Teaching reflection is a key research topic in the fields of education such as teaching theory and teacher education research. So what should be reflected on how to design the lesson plan for this lesson of White Goose? Below I have compiled the lesson plans and reflections of White Goose for everyone, welcome to refer to it.
White Goose Lesson Plan and Reflection Chapter 1
1. Analysis of Teaching Materials
Some of the texts in the fourth unit of Chinese Language Volume 7 of the People's Education Press are written by different writers. Some animals, such as Feng Zikai and Ye Nosov both wrote about geese, and some were written by the same writer about different animals, such as cats and hens written by Mr. Lao She. However, in the same unit, two articles about the same animal, geese, written by different writers from different countries, appeared at the same time. This has not appeared in previous textbooks, and these "geese" are both sexual and unique in the writings of different writers. Personality, if you pay attention to comparative teaching with "White Goose" when teaching "White Goose", students will have a deeper understanding of the text and will also have some insights into the writing of the article.
Teaching objectives:
1. Recognize 7 new words.
2. Read the text emotionally. Learn about the characteristics of the white gander.
3. Compare the similarities and differences in expression between "White Goose" and "White Gander", and understand the author's language characteristics.
Important and difficult points in teaching: preliminary understanding of the author’s differences in expression through the author’s specific descriptions.
2. Academic situation analysis: Students have strong reading comprehension ability, collect and store more good words, sentences, and paragraphs, and can flexibly use the accumulated materials.
3. Teaching methods: By comparing the similarities and differences in the writing methods of the two texts, you can feel the special tone of the author's language and enrich the students' language accumulation
4. Preparation before class: related pictures and Text slideshow.
5. Teaching process:
(1) Conversation introduction
(2) First reading experience, overall perception
1. Qi Read the words.
2. Provide reading tips: read the text aloud quickly and freely, think about what kind of white gander Ye Nosov described, and from what aspects did he describe it in detail? Students read aloud freely< /p>
3. Communication: What kind of white goose do you think this is?
4. In order to highlight the arrogance of the white goose, Feng Zikai learned from the goose’s cry, gait, With a detailed description of the three aspects of eating, how is this text written? (Write on the blackboard: walking, activities)
(3) Independent study
1. Appreciate the second paragraph :
①. Read the second natural paragraph silently. If you want to use one word to summarize the movement of this white gander, which word do you think is appropriate? (Write on the blackboard: Slowly)
②. Read this paragraph freely. How did the author Ye Nosov write the white gander walking slowly? Which sentences do you think are well written?
Default:
(1) It walked slowly and carefully, weighing every step carefully. Before taking a step, it always lifts the soles of its feet upwards, then closes the webbed palms, just like closing an open fan; then it maintains this posture for a short while, and then calmly places the soles of its feet on the ground. . [Imagine each step of the goose and demonstrate it with your hands. ]
(2) When passing through rutted and muddy roads, it is also so capable that not a single feather on its body is stained with mud. [The rutted and muddy road is not easy to walk on. Can you imagine what method it uses to keep its fine feathers from getting a bit of mud?]
(3) It is the dog chasing behind, this goose Never take a step to run. [Why does the dog not run after being chased? What is it thinking?]
③. Read the second natural paragraph together.
2. Appreciate the third paragraph:
①. Quickly read 3-6 natural paragraphs, also using one word to describe it.
②. Read paragraphs 3-6 carefully and imagine which sentences are the most interesting and attractive to you? Please mark the reading mark.
Default: It never does this kind of thing secretly, but always calmly and unhurriedly, because it considers itself the master of this river. The white goose probably thinks that everything in this world belongs to it. [①Activity: How do you feel after reading this word? Is it a thief? What does it refer to here? Read it. ②Doing such a thing attracts you, why?]
③. Feel the author’s emotions:
(1) Show the sentence and read it: "If it knew... That would be a big surprise.
”
(2) Explain the function of dash
(3) Can anyone say a few words to the white gander in Yenosov’s teasing tone?
