Reflection on the teaching of the text "Walking on the Moon" 1 How vast our life is and how vast our language is; China people have the same color as life; China people taste the taste of life. How to "contact life feelings to promote text understanding", let me reflect on several fragments of this lesson.
First, imagine the picture and stimulate emotions.
The article "Towards the Moon" draws a picture for readers, which is poetic, dreamy and picturesque. For example, when teaching "a thin stream, with the fragrance of grass and wild flowers and moonlight", I guide students to mobilize their life experience and exert their imagination through language and words, so that the picture comes to mind. I asked, "What did you see when you read this sentence? What did you hear? What do you smell? " A stone stirs up a thousand waves and pulls students' thinking from the text to life. The students' answers are colorful: "teacher, I see the soft moonlight shining on the stream, and the stream is shining!" " "Teacher, I saw a slender stream with silver waves rippling on the water; I hear the cheerful song of the stream; I smell the smell of mountain grass and wild flowers everywhere in the air! " ..... The students spread their imagination wings, as if they really saw the beautiful scenery of "the moon reflected in the stream and the moon reflected in the pond like a hug". At this time, the students saw a dynamic, audio and fragrant picture through the text. At this time, when students read the article again, they read it beautifully with pictures in their minds and their own feelings.
Second, create situations to drive emotions.
The article "Walking on the Moon" not only shows us the beautiful artistic conception under the moonlight, but also shows the true love between mother and daughter. When I realized that "grandma's warm hands are holding me, and I can smell grandma's breath", I guided the students to recall their emotional experiences when they walked with their mothers. The students immediately recalled how warm, happy, safe and happy they were when they walked with their mother ... The students seemed to have returned to their mother and felt her deep love. At this time, the students are emotional and in high spirits. The students read so emotionally, so. Students have unconsciously infiltrated their emotions into the scenes described in the works. At this time, reading is to read with heart and with true feelings.
As a teacher, we should guide students to keep in touch with life, themselves, themselves and life while learning and understanding other people's wonderful chapters. Our ultimate goal is to have a happy time with our children in every Chinese class!
This week, I taught the second Chinese lesson "Going to the Moon" in grade four, which is a unified textbook. Now this class mainly uses the method of "five steps and ten questions" to reflect on teaching from two questions after class.
Two problems about after-class reflection
1. What is the predetermined teaching goal in class?
2. Do my teaching objectives need to be adjusted?
"Towards the Moon" is a lyrical prose full of poetic meaning, with beautiful sentences and long rhymes. The language in the text seems dull, but it has infinite charm; Shallow language, but deep feelings. The teaching emphasis of this paper is: walking into the quiet, light and rich atmosphere created by this paper. Difficulty: I feel the beauty in the moonlight during reading, the infinite pleasure the author gets in the moonlight, and the deep affection between "I" and grandma from the scenery and feelings.
Around the teaching objectives of this course, I have achieved the following teaching effects:
1, prepare lessons, dig deep into textbooks, and effectively grasp the knowledge points and ability points that the article can give students in combination with students' reality. The text content of "Going to the Moon" is not only beautiful, suitable for guiding reading, but also has a bright structure and uses a variety of rhetorical devices, which is suitable for students' Chinese reading training. Therefore, the children in the classroom are full of interest, presupposition and generation complement each other, and the teaching task is successfully completed.
2. Organizing cooperative learning in groups and holding inter-group competitions have activated students' enthusiasm for learning and cultivated their cooperative ability. In group cooperation, the group leader can organize members to read the text, write sentences and discuss with each other.
3. In the teaching of this class, I put the students' ability training point on the emotional reading of the text, the understanding of the beauty of parallelism sentences and the understanding of this rhetorical device, put it in the layers of questioning, made clear the layout of the article, put it in the cooperative group, and used the method of "reading, drawing, discussing and exhibiting" to read and understand the text.
When I was in this class, my greatest success was to give students enough time to read and discuss. This passage reflects the family relationship and is expressed in the form of poetry and prose. The article not only describes the beauty of artistic conception, but also describes the truth. Therefore, guiding students to understand the article "Where is beauty and how is it" is the focus of this class, which requires students' own feelings, and any analysis and explanation will be empty. So I arranged enough time for students to read again and again. After reading it, I will exchange my thoughts with my classmates and the whole class. In the exchange, students inspire each other and enhance understanding. After reading and speaking, students have a good understanding of the text and learn to cooperate.
