Reflections on the Teaching of Chinese Wolf in Grade 7 1 Wolf is a self-reading text in the second volume of Grade 7, so I design classroom teaching based on the principle of promoting translation by reading and explanation by speaking.
Reading aloud is an important way to learn classical Chinese. Reading a book a hundred times is self-evident. Senior one students are learning classical Chinese, which is in the stage of laying the foundation. Only when they read or even recite fluently can they better understand the meaning of the text. This paper is short, the full text is only over 200 words, the plot is vivid, the context is clear, and it is easy to read and even recite, so reading is an important part of this teaching.
It is necessary to dredge the meaning of the text on the basis of familiar reading, but there is no need to explain it in a complicated way, nor to seek a definite answer word by word. For self-reading texts, students are mainly allowed to understand by themselves with the help of notes and reference books, and teachers can give necessary hints or brief explanations. This article is concise in narrative, tense in plot twists and turns, and fascinating. Teachers can take advantage of the situation and introduce students into the scene of the story, so that students can think actively and have a deep feeling for the vivid plot. Guide students to ponder the language, understand the greedy, fierce and cunning nature of wolves, and the changing process of butcher's psychology and action, and correctly understand the contradiction between man and wolves. Finally, we can only grasp two points in understanding the theme of this article: one is the strangeness of the story, and the other is the author's argument.
In actual teaching, I first let the students practice reading the text twice by themselves. There are phonetic symbols under the difficult words in the text, so students have little difficulty in reading aloud. Let the students read aloud mainly to familiarize themselves with the article. When the students were reading aloud, the teacher made a tour and found the problems existing in the reading aloud of the students of China * * * Production Party, and then reminded everyone. Next, I will find some articles by my classmate Lang to better correct pronunciation and reading rhythm.
After students can read correctly, they should take notes according to their own books to make clear the meaning of the text. Then, the students complete the classroom exercise paper according to the notes, including keywords, polysemous words, translated sentences and structural understanding. After finishing, the students read the text again. Students can read correctly and fluently, but there is no tension when reading stories. Prevaricating, the teacher demonstrates a passage to stimulate students' interest in reading, and then students practice reading to make reading stories tense. Stumbling
Next, students sort out the context of the article in the form of filling in the blanks. The context of the article is divided into two complementary parts: the butcher and two wolves, which is convenient for students to sort out in the form of filling in the blanks. After sorting out the context of the article, enjoy the article. Appreciation is divided into two parts, one is to appreciate a word of the article, and the other is to appreciate a sentence of the article. Give an example for each part of the teacher, and then let the students read the article silently, choose words freely, think about the connotation, briefly record the content of appreciation in the book, and organize language answers.
Finally, let the students accumulate idioms with the word "wolf" as homework for this lesson.
This course gives full play to students' autonomy in design, especially in language appreciation. On the basis of independent choice, students think deeply, even if they only take one exam. In addition, the reading design of this course is a major feature, which makes students break away from the boring classical Chinese reading in the past and stimulates students' reading interest. Reading promotes speech and understanding, which conforms to the characteristics and laws of Chinese teaching.
Of course, there are still many shortcomings in the design of this course. For example, in this class, can the use of test papers be used as feedback? This can better test the teaching effect of this course. There is no cross talk in class, but through combing the context and language appreciation. Lack of testing whether students really understand the meaning. If you join this link, it will better reflect the teaching characteristics of self-study class.
This course is designed according to the characteristics of Yu Yingchao, students and local teaching. Please give us your advice on the shortcomings.
