Reflections on the Teaching of "What I Want to See" (I)
Let children "show themselves"
"Teaching is not only a kind of narration, but also an experience, exploration and feeling of students." In class, don't let your "telling" kill everything that belongs to children! Let them experience, explore, feel and show themselves! In my class, there are a lot of materials related to the text content collected by students themselves through extracurricular books, internet, parents and other channels. They often look forward to showing their achievements to everyone, so that they are very active both in class and outside class, greatly enriching their knowledge reserves. For example, "Teach me how to think" is a children's poem, which expresses the yearning of mountain children for the capital Beijing. Before class, I arranged for the children to look up information about Beijing. In class, the children exchanged their understanding and yearning for Beijing, and some brought photos taken during their travels in Beijing, sang songs about Beijing and recited children's songs.
Enriching Emotion in Literacy Teaching
Any activity in Chinese class must be accompanied by emotion, which has always been an important goal of Chinese teaching. What do I want to see condensed the author's deep love for the capital Beijing. When students read, their eyes are full of yearning, their hearts are full of passion, and their language contains eagerness. I always remember the emotional edification in the process of literacy. Suhomlinski said: Only when words and phrases surge in students' organisms will they become indelible memories in students' hearts. Many students said, "Teacher, I really want to go to Beijing after reading the text." "Teacher, I am very touched." "I want to cry after reading the last sentence."
In the lesson "What do I want to see?", students actually don't understand the text. After teaching this lesson, I organized students to sing a song. Students in the music class sing "National Flag, National Flag, How Beautiful". I also ask students to learn to sing songs, such as "I love Tiananmen Square". In the affectionate singing, every student was full of enthusiasm and aroused a strong desire for Beijing. The thoughts and feelings of loving Beijing and the motherland came into being.
"Stimulate emotions, promote thinking with emotion".
People's emotions are generated in specific situations. With the help of image contrast and music rendering, let students enter the close-up situation described in the textbook, and let students' emotions naturally blend with the author's emotions. The deeper the students' feelings and emotional experiences of things, the deeper their perception and understanding of things, and the more thorough their thinking and analysis.
For example, I teach the article "How I Want to See", and I will first show the courseware: "A mother is introducing her son to the spectacular scene of the flag-raising ceremony in Tiananmen Square with a picture. (Music) "So many children are anxious to see what's going on? Successfully stimulate students' emotions and arouse their thirst for knowledge. Then show the courseware with the teaching media again: "solemn flag-raising map. On Tiananmen Square, the five-star red flag rose with the national anthem of Ran Ran, and people from all walks of life stood in the square, magnificent, reflecting the solemnity of raising the flag. " At this time, the children were immersed in the scene and were in high spirits: "Who is watching? When will the national flag be raised in Tiananmen Square? ..... How much I want to see it? " The more questions students think, the deeper their understanding of the text, and the easier it is to achieve the teaching purpose.
Reflections on the Teaching of What I Want to See (Ⅱ)
I want to see, in the tone of a mountain village child, tell me in the form of poetry that I want to see the flag-raising ceremony in Tiananmen Square, which expresses the children's strong thoughts and feelings for Beijing.
Probably because I just came to Beijing in the first half of the year, I still remember the spectacular flag-raising ceremony in Tiananmen Square, so I like this text very much and pay special attention to it when preparing lessons. Before class, I made a courseware with photos and videos taken in Beijing. Find out some reserved tickets for scenic spots, read the explanations above, and prepare to be a tour guide for students in class; Students are also arranged to collect information about Beijing. In class, I asked the students to report the information collected before class, and the students were full of interest. Then I use Scenery of Beijing to guide the classroom and stimulate students' reading interest. Many students can read the text fluently in less than two minutes. When I understood the sentence "The flag-raising ceremony in Tiananmen Square was spectacular", I played the video of the flag-raising ceremony. Students have some intuitive feelings such as pictures and videos, and they really want to visit Beijing. With heartfelt feelings, students read with great enthusiasm and great feelings.
Due to the full preparation before class, this text was completed in only one class, which is very solid. In the second class, I introduced the Forbidden City, the Great Hall of the People, the Great Wall and many other scenic spots to my classmates with my own courseware and some commentaries. After class, the students said, "Teacher, after learning this text, it seems that you really went to Beijing and learned so many places in Beijing." I am very happy to hear this sentence, because it is my goal before class.
If you are not prepared before class, it is impossible to take a class to introduce so much knowledge about Beijing to students. It can be seen that a lot of work must be done before class in order to reduce students' burden and improve classroom quality.
Reflections on the Teaching of What I Want to See (Ⅲ)
"What do I want to see" is a text in the first volume of the experimental textbook of the new curriculum standard. This lesson is a poem. In the first person, I told you how much I wanted to go to the distant city of Beijing to see the flag-raising ceremony in Tiananmen Square through the dialogue between "I" and my mother in the voice of a mountain village child. Sincere feelings, simple language. Therefore, in teaching, I design around "autonomy-inquiry-practice", trying to make students feel and think in autonomous learning, innovate in active inquiry and improve the comprehensive quality of Chinese in practical activities.
First, read the text for the first time and learn independently.