This class also has some shortcomings. In the whole teaching process, although I realized that I should pay attention to key words and sentences, I failed to do a solid job. If a classmate mentions the deep affection between mother and daughter. If we take this opportunity to guide students to read the text, find out where the beauty of artistic conception lies, where the relationship between mother and daughter is reflected, and draw relevant sentences while reading, students will quickly devote themselves to it and mobilize their enthusiasm. At this time, students should be guided to understand these words and sentences in depth in connection with real life, but I ended up hastily and failed to achieve the effect of tone.
If I take this course again, I will do this: first, I will read the text for the first time, review the existing word learning, and initially perceive the content of the text; The second is to sort out the context of the article and understand that my grandmother and I went to streams, orchards and many other places by the moon. The third link: explore the point "What did Grandma and I see everywhere?" What did you hear? What do you have in mind? "In order to guide and organize students to read and sketch by themselves, communicate in groups, clarify the content, start inter-group competitions, report the learning results, and randomly insert reading instructions with beautiful sentences, so that children can feel the beauty of the fields in the moonlight at night in American reading. Grandma and I happily walked around the moon. The fourth link: cleverly setting questions "The first three paragraphs of the text are useless at all. Why don't you just take it away when you put it in the textbook next time? "Let the children know clearly in the argument that the time, place, surrounding environment and people of the incident must be stated at the beginning of the article, so that the article can be perfect.
Reflections on the Teaching of Walking to the Moon Part III Walking to the Moon is a lyric prose in Unit 2 of the first volume of the fourth grade Chinese, with beautiful sentences and long rhymes. The language in the text seems dull, but it has infinite charm; Shallow language, but deep feelings. First of all, repeatedly writing "My grandmother and I walked on the moon" seems to be repetitive, but it is actually a wonderful sentence, which fully expresses the incomparable happiness and joy when "I" and my grandmother walked on the moon. Chewing this feeling and interest carefully, although it is autumn night, makes people feel warm. Secondly, a large number of parallelism sentences are used, such as "illuminating the high Diancang Mountain, illuminating the big green trees at the head of the village, illuminating the avenues and paths in the forest ..." "Walking through the moonlit stream bank, walking through the stone arch bridge, walking through the orchard with moon shadow, walking through crops and vegetable fields ..." Not only enhances the sense of rhythm, makes the language full of momentum, but also makes the description delicate and vivid. What people present in their minds is not only the beautiful scenery along the way, but also the true feelings and love that blend with each other.
When teaching this article, I mobilize students' experience, emotion and imagination, so that students can realize the beauty of artistic conception and the truth of family ties. At the beginning, my design was to guide students' imagination through language, and let the pictures come to mind. One of the links is to ask, "What do you see? What did you hear? What do you smell? " This question brings students' thinking into life. Students' lives are varied, and their answers are colorful. If students spread their imagination wings, it seems that they really see the beautiful scenery described in the article, such as "the stream contains the moon and the pond reflects the moon like a hug", and the effect is good. However, when teaching this part, it is a pity that students don't have many bright spots in reading or speaking, and they are slow to enter the situation, which shows that my guidance is still not in place. Therefore, I want students to recall the emotional experience they walked with their mother, and how warm, happy, safe and happy they were when they walked with their mother ... But only a few students are in a high mood and can feel their mother's deep love and emotional reading, and some students can't sneak their emotions into the scenes described in the works. The shortcomings of the whole class deserve improvement. In short, in teaching, students should be guided to keep in touch with life, contact with themselves, feel in reading and sublimate in reading, so that the whole classroom will be a dynamic, audio and fragrant picture. At this time, students read the article again, that is, with the pictures in their minds and their own feelings, the effect is self-evident.
Reflections on the Teaching of "Walking to the Moon" Chapter 4 "Walking to the Moon" is a beautiful and meaningful essay in Unit 2. The cultural theme of this unit is "Feel the truth". When teaching this article, I want to mobilize students' experience, emotion and imagination, so that students can feel the beauty of artistic conception and the truth of family ties. China people taste the taste of life. In reading teaching, only by connecting with students' life can we promote students' understanding of the text and realize emotional reading. Next, I will ask a small question in this class: how to guide students to read the text with emotion and reflect.
The article "Walking on the Moon" sketched a poetic picture for us. At first, I designed to guide students' imagination through language and make pictures come to mind. One of the links is to ask, "What do you see? What did you hear? What do you smell? " This question has brought thoughts to students' lives. Students' lives are varied and the answers are colorful. If students spread their imagination wings, it seems that they really see the beautiful scenery described in the article, that is, "the stream contains the moon, and the pond reflects the moon like a hug." At this time, what students see through the text is a dynamic, audio and fragrant picture. At this time, students read the article again, that is, they read it with pictures in their minds and their own feelings. For example, in the teaching of "a thin stream with the fragrance of wild flowers and moonlight", it is a pity that there are not many bright spots in students' reading or speaking, which shows that my guidance is not in place.
