Reflections on the Teaching of Li Shangyin's Notes for Friends in the North on a Rainy Night

The teaching reflection of Notes for Northern Friends on a Rainy Night downplays the presupposition and pays attention to the generation. In teaching practice, when we walk into the classroom with well-designed lesson plans to talk with students, students often ask some strange questions intentionally or unintentionally, giving teachers unprepared surprises. I think this? Accident? It is the generation of students in the classroom. In the face of generation, we should not stick to the presupposition, but should respect the learning situation, be a promoter and guide, actively and effectively regulate and control, and promote more wonderful generation. This is what teachers should feel under the guidance of new ideas. How to deal with the ancient poem "Notes on a Rainy Night" given to a northern friend in teaching? Accident? I seize and effectively use students' sudden doubts, and moderately? Enlarge and inspire students? Concentrate on writing? Passion. It is precisely because I regard students as naive, lively and distinctive people and treat them as one by one. Have a desire? And then what? Generate potential? People, so the students' dialogue is vivid, in-depth and effective, just like? A spring river? Full of energy, students also understand and feel the text more deeply and comprehensively in the dialogue.

Actively guide and moderately regulate. In the process of dialogue, the new concept emphasizes respecting students' dominant position. Respect students' unique perspective? However, this does not mean that teachers give up the responsibility of guidance. The author thinks that the guidance of teachers is more important at this time. Because primary school students, as a special life group, are limited by their own level of understanding, life experience and knowledge accumulation, their understanding and judgment ability will not be comprehensive and in-depth, so the clever guidance of teachers will inevitably stimulate the sparks of students' thinking and produce more wonderful things. Dialogue? . When Xu Chen raised this question, I pretended not to understand and had a brainwave and threw the question to the whole class. Which student is unwilling to solve the problem for the teacher? At the same time, in the process of students' dialogue, I did not pursue superficial excitement or boiling, but accurately positioned the quality and value of the dialogue. Find a reasonable dialogue and convey affirmation and appreciation to students in time; If deviations are found, suggestions will be given in time and promoted from enlightenment. So that? Static electricity The text has been creatively extended and expanded in more and more comprehensive, in-depth and mature dialogues, giving it more vitality.

Pay attention to the process, since the enlightenment read it by himself. Effective and vivid dialogue in reading teaching is a process in which students show their unique understanding of the text and share their wisdom on the platform built by teachers. In-depth understanding is the premise of active and effective dialogue. Only the more you read and think, the richer your feelings will be. In this way, what will the dialogue become? Spring eyes? Fresh water keeps pouring out. In teaching, students ask questions, and I don't tell them the answers, and I'm not in a hurry to let them answer. But cleverly throw the question to the students, enough? Enlightenment? Time, encourage and guide students to read, think, discuss and communicate in depth, so that students can have a richer understanding of the pictures, emotions and artistic conception in the text, and have a * * * sound with the poet's emotions, so that the students' subsequent dialogue is full of passion and vitality.

Go back and taste this? Accident? I have benefited a lot. In reading teaching, only pay more attention to students' feelings and experiences and treat students as living people. Master of science? Dialogue among students, teachers and texts can give new vitality.

Reflections on the teaching of "short messages to friends in the north on rainy nights" II. This is a four-line poem. When I was teaching, I carefully designed the teaching process, but I didn't get the expected effect.

After thinking, it is summarized as follows.

1. Let students enter the thinking state in the shortest time and organize active, cooperative and reflective teaching. The key is to design questions and know where the students are. Look at the teaching materials from the students' standpoint. It is very important to create an environment conducive to dialogue. One premise is to trust students, so that we can boldly design problems.

2、? Bo Qinhuai's first sentence, what scenes in this picture think this problem is more successful?

3. The antithesis in Huanxisha:? There is nothing to do, flowers bloom and fall, and it seems familiar that Yan returns. ? In order to highlight the characteristics of antithesis, teachers and students ask and answer questions respectively? I said XX? 、? I'm interested in XX? Answer the question, and the effect is good. After class, a student asked when to align couplets.

4. The first two songs are more detailed, and I also read the self-reading tips. I didn't talk about the last song, and the effect of the quiz was obviously better than the first two songs. How to cultivate students' self-study ability? Did the last song not give the students enough time? These are some ancient poems with extracurricular appendices. You want to talk about them? How should you talk about them?

A relaxed atmosphere is also very important, which has a lot to do with students' usual attitude. Equal attitude, in the eyes of students, will students show it? Friends are waiting for letters on rainy nights? Such a scene.

6. The analysis of poetic imagery plays an important role in students' understanding of the ideological, emotional and artistic nature of poetry. Is it in this poem? It rains at night in autumn pool? And then what? * * * Cut the western window candle? The image of.