< p> (4) Summary(4) Comparison of writing styles
1. What are the differences in the writing styles of the two articles written by Feng Zikai and Ye Nosov who also write about geese? What are the similarities? What are the differences? Group discussion
2. How do you feel after reading such an article?
3. Expansion and extension
< p> If you read the entire article "The White Gander" written by Ye Nosov, you will definitely love this magnificent white gander even more.6. Blackboard design:
p>Walk slowly and leisurely
Admiral style
Move freely
7. Teaching reflection:
During introduction , I consciously guided the students to compare the images of the two geese; when understanding the characteristics of the white gander, I also compared the descriptions of the geese's gaits in the two texts; finally, I also focused on comparing the two texts. In terms of writing method.
First, it pays attention to word analysis and improves students’ ability to appreciate language. The image is concrete and deserves to be read carefully. I guide students to appreciate the language of the text through methods such as savoring key words, imagining situations, and comparing experiences. For example, "It walks slowly and carefully weighs every step." "In one sentence, I guide the students to first talk about what "weighing" means? Then think about what the goose is weighing? (Where to place this step, and how to let it go). Experience the "slowness" of the goose walking and the author's choice of words. Clever.
The second is the use of text illustrations. In this class, I used text illustrations to guide students' imagination, which was a spark in this class;
The third is the use of text illustrations. My experience in teaching writing methods. In the lesson "White Goose", I asked students to find it first, but it was difficult for them to find it. In the end, only a few students spoke out. If you use the courseware to present relevant sentences and let students understand it, it will be less abstract and the difficulty can be reduced.
White Goose Lesson Plan and Reflection Part 2
First reading of Feng Zikai. In his "White Goose", while sighing at the beauty of the image of "Master Goose", he also deeply lamented that the master's language is difficult to understand. Rather than saying that it is difficult to understand, it is better to say that the master's comic-like language makes each little character full of personality. The animal images are vivid on the paper. As a front-line Chinese teacher, I always feel that there are too many good words in this kind of text, and it is difficult to guide students to understand them one by one. It seems that it is inappropriate to lose every one of them in teaching practice. I feel that by breaking through one or two key words, the vocabulary teaching in the reading class will have the effect of "moving the whole text with one word"
After repeated reading of "White Goose", I feel that if the text has "three eyes and one board". "If you teach this word well, you can clearly highlight the characteristics of the white goose eating phase, and you can also learn the language of the text from a deeper level. The original meaning of "three eyes and one board" is to talk about rhythm. Therefore, the author wants to start with the meaning of the word and explore the text Richer connotations, discover the beauty of rhythm in words
1. Original meaning, the source of rhyme
When I read the text carefully, I have a strong feeling that it must be. Guide students to learn the word "three eyes and one board" well, but it is among many good words and it is difficult to extract it for separate teaching. After all kinds of helplessness, I decided to go back to the source and follow the "three eyes and one board". Looking for the original meaning, there may be a way out for teaching. When I looked through many reference books, the original meaning of "three eyes and one board" came to me: "three eyes and one board" is also called "one board and three eyes"; board means to make a decision. Hit once, which is the strongest beat in each measure of Chinese music; eye, which is used to hit the pangu with drum sticks, is the second strong or weak beat; three eyes and one beat are the music rhythms with four beats in one measure. After reading it, I suddenly realized that there is a fixed rhythm in "Three Eyes and One Board". Doesn't the rhythm being so fixed when applied to Mr. Goose seem to be rigid and unchangeable? So, one blends the content of the text into the original meaning of the word. The teaching idea came into being.
2. Searching for meaning, the sound of rhyme
Show: For example, if you take a bite of rice, if the basin is placed far away, it will be done calmly and leisurely. Stride forward, take a sip of water, then strode forward to eat mud and grass, then come back to eat.