Reflection on the teaching of China's Wolf in Grade 7 2 From the perspective of classical Chinese knowledge, Pu Songling's Wolf is undoubtedly a model work with flexible use of parts of speech, flexible use of sentences and polysemy. But as far as the content of the article is concerned, the story of this article is strong, and the struggle between "Wolf" and "Butcher" is just in line with students' reading interest, which can arouse students' strong reading enthusiasm and is of great benefit to improving the traditional "low temperature" Chinese classroom. In addition, strengthening the national spirit education of modern students from the perspective of fable implication is mainly civic personality education (improving students' courage and wisdom in fighting evil forces), and it is also the course content that can be produced by teaching wolves as a text. However, the contradiction between the relative universality of text value and the limitation of classroom capacity makes me try to break through the current situation of separation of literature and Taoism or neglect one thing, and seek an ideal of "having your cake and eat it" in ancient Chinese teaching. The objective existence of the status quo determines that this is a thorny road. In the arduous journey, there are also some gains, mainly the following:
First, as far as students' attendance is concerned, because the foundations of Grade 7 (3) and (4) are different, students' attendance is also different. In the study of classical Chinese, the accumulation of classical Chinese vocabulary is inevitable for Chinese knowledge learning. In teaching, when students first read the text, according to their reading habits, and in the subsequent keyword reading and sentence reading, I listen carefully to understand the words that students read wrongly and misread, and correct them immediately after reading. In this respect, there is little difference between the two classes. In the aspect of classical Chinese translation and understanding, the students in Class Three are very interested in learning, and they all perform very well in this link. Because the article is very story-telling, they can infer the meaning and theme of the article through the "cunning" and "cunning" nature of wolves and their understanding of the article after reading it for the first time. Students' enthusiasm for learning is very high, and their classroom performance is very active, which has achieved good teaching results. In class four, because of poor foundation and weak active learning ability, the teacher basically explains it. However, the children in Class Four deserve praise, that is, as long as the teacher emphasizes what they are told to remember, they all listen to the teacher carefully. In a word, both classes have achieved good results in this text, that is, text understanding.
Second, I have gained something for myself. In the process design, I strive to get out of the established mode of learning classical Chinese (introduction of writers' works-pronunciation of words-explanation of words-implementation of key sentences-interpretation of articles-connotation). First of all, I divided this article into several pictures and told the story to the students in the form of pictures. How to judge whether this picture is behind the previous one according to the state of the dog? The student's answer is: the wolf sits like a dog and the wolf walks away. I will ask next: what does simple classical Chinese mean by sitting like a dog? Student: The dog is sitting. So I took the opportunity to say, Oh, dog sitting means sitting like a dog, not a dog, so a dog sitting in front should not be pronounced "a dog?" Who should sit in the front? The dog sits in the front (answers with the students) "Of course, although the design serves the students to understand the meaning of the text, it does not mean that the learning of classical Chinese vocabulary in this class is over. In a word, "teaching design should serve students" and all teaching activities are student-centered, which is my greatest gain from this course.
Third, it is the first time to really try the combination of "Wen" and "Tao". I mainly take "Tao" as the main line, from the interpretation of the image of "wolf" to the discussion of the reasons why the butcher defeated the wolf, to the understanding of its moral, and finally to the fighting wisdom that should be possessed in dealing with such evil forces as "wolf" in real life. With the deepening of "Tao" and the accumulation of "Wen", I think it is a desirable way to solve the problem of "combination of Wen and Tao" for classical Chinese with strong story and relatively simple language.
The combination of literature and Taoism is the ideal way to teach classical Chinese. The first attempt also clearly told me that it is not easy to shape its perfect form. It requires teachers to strike a balance between literature and speech, which is a great test for China teachers' educational wisdom. How teachers handle the generated teaching resources freely and allocate them properly determines the convergence and maturity of the classroom. In this regard, this class has many regrets.
Reflection on the Teaching of Chinese Wolves in Class 3, Grade 7 Recently, I was deeply touched by the practical activities organized by the Municipal Education Bureau to build a classroom education model. Although to some extent, Chinese knowledge and ability are vivid and full of humanity, and its ultimate goal can not be achieved by using a certain model or constructing a "universal" teaching plan, it is not easy to be optimistic about the current situation of Chinese teaching. In this case, it is particularly important to unify thoughts and build a more applicable and more consistent model of Chinese teaching in most cases.
