The study of ancient poetry should be to let junior students understand the meaning of poetry with the wings of imagination, to experience the emotions in poetry, and to feel the beauty of language.
When I was teaching the ancient poem "In the Loft", I used the illustrations in the article to guide students into the countryside. Text illustrations can help students to be there and really feel the beautiful scene. Like studying? The mountains cover the day? At that time, I told the students about the scenery in the painting by observing the illustrations. Then let the students go to the stage and draw the position of the sun with a stick figure method, so that they can perceive the beautiful sunset in the evening and further understand it? The mountains cover the day? . Teaching? The ocean runs out of golden rivers? At first, I asked the students to look at the pictures in the article and let them discuss the collected information about the spectacular sight of the Yellow River entering the sea in the group. Finally, I asked them to use some words to describe the Yellow River. By observing illustrations, exchanging relevant information and expanding imagination, students unconsciously have words in their minds. What if some students use it? Flowing, tumbling, spectacular, imposing? A simple description of the Yellow River will make the spectacular scene of the Yellow River more and more clear in students' minds. Through repeated reading, they can really feel the majestic momentum of the Yellow River entering the sea. In this way, it is natural to read aloud with emotion. ? You can only see far if you stand tall? This is the truth to be clarified in this ancient poem. Understanding the truth contained in ancient poetry is a difficult point in teaching. First of all, I will guide students to observe the illustrations and guide them to enter the role and put themselves in their shoes. Let students intuitively perceive that the higher the poet stands, the farther he sees. Then ask the students to talk about their experiences of standing high in life and being able to see far away. At this time, the students' enthusiasm is quite high, so as to realize the meaning of ancient poetry? Stand tall and see far? Knowing this truth, we must continue to work hard if we want to make greater progress.
Through this kind of teaching, I make the pictures in the poem and the poet's feelings in the students' minds? Live broadcast? Up, so as to arouse students' life experience, stimulate their emotions and reproduce the artistic conception created by the poet. In this way, through students' own exploration and experience, students unconsciously broke through this difficulty.
The second time, I reflected on the teaching of "In Lusu" and participated in the self-invited class drawn up by the school. Because I caught up with this poem, it is better to choose a text than to hit it, so it will be a normal class. You can also feel the state in class, and you still have to learn in many aspects. Naturally, my predecessors also gave me a lot of pertinent comments, especially after comparing with another teacher who entered the profession at the same time, I can feel that I still have a long way to go in teaching.
My teaching design for the poem "In Lusu" starts from the third reading, first reading, getting familiar with the text, second reading, feeling the poetic realm, third reading and feeling the poetic theory. Judging from the flow, I think it is still very smooth. At the same time, because the poem has added a reading part, I specially added a reading teaching with a gentle rhythm to it, which corresponds to the third reading.
However, the personal state in the classroom, from the fluency and clarity as a mirror, feels too stiff. In particular, the evaluation of senior teachers is summarized and drafted for future reference.
Sun: 1. The class is good, er, too long. You don't need to write all the new words on the blackboard in the project, just cut into the keywords directly.
2. Postnasal pronunciation is not in place.
3. Regarding the introduction of the poet, considering the child's language cognitive level, it can be introduced in a very simple language.
4. Not caring enough for students, not enough for everyone. There are also fewer round-trip inspections.
5. Be prepared before hierarchical teaching.
Hu: 1. The teaching of new words can make children do it themselves and give play to their subjective initiative in memory.
2. The forms of reading aloud should be varied. More emotional.
Yu; 1. The evaluation language for students can be more and more ingenious.
2. Courseware font is too small.
3. Ask questions about the topic.
Li: 1 About the pronunciation of words
2 questions should be targeted according to the child's existing knowledge.
Xiao Yu:
1 Not enough to read.
2. The posterior nasal sound is not in place,
3. You can speak with pictures.
4. The teaching speed is too fast, and it is repeated.
5. Lack of guidance on writing habits.
6. Let students become the main body of evaluation.
Thank you very much for your valuable opinions. I am very dissatisfied with this self-enrollment class. I sum up the main problems myself, focus on teaching materials and devote myself to courseware development, but I don't pay enough attention to students and arrange too many teaching problems. After this course, I also realized that there is still a long way to go before teaching. Fortunately, the school gave me such a good opportunity to study.
I hope I can make more progress after this lecture, so cheer for myself!
The third reflection on the teaching of "In the Rooster Villa": According to the law of mother tongue acquisition, the Chinese textbooks for primary schools show that learning a language is a process in which the subject internalizes the language into his own language. For language learning in Chinese class, teachers should guide students to read, of course, with "heart" instead of "mouth", then internalize the language into their own things, and at the same time accept the ideological feelings and cultural influence of the text. According to the requirements of the new curriculum standard, Chinese teaching should highlight the main factors, attach importance to the integration effect, and clearly put forward that cultivating language sense is the core, guiding reading activities is "classics" and word training is "classics" After teaching the ancient poem In the Heron Tower, I have a little superficial understanding of it.
First, the study survey, for all, teaching students in accordance with their aptitude, varies from person to person.
