Senior one Chinese 1 Volume II Chinese Garden Lecture 5 Teaching Reflection Chinese Garden is a paradise for children to learn Chinese. Let's go in happily, play and learn.
First, the teaching effect:
China Garden 5 has arranged five parts.
The "literacy gas station" is presented in the form of word family literacy, with six pictophonetic characters of "satiety, soaking, running, hugging, robe and cannon", with the left radical indicating meaning and the right radical "treasure" indicating sound, so that students can understand the word-formation rules of pictophonetic characters and feel the fun of word family.
"My discovery" is three groups of pictophonetic characters classified by radicals, and there is a hint from the study partner: "The words next to the mouth are related to the mouth of Dachuan." Let students further understand that the same radical of pictophonetic characters often represents the same kind of content when classifying radicals.
"Use of words" has two contents. The first item is "choose one and fill in one", which requires students to distinguish between similar words and homophones and use them correctly in specific contexts. The second exercise is to look up the dictionary, so that students can continue to consolidate the dictionary in word order.
Four two-part allegorical sayings are arranged as "accumulate over a long period". Students can feel the vividness and interest of this special traditional language form while accumulating xiehouyu.
Reading with Adults arranges the classic story "Fox and Crow" in Aesop's fable. By reading with adults, we can understand the content of the story, understand the truth contained in it and share the harvest of reading.
Second, success:
(1) Encourage students to introduce the process of collecting or writing riddles. Collect riddles and tell where they come from. Make up a riddle and tell me what you think and how to make it up, but you can't tell the answer.
⑵ Organize students to guess riddles actively. Reading riddles and guessing riddles are often interactive. Especially after reading the riddle, the students can't wait to guess the result, and the scene will be very active. Teachers should pay attention to maintaining the order of activities, and also guide small referees to make records in time. ) Encourage students to stand up and have oral communication with riddle masters in the riddle kingdom.
① A: "Tell me about your riddle?"
(2) B read his own riddle.
③ A riddle.
④ Party B confirms.
⑤ Referee record.
⑶ Teachers organize activities: The riddle kingdom is really lively, and there are many guessing experts! Don't worry, it will be fine after two levels, but it is not easy to pass the third level now. Encourage students to say boldly: Which riddle did you guess correctly? How did you guess? What characteristics did you catch to guess? Listen carefully and comment on whether what he said is reasonable. Guide students to discover literacy methods through observation, and guide students to read independently by methods. In this part of teaching, I designed a three-step teaching method of "help-assist-release". First, under the guidance of the teacher, I found the literacy method of "minus one minus one", which is a direct learning method and permeates the consciousness of "discovery", such as observing radicals, big radicals, pronunciation and so on. Then let students read by methods, so as to achieve the purpose of consolidating literacy methods. Finally, let students find their own methods and use them, which reflects the subjectivity of students' learning.
Third, the shortcomings:
Due to time constraints, complicated knowledge points and lack of knowledge system, teachers did not give full play to their dominant position.
Fourth, improvement measures:
1, which can implement the key points of language training and lay a solid foundation. By creating game situations with word treasures, students can be guided to read and write in interesting activities, closely follow the requirements of the new curriculum standards, reflect students' independent, cooperative and inquiry learning methods, master and use new words, and cultivate Chinese learning ability.
2. Help students reveal the rules, expand learning channels, and let students learn and use Chinese in their lives. In writing teaching, guide students to observe the writing order of new words and the structural characteristics of bookshelves, find out the rules and cultivate good writing habits.
Reflections on the Teaching of China Gardens, Volume 5, Chinese Volume 2, Senior One; This lesson has given me an inspiration, that is, how to teach China Gardens in the future, that is, to let students learn Chinese in the created situation, and pay attention to guiding students to discover laws and expand.
Chinese Garden not only helps students to systematically sort out, integrate and consolidate the Chinese knowledge and skills they have learned, but also pays more attention to cultivating students' interest and self-confidence in learning Chinese. So, how can we make "China Garden" a paradise for students to learn Chinese?