Literacy is the focus of Chinese teaching in lower grades. "Chinese Curriculum Standard" emphasizes that the lower grades should pay attention to cultivating students' desire to read actively, aiming at cultivating students' interest in literacy, making students willing to read and like reading, gradually forming the motivation of literacy, and laying a good foundation for independent literacy and extensive reading. According to this teaching concept, I instruct students as follows: read aloud the pronunciation in the text, and inspire students to find ways to remember their own glyphs, such as "foot" and "line", which can be remembered by the learned "mouth" and "earth"; I taught myself the stroke order, mastered the overall framework of Chinese characters with Hong Miao, and finally wrote Tian Zige. Step-by-step practice, from easy to difficult, from shallow to deep, always takes cultivating students' interest as the premise and taking students' autonomous learning as the purpose.
Second, study the text and explore cooperatively.
Now "Chinese Curriculum Standard" puts forward that "the unity of instrumentality and humanity is the basic feature of Chinese curriculum." According to this concept, I teach in this way: First, I study in groups of four: "Who am I"? What does he want to see? Break through the difficulties, understand the words "spectacular" and "wish", and then explore why you want to see it. Practice the sentences in "I can read". Finally, what will I say? Practice reading the text with emotion, and let the group leader find something to read in the form of group cooperation.
Third, recite the text and practice.
1. Who can recite the text with emotion?
2. Teach to sing "I love Tiananmen Square".
3. Free practice: arrange students to collect pictures about Beijing scenery, ask students who have been to Beijing to be small tour guides, accept the beautiful scenery of Beijing, or say or write a few words "I miss _ _ _ _ _" with me.
Chinese teaching advocates the combination of doing, speaking and writing, which is the thought of Tao Xingzhi, a great educator. In Chinese teaching, humanism is the first, and it should be based on life. The extension of Chinese is equal to the extension of life.
Reflections on the Teaching of "What I Want to See" (Ⅳ)
Einstein once said, "Asking a question is often more important than answering a question." Any thinking begins with doubt, which is the premise of acquiring knowledge. With questions, we need further in-depth study and new understanding. In the traditional reading teaching, the question-and-answer between teachers and students makes children have no enough space for individual free learning and no time to concentrate on the charm of language. They passively revolve around the teacher under the traction of the teacher's questions. The new curriculum advocates independent, cooperative and inquiry learning methods to protect children's curiosity and thirst for knowledge. How to make children learn to find and ask questions in the process of reading, so as to solve problems? Below, I will talk about some superficial experiences in combination with the teaching of the text "What do I want to see".
First of all, children walk into the text with questions to stimulate their interest in learning.
Interest is the best teacher. With interest, learning becomes a voluntary thing, and "I want to learn" becomes "I want to learn". The more questions children ask, the more curious, interested and focused they are. For example, when designing the lesson plan of How I Want to See, I designed the introduction of three texts:
1, let the students enjoy the beautiful scenery of Beijing, and then introduce the topic.
2. Let the students talk about their feelings about the flag-raising ceremony every Monday, and then introduce the topic.
The media put a photo of the child as big as the student, telling everyone that the child wants to whisper to you. do you want to hear it ? Then show the topic. After reading it together, please tell the children what your problem is.
After careful consideration, the 1 scheme was overturned, because I have to show the scenery of Beijing later. In the second scheme, although students' feelings about flag-raising can be understood through conversation, students do not actively participate in the text. Therefore, I chose the third plan. In teaching, the introduction of "children's whispers" attracted their attention. After listening to the children whispering, when I asked them what their problems were, their hands were like a forest. Some said, "That's strange. What does he want to see? " Someone said, "Where does he want to go?" Some said, "Why does he want to see it?" The children entered the role of "explorers". Let them enter the text with their own questions and look for answers from the text. Children are in high spirits and active in learning.
Second, children's doubts are like pearls, strung into a beautiful process of teaching and learning.
A children's poem "I want to see" tells me in the form of a poem that I want to see the flag-raising ceremony in Tiananmen Square in the distant Beijing. There are only three short sentences in the text. How to read the text so that children naturally have a love for the capital Beijing? I give students the initiative to learn. After they read the text well, I point out what they don't understand, then guide students to discuss and understand, and then guide them to read aloud. To my surprise, although they didn't speak completely, they were able to ask questions in a decent way. Some asked, "Where is Beijing?" Some asked, "Beijing is far from us. What is far? " Someone asked, "What is spectacular?" ..... Although some questions are childish and ridiculous, I praised them, but some questions are the focus of this class. In this way, questions are raised by students and teaching is carried out under the control of teachers, so that the concept of "student-oriented" can be truly implemented and "teaching" can truly and effectively serve "learning". No matter how they ask, I am very moved and glad that they can try to ask. Children's questions, like pearls, have become a beautiful process of teaching and learning in class, and I have gained a surprise and an accident.
Third, expand after class, get rid of the doubts in class and continue to learn.
If this class is over after reading the text, students' feelings for the capital Beijing will not be so deep and profound. At the end of class, I arranged for the children to enjoy the beautiful scenery of Beijing and asked them to express their thoughts. A child said, "I really want to go to Beijing. Teacher, what is the most famous in Beijing? " It was the beautiful scenery of Beijing that infected him, and he couldn't wait to ask without asking him. In the song "I love Tiananmen Square in Beijing", I encouraged everyone's enthusiasm and said, "I think the children's wishes will definitely come true. There are many places of interest in Beijing. After class, the teacher is willing to collect information with everyone and talk about Beijing. " I think: the love and yearning for Beijing has penetrated into the hearts of children.
Of course, the ability to cultivate children's thoughtful quality and curiosity cannot be formed overnight. In Chinese class, teachers should create a harmonious classroom atmosphere, timely guide teaching and teach methods to find problems. I believe they can all become curious children!