The guidance is not in place, for example, when I realize that "grandma's warm hand holds me and I can smell her breath", what stands out here is the true love between mother and daughter. I should let the students recall the emotional experience when they walked with their mother. The students recalled how warm, happy, safe and happy they were when they walked with their mother ... but only a few students were in high spirits, as if they had returned to their mother's side, felt her affectionate and emotional reading, and unconsciously infiltrated their emotions into the scenes described in the works. At this time, reading is to read with heart and with true feelings. I think students are more excited when they rush to the front after class and tell me everything.
As a teacher, I think it is necessary to guide students to keep in touch with life and themselves when learning these wonderful articles. The ultimate goal is to accompany students to spend every happy time in Chinese class.
Reflections on the teaching of the text "Walking on the Moon" 5. The article "Walking on the Moon" outlines a poetic and dreamlike picture for readers, in which the artistic conception described is elegant. In the silent night, "I" held my mother's hand and presented a kind of deep affection beauty in front of everyone. In the whole teaching process, I guide students to grasp sentences and pay attention to experience. I asked a question: where do you think the description in the article is the most beautiful? How beautiful is it? The children read the text beautifully and soon found the corresponding answer.
For example, the moon is so bright and the moonlight is so soft that it illuminates the high Diancang Mountain and the green trees at the head of the village. It also illuminates the roads and paths between villages. ......
The thin stream, with the fragrance of grass and wild flowers, is full of moonlight. How many lovely small ponds are there among the pebbles, and each pond holds a moon!
Walk through the moonlit creek bank and walk through the stone arch bridge; Walking through the orchard surrounded by the moon shadow, walking through crops and vegetable fields ... When I looked up at my grandmother, I suddenly saw the beautiful moon holding those twinkling stars, as if walking in the sky. ......
Find out the beautiful sentences in the text one by one and let the students read them aloud with music. At the same time, teachers should read the text emotionally in a soft tone, and combine feelings, scenery, things and sounds to form a beautiful picture of a moonlit night. Although, the students seem to understand the beauty of tranquility and softness described in the article. However, students are deeply infected by the harmonious music and the feelings conveyed by the teacher's demonstration reading, and intoxicated by the teacher's guidance of imagination. At the same time, students' sense of language has also been cultivated.
This article not only describes the beautiful artistic conception, but also describes the true feelings. I guide students to recall their emotional experiences when they walked with their mothers. The students immediately found happiness, happiness and warmth with their mother and felt her love. Therefore, under the guidance of music and emotional experience, children's emotions are high, so reading is very emotional and happy. I think my goal has been achieved. This is reading with heart, reading with heart!
Reflections on the teaching of "Walking on the Moon" Chapter 6 "Walking on the Moon" depicts a picture of poetry and dreams for us. The artistic conception of the unity of heaven and man is full of warm, happy and happy affection between the lines. This article not only has beautiful sentences and is suitable for reading guidance, but also has characteristics in structure and typical rhetorical devices. It is a model essay for students' Chinese reading training.
1, teaching effect
Every poem is a beautiful painting. How to read this "Treading on the Moon" is like a poem. When I talk about poetry, I usually run through the class with a big question: "What do you see from the situation described in the language? What did you hear? What do you smell? "
This question not only brings students' thinking into the text, but also into their lives. The students spread their imagination wings, as if they really saw the picturesque scenery described in the article, "the stream contains the moon and the pond reflects the moon like a hug." At this time, what students see through the text is a dynamic, audio and fragrant picture. Students take pictures in their minds and unconsciously sneak their emotions into the scenes described in the works. At this time, reading is to read with heart and with true feelings. This is the real "beautiful reading of American literature"
Because students' lives are varied and students' answers are colorful, it can be seen that students' inner world is colorful.
2. Teaching gains
In the teaching of this class, I focus on cultivating students' ability to read the text with emotion, at the same time, I know the parallelism sentence, appreciate the beauty of this rhetorical device, and read and understand the text in groups. Another point is to learn the layout of this article.
(1) easily and naturally understood the chapter layout structure of this article.
The article repeatedly wrote "My grandma and I walked on the moon", which seems to be repetitive, but in fact it is a wonderful sentence, fully expressing the incomparable happiness and joy when "I" and grandma walked on the moon. This is the first time that the fourth-grade students are exposed to this kind of repeated rhetoric-it is not enough to "say" alone, but also to lead students to read and chew carefully, which makes people feel warm. The repetition of this sentence in the text connects what the author saw, heard, felt and thought when he walked to streams, orchards and farmland, making the text structure clear and complete. Students have a very intuitive understanding of this writing structure of the text.