First, create situations according to students' age and psychological characteristics.
Pupils are active and playful, and their thinking is mainly based on images. In their observation and imagination, the objective world is an anthropomorphic world, from a small forest to a small animal. In their eyes, they have all become emotional and intelligent elves. Organizing teaching according to this characteristic of students also grasps the key to successful teaching. The practice of creating situations is particularly applicable. The first part of the above teaching is to create a "big forest game" situation. In the created situation, students have aroused their interest and enthusiasm in learning Chinese, and easily completed the teaching task of consolidating literacy and accumulating words.
Second, guide students to discover laws and expand.
In teaching, we should make full use of text resources to guide students to discover the rules of words, phrases and sentences and transfer them. Such as "I can recognize", "Bibi write" and "read and speak", students should be guided to recognize words, write sentences and speak sentences on the basis of independent discovery, and then further extend teaching based on textbooks. For example, in the "Bibi Writing" teaching in the above clip 2, "Come on, is there a word" brother "? The arrangement of this link is intended to guide students to classify the similar words they have learned and cultivate students' extensive training by analogy.
The classroom of Chinese teaching is more and more extensive. We should boldly and fully tap the Chinese curriculum resources in life, creatively use teaching materials and carry out creative Chinese teaching activities, so that our Chinese classroom can truly become a paradise for students to learn.
Reflections on the fifth lecture on China Gardens in the second volume of Senior One Chinese. Since the introduction, teachers have used various means to create vivid, novel and interesting learning situations for students according to their age characteristics. In teaching, teachers introduce music into the classroom, make exquisite courseware and create a Chinese garden, which effectively stimulates students' interest in learning, desire for knowledge and initiative in learning, and arouses their hearts.
Reflections on the fifth lecture on China Gardens in the second volume of Senior One Chinese. In classroom teaching, teachers' appreciation and inspiring evaluation language have a magical encouraging effect on children, which can not only stimulate students to actively participate in learning, but also stimulate students to have a strong interest in learning. In the process of teaching and learning, teachers can introduce positive evaluation mechanism to praise and encourage students' progress and success, so that students can enjoy the satisfaction of success and enhance their self-confidence.
Reflections on the teaching of the fifth lesson of China Garden, the second volume of the fifth grade Chinese; The new curriculum advocates new learning methods, namely, autonomous learning, cooperative learning and inquiry learning. In the teaching of this course, teachers often use the learning method of group cooperation, relying on collective wisdom, complementing each other's advantages and making progress together. Before cooperative learning, teachers can put forward clear learning requirements, and students can express themselves freely in study groups. Students' creativity has been repeatedly exerted in group communication, and their self-confidence and spirit of unity and cooperation have been cultivated.
Reflections on the teaching of China Garden 5, the second volume of senior one Chinese. China Garden 5 has five sections. The "literacy gas station" is presented in the form of word family literacy, with six pictophonetic characters of "satiety, soaking, running, hugging, robe and cannon", with the left radical indicating meaning and the right radical "treasure" indicating sound, so that students can understand the word-formation rules of pictophonetic characters and feel the fun of word family.
"My discovery" is three groups of pictophonetic characters classified by radicals, and there is a hint from the study partner: "The words next to the mouth are related to the mouth of Dachuan." Let students further understand that the same radical of pictophonetic characters often means the same kind of content when classifying radicals.
"Use of words" has two contents. The first item is "choose one and fill in one", which requires students to distinguish between similar words and homophones and use them correctly in specific contexts. The second exercise is to look up the dictionary, so that students can continue to consolidate the dictionary in word order.
Four two-part allegorical sayings are arranged as "accumulate over a long period". Students can feel the vividness and interest of this special traditional language form while accumulating xiehouyu.