1. Teacher: Where do you see the order in which geese eat? Is it unchanged?
2. Teacher: Can you use one word to describe the way the goose eats?
3. The teacher showed: (三眼一板: "三眼一板" "One board" is also called "one board and three eyes". Board, struck with a clapper, is the strongest beat in each measure of Chinese music. Eye, use the drum stick to hit the pangu, which is a strong beat or a weak beat. Three Eyes and One Board is a musical rhythm with four beats in one section. )
4. Please read the sentence again and tell me how the goose creates a musical rhythm when eating?
5. Sentence structure: If you find that the rice bowl is far away, the goose Master must ( ), go and drink another sip of water, and then go somewhere else to eat a sip of mud and grass. After eating mud and grass, come back for dinner.
For example, after taking a sip of rice and taking a sip of water, you find that the mud and grass are far away. Mr. Goose ( ), after eating the mud and grass, comes back to eat.
6. Teacher: rice, water, mud, grass; rice, water, mud, grass. Will the order change? Will the rhythm change? 7 These four things are like four beats, three are weak and one is strong. One is strong and three are weak. (Referring to blackboard writing) This is "three eyes and one board".
7. Read the sentences together.
The above-mentioned "three eyes and one board" teaching process aims to find the coupling point between the content of the text and the original meaning of the word, so that the introduction of the original meaning of the word no longer becomes boring and mechanical. After informing the students of the original meaning of the word, the teacher asked the students to find the content in the original meaning of "Looking for Goose to Eat". At this stage of understanding, teachers begin to mobilize students' thinking in reading, integrating the information of the text, their own reading experience, and the content expression of the original meaning of the word. After students understand the original meaning of "three eyes and one board", the teacher's sentence training plays a very good role in fueling the fire. The content of these two sentence patterns is not found in the text, but it must be present outside the text. This is not only a reasonable interpretation of the text by the teacher, which effectively expands the text, but also provides readers with room for imagination in the gaps in the text. The process of students completing the training of these two sentence patterns must be a process of thinking. When students rationally imagine and reproduce the rules and regulations of Master Goose's meal, they can't help but discover how stylized it is. They will naturally think of Master Goose's temper and character, and they will also feel a vague sense of excessive persistence. After the students answered, the teacher took advantage of the situation and let the students understand that the eating process of "rice, water, mud, and grass" will never change. The teacher deliberately repeats these four steps so that students can naturally feel a kind of phonology. At this moment, the beauty of rhythm contained in "Three Eyes and One Board" appears naturally. The students' final reading brought the effect of perception to a higher level.
3. Gaining meaning and flavor of rhyme
After teaching words, we might as well think calmly, what exactly have we given to students? The author believes that the destination of word teaching should be acquisition and internalized. The most memorable part of the above-mentioned word teaching process is the process of gaining meaning. In fact, the teaching process of "Three Eyes and One Board" roughly goes through the following steps: initial understanding of the original meaning - linking the text - collision experience - blending the text - expanding the original meaning - internalizing the word meaning. This process is an effective rule for word teaching to "gain meaning" and an effective teaching method to guide students to understand words. However, if we pull out the rules of this teaching like a thread, then word teaching will become formulaic and the classroom will naturally become mechanical and boring. Therefore, the "flavor" of the above-mentioned teaching is actually to pursue the beauty of humanistic atmosphere while pursuing objective laws, and "beautify" the process of seeking meaning. In this way, our words will be more vivid.
The effectiveness of word teaching is an eternal proposition, but in classroom practice where "delight" and "deyan" go hand in hand, there must be a profound answer!
White Goose Lesson Plan and Reflection Part 3
This lesson will teach students a new learning method, which is divided into three links: reading link - interpretation link - expansion link, focusing on cultivating students' autonomy. The ability to cooperate and explore.
[Case 1]:
Teacher: Yesterday, we assigned everyone to search for information about geese through various channels. Now come up and communicate.
Student 1: My cousin and I went online and downloaded several color pictures of geese, and we just printed them out this morning.
Teacher: Great, can you tell us how you found these pictures online?
Student 1 walked around the classroom with a color picture with wet ink, and asked her classmates to look at the pictures of geese in her hand, which attracted the envious eyes of her classmates. Everyone was vying to look at these shapes. There are different kinds of geese. Some of them are snow-white; some are gray and white; some are black and white. They are very beautiful. This classmate briefly introduced the process and steps of his search.