(2) "Don't read without moving pen and ink" is not only a learning method, but also a very good study habit. In the process of reading the text aloud, mark "which sentences outline a beautiful picture as unreal as reality and as picturesque as a dream?" This is the focus of this article. Using the beautiful paragraphs in the textbook, combined with the beautiful music of the courseware and beautiful pictures, students can not only enjoy the beauty of the moonlit night, but also greatly improve their reading interest.
(3) Feel deep affection. This text not only shows us the beautiful artistic conception in the moonlight, but also makes us feel the true love between mother and daughter. Therefore, while reading the text fragments, inspire students to recall the warmth, happiness and joy when they are with their loved ones and feel the love of their loved ones.
3. Shortcomings (missing).
Such a beautiful article, such a strong emotion, but because the teacher pays too much attention to the teaching progress in the classroom, ignores the real-time training of students, and lacks the place to use after learning, even if only writing a fragment. It is the most effective learning to apply what you have learned to your own learning practice.
4. Improvement measures
In view of the shortcomings in the classroom, when learning these wonderful articles, we should guide students to contact life and their own reality. The ultimate goal is to let every Chinese class spend a happy time with students and implant the concept of "big Chinese" in students' minds.
Reflections on the Teaching of Walking on the Moon Chapter VII Walking on the Moon is a beautiful lyric prose. It is a custom in some parts of southern China to play, walk and frolic outdoors in the moonlight, which is called "walking on the moon". "Walking on the moon" is different from walking under the moon, and it is not full of worries, but deliberately walking and walking to the moon, so the statement of "walking on the moon" is full of poetry.
This beautiful essay needs to fully mobilize students' life experience, give full play to students' imagination, read through, savor and recite as much as possible. The language of this article is delicate, unique and poetic. It is necessary to guide students to taste the key sentences in reading aloud, so as to understand their feelings, break through the teaching difficulties, do not do too much analysis, and avoid "speaking" the article tasteless.
In the teaching of this course, "student-oriented", the class time is returned to the students. The teaching of this course should be based on students' reading, so that students can read individually and communicate in groups, and then grasp the places that students feel the deepest and favorite, and guide students to understand and feel. When I realized that "grandma's warm hands are holding me, and I can smell grandma's breath", I guided the students to recall their emotional experiences when they walked with their mothers. The students immediately recalled how warm, happy, safe and happy they were when they walked with their mother ... The students seemed to have returned to their mother and felt her deep love. At this time, the students are emotional and in high spirits. The students read so emotionally, so.
These are exactly what teachers do to mobilize students to experience the world, imagine the world, communicate the gap between students and text time, and mobilize students' real emotional experience. Students have unconsciously infiltrated their emotions into the scenes described in the works. At this time, reading is to read with heart and with true feelings. In teaching, due to the emphasis on reading aloud and the lack of in-depth study of the text, it is necessary to strengthen the discussion in this regard.
Reflections on the Teaching of "Walking the Moon" Chapter 8 "Walking the Moon" paints a picturesque picture for readers, showing the true love between mother and daughter. After reading the text, I didn't really understand the content. I read it two or three times before I understood. It is difficult for me to speak this text. Only by consulting the master and other teachers can we get a general idea of how to learn this text well. This text is mainly read aloud, and I feel that kind of deep love in the process of learning.
I mainly read this text by demonstration reading, students following, students reading together and group reading. Point out the good or bad places in the reading process. In the process of learning, students draw beautiful sentences, analyze the key paragraphs (paragraphs 2, 4, 6 and 8) paragraph by paragraph, give full play to students' imagination, feel the thoughts and feelings expressed in the text, and read the key paragraphs of the text with emotion. Finally, let the students recite the key paragraphs. This text ends with repeated reading.
I have to say that this text is very difficult for me. I don't have a good grasp of reading aloud. Half a bucket of water is there, but I will give the whole bucket of water to the students and ask them to read aloud accurately. So, you should continue to work hard and fill the other half of the bucket with water.
This text reflects family relations and is expressed in poetry and prose. The article not only describes the beauty of artistic conception, but also describes the truth of emotion. Therefore, it is the focus of this lesson to guide students to understand the article "Where and how beauty is".
First, imagine the picture and stimulate emotions.