An important point of modern teaching is to recognize and respect differences. Teaching should not only grasp the development trend of all students, but also understand and be familiar with the individual differences of students' development, and teach students in accordance with their aptitude and vary from person to person. Only in this way can we promote the development of all students and broaden the development pattern. Therefore, teaching is a two-way activity for teachers and students to communicate between teaching and learning. Teachers' teaching object is students, so they should have a full understanding of students' learning situation, so that they can have a clear aim in the teaching process.
1, to understand the knowledge background of students.
After one year's study, the second-year students have accumulated a certain amount of language. They are familiar with ancient poems. In the Heron Villa, some students can read and recite before class. However, the language of "ancient poetry" is the crystallization of wisdom and contains profound philosophy. Through investigation, it is found that the so-called rote memorization of these children is just a simple mechanical memory. Some students don't even know some new words in poetry, they can't pronounce them correctly, they can't figure out the font, and they don't understand poetry and the truth it contains at all. Therefore, in teaching, according to the students' learning situation and the requirements of junior high school Chinese syllabus, I further put forward the teaching goal of this class, that is, on the basis of understanding the meaning of words and poems, I can read this poem well, recite it well and understand the truth contained in ancient poetry.
2. Understand students' abilities
Sophomore students have initially accumulated certain learning methods and acquired certain learning ability through previous studies. Therefore, in teaching, I fully embody students as the main body, and let them read ancient poems with the existing learning methods at the beginning, that is, first read the new words behind the text freely, then read the text freely, and then read and check each other at the same table, so that children who can read can help a group of children who can't read for a while, read the correct pronunciation and understand sentences. So as to further cultivate students' self-study ability and the spirit of mutual cooperation in learning. Besides, teaching should be open to all. When checking self-reading, check the new words first, and then check the conjunctions of the new words. I will focus on guiding students to read typos, such as: old teachers read, small teachers lead. Correct, such as: "Deng", "Layer" is nasal, "Stork" is three pinyin, and the pronunciation of "Lou" should be in place. In this way, we can really implement the teaching of words.
3. Understand the needs of students
Junior students are young, active and playful, and like to say what they can. According to their psychological characteristics, I designed this in my teaching. First of all, in the study before class, I asked, "Who wants to stand up bravely and recite this poem for everyone?" Some students took the initiative to stand up and recite ancient poems. Secondly, in the writing part, I use the game form, that is, "find their friends to see who is right", guide students to write, entertain and educate, and fully mobilize students to learn new words with various senses. Students are interested in learning, let them find problems by themselves, and solve problems through their own observation and learning, and students taste the joy of success.
Second, look for the image of civilization, experience the feelings when entering the country, and accumulate migration.
"Xiangming" can "enter the country"; You can "feel your feelings" by "doing as the Romans do". Professor Zhang Guangjian, a famous thinking scientist in China, said: "To guide students to enter the text situation, we must closely connect with students' learning and life reality, fully mobilize students' existing experience and relevant information modules stored in their minds, and as the premise of understanding the text content, the image thinking of junior high school students' flint is dominant. How can we make the image of objective things represented by abstract and summarized words leave a clear impression on students' minds? In teaching, I implement it through the following points.
1. Make full use of the media and text illustrations to experience the feelings when entering the country.
Text illustrations can help students enter the country clearly. In teaching, I make full use of multimedia to create situations, combining dynamic pictures with static words, so that students can immerse themselves in the scenes and truly perceive that beautiful situation. For example, when learning "Mountain Shades the Day", I directly demonstrate through the media to let students perceive the beautiful scenery of sunset in the evening. Pictures, words and sounds are output in three dimensions at the same time, attracting students' attention. Through repeated reading experience, the image of the objective things represented by words becomes clearer and clearer in students' minds, so that they can truly feel the majestic momentum of the Yellow River entering the sea, thus understanding ancient poems, internalizing the knowledge in books, and students can read aloud with emotion.
2. Fully mobilize students' existing knowledge and experience, and accumulate and apply them.
Chinese teaching not only pays attention to the accumulation of language, but also helps students learn to use language. In this class, I also pay attention to enriching the accumulation and application of students' language. According to the teaching content, teach students a word "climb high and look far", and combine the truth that students have realized, guide students to use the sentences in poetry and inspire others to make greater progress.
3. Contact students' real life, express their feelings and realize their own ways.
Understanding the truth contained in ancient poetry is the difficulty of this course. In teaching, I first guide students to observe illustrations, and guide them to enter the role and put themselves in the shoes. Then, according to the students' wishes, demonstrate "The Poet Climbs the Building". The higher the poet's image perception stands, the farther he sees it. Then let the students talk about their experience of standing on a high place and seeing far away. The students' enthusiasm is quite high, so they realize the truth of "standing high and seeing far" contained in ancient poetry, and know that if they want to make greater progress, they must keep working hard. In this way, through students' own exploration and experience, students unconsciously broke through this difficulty.
However, whether it is gain or loss, it is a kind of gain for me. Through discussion and trial teaching, I have also improved on the original basis, which shows that everything is developing. I will continue to encourage myself, use what I have gained to enhance my confidence, and take the shortcomings I found as the driving force for my teaching exploration. I will take it as a new starting point and continue to learn and improve through the next level.