Classical Chinese teaching is a weak link in Chinese education. Many students have a considerable degree of fear of difficulties and disgust in learning classical Chinese. In traditional teaching, the "Eight-character True Classics" of "implementing every word and making every sentence clear" is regarded as a treasure by many teachers, but it has become a headache for students. An article full of flesh and blood, dismembered and broken. This classical Chinese teaching mode has curbed students' innovative spirit and creativity, and made China's traditional cultural masterpieces become "leftovers" that students can't accept or even refuse to accept. When some regret in teaching becomes a compelling teaching situation, the reason is self-evident. What we need to do is to open our minds, broaden our horizons, make bold innovations, and make China's traditional culture regain its charm.
I have been thinking: what kind of class (classical Chinese teaching) is an effective class? What kind of class can make students get their own things from the text to the maximum extent? To some extent, innovation is a reflection, reference and transcendence of previous teaching ideas. On the other hand, the traditional teaching (classical Chinese) mode, starting from the earliest private school education, emphasizes an intuitive and simple teaching concept: reading a book a hundred times is self-evident; I read 300 Tang poems, and I can recite them even if I can't write them. We say that their effect is good, that is, to cultivate students' perception of classical Chinese (articles) invisibly, which is the so-called "wisdom root". We should criticize their teaching methods. Because of the influence of language habits, the traditional teaching of classical Chinese (vernacular Chinese after the founding of the People's Republic of China) is naturally not as smooth as the learning of ancient people. Under normal circumstances: "Teachers read and students watch; The educational model of "teacher translation, student memory" is very popular. The leading factor of this educational model is obvious, that is, students can basically understand its meaning and translate it. But what does the article mean? The distinctive humanity, individuality and vividness embodied in the article have all been lost.
Reflections on the teaching of Chinese wolves in grade seven. On April 20xx 17, I gave the wolf lesson to the students in Class 4, Grade 1, Baiyun No.7 Middle School. This day is also the first time I boarded the three-foot platform. I'm excited and a little nervous at the same time. There is a big gap between the real teaching practice and the rehearsal without the podium. Because of lack of experience, I didn't do very well in mastering time and dredging knowledge points for the first time. Now I want to write a reflection on the teaching of this lecture, so as to correct my own shortcomings and make up for them in the future.
First of all, I let the students know those idioms about wolves. The students responded positively, such as being cruel, ruthless, wolfing down, colluding with each other and so on. From these words, we can know some characteristics of wolves, such as cunning and greed. In order to introduce the text Wolf in my class. Wolf is a seventh-grade classical Chinese text published by People's Education Publishing House, which is an excerpt from the collection of short stories by Pu Songling, a writer in Qing Dynasty. Although this article is short, the story is rich. Therefore, after introducing the author and works, let the students read the text together. This classical Chinese is relatively not too difficult. As long as you read more at school and combine the notes in the textbook, you can basically figure out the meaning of the text yourself. When students are reading the text, I correct the wrong words they read and make clear the pause of some sentences.
Secondly, the article is analyzed. Similarly, I also emphasize reading more and explaining the article in paragraphs, so that students can read the paragraphs to be said first. Read the article carefully and explain the key words and sentences. In order to arouse students' enthusiasm and participation as much as possible, I ask students to translate the main idea of the article and then make it clear. Classical Chinese teaching can be very boring sometimes. Only by mobilizing students' active participation, independent inquiry and teacher's guidance can students learn actively, thus improving the efficiency of 45-minute classroom teaching. This is also in line with the concept that "teaching should be student-centered". To make students become real subjects, we must promote learning by reading, and reading more books is an effective way to cultivate students' interest in classical Chinese. But I'm still not good enough in this respect. I ask the students to answer the key words first, and then make it clear that the same word has different meanings in different sentences of the article. This improves students' participation and the classroom atmosphere will not be too cold. Students' thinking is different from ours. They are more active, so only by fully mobilizing students' participation can we better complete the teaching of a class.
Thirdly, it is very important to arouse students' enthusiasm in the teaching process, but classroom order is also very important. Some students make trouble on this basis, so teaching and classroom discipline are also closely linked. It may be the first time to cooperate with these students, but they didn't embarrass me too much at this point. I think I will encounter many problems from students in the future teaching process. I have sorted out the general meaning of the article in the lesson Wolf, but I still don't know the time of a 45-minute class, which leads to the end of the article before the students can figure it out.