Reading with Adults arranges the classic story "Fox and Crow" in Aesop's fable. By reading with adults, we can understand the content of the story, understand the truth contained in it and share the harvest of reading.
First, the teaching effect.
1. Read the word family correctly and rhythmically, and get a preliminary understanding of the word formation rules of pictophonetic characters. Guide students to read Chinese characters in various forms, read correctly, read fluently and read rhythmically. After I got familiar with it, I got to know the eight new words "rice, energy, small tea, light, whip, satiety, soaking and cannon" by the method of "position association". When understanding "satiety, bubble and cannon", guide students to memorize new words by adding one to one, and then find the word-formation rules of pictophonetic characters through conjunctions. By analogy, other words with the component of "Bao" in the word family text can also let students tell the word-formation rules of pictophonetic characters.
2, "My Discovery" section, so that students can correctly read each line of new words, and talk about their findings like the children next to them, and can expand appropriately. When expanding, guide the students to open the literacy table and say a group of words with the same radical, such as the word next to the word worm and the word next to the word moon, and then ask other students to talk about their findings.
3. "The use of words" can distinguish between similar words and homophones, and choose and use them correctly in a specific context. Word order search can be used to query new words, which is very fast.
4. "Accumulate over time" and get familiar with it. I have a preliminary understanding of the characteristics of this traditional language form and am interested in accumulating other two-part allegorical sayings. The teacher explained: this sentence is called "two-part allegorical saying". Two-part allegorical saying is a fixed sentence composed of two parts. The former part is often used as a metaphor, like a riddle, and the latter part is the original meaning, like a riddle. Usually only the first part is said, and the second part is self-evident. Expand appropriately and guide students to collect their favorite two-part allegorical sayings after class and communicate in class.
5. Read fables with adults, understand the contents of fables, understand the truth contained in them, share the gains of reading and feel the pleasure of reading.
Second, success.
1. Guide the students to review the second item in Little Frog and Crossword Game, both of which are about the word family "Qing". Other family languages can also be extended for students to read.
2. Two-part allegorical saying is the first time for students to see it, and they are already curious. I seize students' curiosity, show relevant pictures, guide students to compare pictures and texts, feel the general idea, and initially feel the vivid language form of Xiehouyu.
Third, shortcomings
In the part of "the use of words", we only explore the differences between two words with students, but fail to guide students to understand the meaning of words in sentences, words and other contexts, so as to analyze and fill in the blanks. For example, "Castle Peak" refers to a green mountain, so you should choose "green" which means cyan; The "clear spring" is related to water, so we should choose the "clear" with three points of water. The word "now" at the door of the classroom refers to where it is, which is different from the word "goodbye". If the input is not properly expanded, please, love, bar, bar, and do it. Cause students to learn very mechanically.
Fourth, improvement measures.
1. This China Garden should be taught in order according to the contents of the plates, and the related columns can also be integrated. For example, "Literacy Gas Station" and "My Discovery" both contain the word-formation rules of pictophonetic characters, but the angles are different. After two classes of teaching, we can draw the conclusion that the same component "Bao" has completely different meanings in different radicals, which shows that the radicals of pictophonetic characters have ideographic functions, but the pronunciations of these words are relatively close, which shows that "Bao" has phonetic functions. From a group of words with the same radicals, we find that pictophonetic words with the same radicals often refer to the same kind of content.
2. The words appearing in the column are just examples. In specific teaching, teachers should combine what they have learned and expand appropriately. For example, the "literacy gas station" only lists the homonyms of the word "Bao" with radicals, and also asks students to review the ideographic functions of "Qing" with different radicals. For example, in the column of "My Discovery", only three groups of words with the same radicals are listed, so that students can turn to the literacy table and look for words with the same radicals in other parts, such as the word "beside the insect". There are six words "Duckling, Dragonfly, Ant, Spider, Spider" in this unit to help students draw inferences from others and deepen their understanding of the word-formation rules of pictophonetic characters.