Student 2: I also go online I went to find some information about the white goose, and there is also a story about the goose "The White Goose Saves Rome".
Student 3: I found my dad’s collection from home: it was painted by an artist The "goose" picture is even accompanied by a poem! (As he spoke, he took it out and showed it to everyone)
Student 4: I have the habit of collecting stamps. I checked the stamp album, and there was a set of stamps about geese. .
Student 5: I found the idiom story about geese, "Sending Goose Feathers A Thousand Miles Away", and I will tell it to everyone. (This classmate told the idiom story seriously)
Students are very rich in resources. It depends on how teachers mine and mine them. They are an inexhaustible source. Students have found so much material, which I did not expect.
[Case 2]:
When it came to the development stage, the teacher asked a question: He likes the white goose in the author's works very much. Do you like the white goose? From the voice of the whole class, , I heard clearly that quite a few students said they didn’t like it. This was something I didn’t expect. For such a vividly written literary work, students actually said they didn’t like it. This was different from the “like” I originally thought. At this moment, My teaching wisdom allowed me to temporarily change my teaching plan. I divided the students into two types: one with a "like" attitude, and the other with a "dislike" attitude, and then each selected a representative for a debate competition, and the class immediately The atmosphere reached a climax.
Student 1: I don’t like the white goose, because it is just a poultry, but it behaves like an uncle when eating. It has to eat a mouthful of mud, a mouthful of water and a mouthful of rice. It’s so annoying. Dogs and chickens come to steal food. It’s too arrogant to have to wait for it to eat alone!
Student 2: I like the white goose precisely because of the way it eats. Although it is just a poultry , but even if it has this kind of energy, people will wait for it to eat, otherwise it will scold it loudly. Maybe it has to choose a place to eat mud. The mud in that place may be more delicious, so it has to go to that place to eat. I also like it no matter what it is. Everyone scolds loudly and impartially, unlike a dog that shakes its head and tail when meeting its owner, like a lapdog. (The whole room laughs)
Student 1: I don’t like it because it’s not loyal. The owner feeds it, but it scolds it loudly. It is really "a dog bites Lu Dongbin and does not know a good heart." (A burst of laughter)
Student 2: This is a sign of its arrogance. Although it is stubborn, it still stands its ground. Firm, treats everyone equally; although a little pedantic, he has a flamboyant personality, simple and straightforward.
Student 1: I don’t like that it doesn’t run away even when it’s dying, but stands and bites people. In fact, it’s just as the author said: this arrogance He is arrogant. The most proud of poultry is the goose, and the easiest to catch is the goose.
Student 2 (eager tone): As the saying goes, "a scholar can be killed but not humiliated", white goose Even before death, it did not forget to bite someone, which shows its strength and unyieldingness, just like our revolutionary warriors. (Laughter)
Student 1 (hesitating):... (The ones in the same group are a little bit Disappointed)
Student 2 (happy): I like white goose because its meat is delicious. I heard my mother said that goose meat can also cure rheumatism! Its feathers can be made into fans. < /p>
A classmate in the same group anxiously added: I heard that its "goose inner gold" can also be used as a medicine!
I was very excited during the argument between the two classmates. , one of the students. Obviously, the "favorite" party is at the top. I stopped in time, otherwise I don't know how long the argument will last.
Teacher (joyfully): Everyone has their own preferences for radish and green vegetables. .Whether you like something or not is a matter of personal freedom. As the saying goes, "people are beautiful only when they are cute." The white goose in your eyes is too cute. Therefore, everything about the white goose is a treasure.
[Reflection ]:
The traditional teaching method is: teacher-centered, student-centered, and textbook-centered "three-center" method. Nowadays, the knowledge of textbooks has been far away from the teaching of teachers alone. If there are no enough students to learn, how can one person compare with the wisdom of dozens of classmates in the class? Once the sparks of students' thinking are ignited, they will collide with wisdom and dazzling light. Therefore, teachers must be good at touching the students' heartstrings and make full use of their own knowledge. Recreate and reuse teaching resources other than teaching materials for students to achieve more ideal teaching results.
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