Finally, on the whole, this teaching is successful, but there are still some shortcomings.
First, the introduction of the article was successful, but I couldn't grasp the time when I first went to the podium, and finally I didn't know the main idea of the article. I have always felt a little guilty about the students after class, which is also my regret for teaching this article.
Second, my comprehensive ability needs to be strengthened, including Putonghua training. There is room for improvement in writing on the blackboard. You must have a good design before teaching, otherwise it may be messy.
Thirdly, I have a clear idea of the whole article, although some knowledge points are not well arranged in details during the explanation.
In the teaching process, it is very important to guide students back to the topic that deviates from the theme of the article in time and not to give them wrong value orientation and life goals. It is necessary to establish correct values and life goals for students.
I learned a lot from this practical teaching activity. The teacher came out to teach the students knowledge points and give them some guidance on life coordinates. In teaching activities, teachers and students are closely related. When one side loses, the other side loses its original meaning. The teacher only teaches one student to fish, and the subject is still the student. Students should develop in three dimensions: knowledge and ability, process and method, emotional attitude and values, but they must also be inspired and correctly guided by teachers.
Reflections on the Teaching of Chinese Wolf in Grade 7; Grade 7 students have accumulated some classical Chinese learning. This lesson is a very readable story, which is easy for students to understand and master. Based on the above reasons, I think we should try our best to cultivate students' autonomous reading ability in teaching. So we designed the following goals:
1, knowledge and skills goal: read the full text accurately, smoothly and rhythmically. Accumulate vocabulary and understand the main idea of the article on the basis of reading aloud. Cultivate the reading ability of classical Chinese.
2. Process and Method Objective: To master and understand the text through reading aloud, autonomous learning and cooperative inquiry.
3. Emotion, attitude and values: To understand the greedy, cruel and cunning nature of wolves, to treat evil forces like wolves, to dare to fight and to be good at fighting, we can win.
In terms of teaching methods, learning by plan, autonomous learning and cooperative inquiry are commonly used teaching methods and learning methods in all subjects of our school. For this class, in the teaching process, I try to use these methods to reflect the teaching concept that students learn independently and teachers teach them to fish.
Reflections on the teaching of Chinese wolves in grade seven. It is necessary to reflect after class once in a class, which will help us to carry out teaching more smoothly in the future and let us grow faster. My thoughts on this lesson are as follows:
1, classical Chinese teaching should pay special attention to "teaching students in accordance with their aptitude". The "material" here refers not to the teaching object, but to the teaching material, that is, the article itself. The story of Wolf is full of twists and turns. For this kind of classical Chinese with particularly strong narrative, we should not blindly teach words, words and sentences, but give full play to the attractive advantages of the plot and give it plot, vividness and interest, just as the new textbook requires "to make students move" In this class, I just grasped the strong story-telling feature of this article, which made students understand the connotation of the text and the images of wolves and people in the story. The classroom atmosphere was active, which made students learn by entertaining.
2. Appropriate use of some teaching wit. For example, students play the dialogue between two wolves, and I will evaluate it in class. To make students move, it is necessary to achieve a democratic and relaxed atmosphere.
3. The teachers' mutual communication made me have a deeper understanding of the textbook, gave me many new ideas and viewpoints, and made me realize my own shortcomings, but their encouragement also made me look forward to doing better next time.
Reflections on the teaching of Chinese wolves in the seventh grade; What are the strange things about the article Wolf? This question is so difficult that students in Grade One can basically understand the strangeness of the story. Concise writing is a major feature of Strange Tales from a Lonely Studio, but I have no good way to break through it. The reason is that my level is limited, and I am not as concise as some people think, needless to say. I think, no, it's not needless to say, but we won't. Why is classical Chinese concise? What is the special charm of the language in Strange Tales from a Lonely Studio? Of course there is a reason, but we don't know. Recently, I have been thinking that a teacher, even with the most advanced educational concept, will never be able to make great achievements on this basis. The key lies in his own knowledge.
