 4, I showed pictures of garbage through courseware, which led to the topic of where the garbage came from, the dialogue of garbage led to the report of garbage disposal methods, and the selection of environmental guards led to my own thinking on garbage disposal. Teachers and students create a lively and creative classroom atmosphere, and create a dynamic oral communication process with students, students and teachers. Only in this way can students gain self-esteem and respect for others, social skills and self-adjustment ability from the experience of competition and cooperation.
2. Create a free and relaxed classroom psychological atmosphere and guide students to interact and communicate.
Creating a good classroom atmosphere is also the key to a good oral communication class.
(1) To establish an equal, trusting and harmonious teacher-student relationship in the classroom, teachers should move towards democracy and tolerance. Teachers should respect students, affirm students' speeches, respect students' viewpoints, realize that each student has his own unique way of thinking and development potential, understand their shortcomings, encourage them to communicate orally as much as possible, protect students' self-esteem and self-confidence, and chat and discuss with students as a listener and friend instead of a dignified judge, so as to conduct open communication without spiritual distance.
(2) Deal with the relationship between students and create a relaxed and positive classroom oral communication environment. The interaction between students is obviously an educational factor that cannot be ignored. If a student looks on coldly, whispers and even makes personal attacks while talking, how many students can finish oral communication smoothly and easily? Maybe even last ounce of courage will disappear. Therefore, students should be encouraged to learn to communicate and cooperate. We should not only learn to express ourselves clearly, but also learn to listen, supplement and help, so that the sunshine of harmony and cooperation can shine on every student's heart.
3. Promote interactive classroom evaluation.
Oral communication class advocates letting go so that students can really develop independently, but letting go does not mean letting go. Any language has certain norms. "Chinese Teaching Syllabus for Primary Schools" points out: "Students have preliminary listening and speaking ability before entering school. On this basis, primary schools should standardize students' oral English, improve students' oral communication ability and cultivate good listening and speaking attitudes and language habits. "Therefore, teachers should devote themselves to standardizing students' oral English. Of course, evaluation is not a teacher's patent, because oral communication class pays attention to teacher-student interaction, so evaluation also includes teachers and students. Teacher evaluation is to make students clear the teaching objectives, training priorities and requirements of oral communication and standardize students' oral communication; Students' mutual evaluation allows students to communicate with each other, learn from each other and learn from each other.
"Please listen carefully. How is this classmate studying? " This is to make students listen clearly and understand; "Please comment on a student's answer just now?" This is to guide students to learn to think and give advice to others on the basis of listening. ...
Third, practice after class, go deep into life, and make oral English teaching alive.
The cultivation of oral communication ability is not limited to the classroom of oral communication. As the practical characteristics of oral communication require, classroom training can not really represent oral communication in life, and oral communication training should be carried out in the "big classroom" of real life situations.
1. Cultivate oral communicative competence in other aspects of Chinese teaching.
For example, use textbooks, illustrations, lectures and other opportunities to give students the opportunity to use the language.
2. Cultivate oral communication ability in school activities.
For example, storytelling, speech contest, textbook drama performance and so on; The activities carried out by the class are also good exercise opportunities; Teachers can use the break time to let students talk about what they have seen and heard. At this time, students are free and willing to talk about topics of interest, which plays a role in exchanging information and training speaking.
Reflections on the Teaching of China Gardens 7 in Grade Four; The teaching of China Gardens focuses on mobilizing students' thinking and giving full play to their subjective initiative. Therefore, in teaching, I basically let go. Each column is for students to explore and learn various knowledge points by themselves, and then ask questions and solve them together.
The "communication platform" column focuses on inspiring students to contact the content of the text in this unit. Through the description of the characters' language and movements, we can understand how the text expresses the characters' qualities and characteristics and use them in their usual compositions.
Literacy Gas Station mainly memorizes new words and accumulates a set of words describing characters in a specific context. The words in The Use of Sentences are idioms about ancient people's reading. In teaching, students are mainly guided to understand the stories and meanings of idioms, so as to be educated by hard work. The sentence part of "the use of sentences" is mainly to guide students to write continuous actions in a specific context, mainly in the form of performances and group exercises, and to describe the exercises in the created context, so as to apply what they have learned. "Accumulate over a long period" focuses on accumulation, allowing students to actively understand, remember and use famous sayings to increase their knowledge reserves.