Reflections on the teaching of Chinese Wolf in Grade Seven. The story of Wolf is tortuous and moving, which is especially narrative for this kind of classical Chinese. Pay attention to guiding students to study independently, cooperatively and exploringly, and realize multilateral interaction with texts together with teachers. The purpose is to let students know the text actively and creatively in reading appreciation, naturally enter the story development scene, and discover and construct the meaning of the text by themselves. Because the students were nervous, the atmosphere in the class was not active enough, and everyone's enthusiasm was not mobilized. However, students can master key words well and can translate without textbooks. In the future teaching work, we should try our best to mobilize students' emotions and create a positive classroom atmosphere.
Reflection on Chinese Wolf Teaching in Grade Seven First of all, in the whole running-in of this class, I always hesitate between "teachers follow students" or "students follow teachers". After the students use the dictionary to get a general understanding of the meaning of words, my teaching link is designed to ask questions, and I try my best to solve them by relying on the principle of sharing students' resources. Obviously, an important link is neglected, that is, reading is an effective way to cultivate students' sense of classical Chinese. If this point is ignored, students lack understanding and research on the text, so they can't produce practical problems, and the so-called independent inquiry will become passive water and trees without roots.
Secondly, in practice, although I can't accurately grasp the questions and ideas raised by students, I have a guess based on my own experience. For example, for the understanding of the word "running under it", according to my own way of thinking, I preliminarily judge that students will try to figure it out reasonably from the context. I tried to convey my way of thinking to the students, but the students didn't appreciate it. A student has just changed from understanding "action" to pondering "psychology". This idea greatly surprised me, and I have to admit that his way of thinking is much better than mine. In that case, why should I cling to the idea that I want to instill in students in advance? A student's answer made me deeply reflect on my role positioning again.
Third, ignoring the inspection link, teachers' inspection can stimulate students' enthusiasm for learning. Perhaps this enthusiasm will be forced by an invisible self-pressure, but we have no doubt that this pressure should be a positive pressure, because this is the indomitable spirit of students and their desire for self-realization. After all, education is for everyone, so try to impress him with his mistakes, master what he has learned in class and avoid forming the bad habit of "listening" at ordinary times.
Reflection on the teaching of Chinese wolf in grade seven 10 I remember someone said this sentence, which is slightly exaggerated: "Classical Chinese is equal to an English." This sentence vividly shows that classical Chinese is difficult to teach and learn. When we are in classical Chinese, we usually lead students to deal with the translation of words, words and sentences in the article first, and then do further research on the content of the article. This traditional teaching method is rigid and outdated, which not only fails to arouse students' interest, but makes them daunting. However, after listening to Zhang Liyuan's teaching methods, she walked out of the traditional mode. I think there are many places worth learning from. To sum up, there are the following points:
First, strengthen the training of reading.
The ancients said, "Read a hundred times and express your meaning", which shows the importance of reading, especially classical Chinese. Blind and mechanical reading is not effective. But Mr. Zhang Liyuan arranged and instructed the reading methods. Such as: free reading, reading a sentence alone on a small train, reading in groups of men and women, reading with the fastest speed and the loudest voice. Let students gradually deepen their understanding in reading at different levels. The whole classroom atmosphere is active, and students study in such a relaxed atmosphere, which is really happy and easy to learn.
Second, break the traditional way of translating classical Chinese.
In our usual classical Chinese teaching, we attach great importance to the translation of articles. It takes a lot of time to translate words into sentences, and the effect is not obvious, and students are not particularly impressed after translation. But teacher Zhang, she
Students don't translate for students, but tell stories as required. Give the students three roles, tell stories according to different roles, and then ask the students to get up and comment after the lecture. Through this teaching method, students can be familiar with the text content again and again. This method not only saves time-consuming translation, but also trains students' oral expression ability, and in the process, students learn to appreciate the text from multiple angles and in depth. Of course, Mr. Zhang didn't give up the treatment of words. At the end of the article, he designed an exercise-chewing words to strengthen students' mastery of key words. This has broken the conventional teaching methods and achieved good teaching results.
Of course, there are many highlights in this class, which gives me a refreshing feeling. After listening to this class, I think I will reflect on my Chinese class and try some new teaching methods to make my class more exciting.