The article "Walking on the Moon" depicts a poetic, dreamy and picturesque picture for readers. Only by guiding students to associate scenes in life through language and words can teachers restore abstract language and words into concrete pictures and show them to students to touch and feel, and can they really feel the beauty of artistic conception of the article. For example, when teaching "a thin stream with the fragrance of mountains, grass and wild flowers and moonlight", I guide students to mobilize their life experience and exert their imagination through language and words, so that the picture comes to mind. I asked, "What did you see when you read this sentence? What did you hear? What do you smell? " A stone stirs up a thousand waves and pulls students' thinking from the text to life. The students' answers are colorful: "teacher, I see the soft moonlight shining on the stream, and the stream is shining!" " "Teacher, I saw a slender stream with silver waves rippling on the water; I hear the cheerful song of the stream; I smell the smell of mountain grass and wild flowers everywhere in the air! " ..... The students spread their imagination wings, as if they really saw the beautiful scenery of "the moon reflected in the stream and the moon reflected in the pond like a hug". At this time, the students saw a dynamic, audio and fragrant picture through the text. At this time, when students read the article again, they read it beautifully with pictures in their minds and their own feelings.
Second, create situations to drive emotions.
The article "Walking on the Moon" not only shows us the beautiful artistic conception under the moonlight, but also shows the true love between mother and daughter. So I guide students to think back to the scene when they were with their mother in life, feel how happy and happy they are with their mother, and then give the author a * * * sound. For example, I asked the students to imagine, "If you were this little girl and her mother was washing clothes by the stream, what game would you play?" What students think of is not the author who has a distance in the text, but themselves. Students recall their mother doing something and playing with them: "I will climb on my mother to be coquettish." "I want to weave a beautiful wreath with wild flowers and wear it on my mother and me." ..... The students are so happy, happy and free to recall the situation with their mother in real life. This is the emotional experience that students get from connecting with life and going deep into life. At this time, students study again, that is, study hard and learn with true feelings.
Third, mobilize emotions and promote sentiment.
When guiding the reading of Walking on the Moon, I mobilized the students' true feelings and aroused their emotions, and through personalized reading, I conveyed the love between students themselves and their mothers through words and expressions. When I realized that "grandma's warm hands are holding me, and I can smell grandma's breath", I guided the students to recall their emotional experiences when they walked with their mothers. The students immediately recalled how warm, happy, safe and happy they were when they walked with their mother ... The students seemed to have returned to their mother and felt her deep love. At this time, the students are emotional and in high spirits. The students read so emotionally, so. These are exactly what teachers do to mobilize students to experience the world, imagine the world, communicate the gap between students and text time, and mobilize students' real emotional experience. Students have unconsciously infiltrated their emotions into the scenes described in the works. At this time, reading is to read with heart and with true feelings.
Although I mentioned many key sentences in this class, I only imagined and created situations when guiding them to understand, and did not chew words repeatedly to guide students to understand deeply. For example, how many lovely small ponds are there among the pebbles? Every small pond has a moon. How to understand the word "hug"? There is no in-depth understanding, which is a lack.
Reflections on the Teaching of Walking on the Moon 9 Walking on the Moon is a beautiful lyric prose. The most important feature of writing is that it contains feelings in the scene and is integrated with the scene. The language of the text is very beautiful, with declarative sentences, interrogative sentences and imperative sentences interlaced; Metaphor, personification, repetition and other rhetorical devices are naturally novel; Use broken sentences more often, and the rhythm is cheerful. Beautiful scenery, beautiful life and beautiful feelings are all written through my observation and feelings.
First, understand the situation through reading.
Based on the lyrical characteristics of the article, when I designed this class, I took reading comprehension as a key point and a difficult point to break through. Therefore, in the teaching goal, I propose to read the text correctly, fluently and emotionally, and experience the deep affection of "I" and grandma and the happiness and joy of "I" by tasting the beauty of language.
In order to achieve this teaching goal, I tried to set up a beautiful learning situation similar to that described in the text in class, so I designed a beautiful interlanguage. (For example: Yes, it's night in beautiful Dali, Yunnan! At this time, the trees, grass and birds gradually quieted down, and only the lively stream was still flowing tirelessly and happily. This is a wonderful night! ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… And "What do you think of the moonlight tonight?" The purpose is to let students understand the text with their own feelings and life experiences, so as to integrate into the text. I think this is also the requirement of the new curriculum standard to respect students' unique experience, perception and understanding.
On the basis of students' understanding, I imagine to further stimulate students' emotions through various forms of reading aloud, but in the process of classroom teaching, I ignore students' personalized reading aloud, which can best stimulate students' individual emotional experience. I think this is also because as a new teacher, I can't grasp the overall situation of the classroom, I can't pay good attention to every student, I lack the ability to pay attention to individual students, and I can't understand the integrity of teaching design. On the one hand, I will exercise my teaching ability more in the future teaching, and strive to make students become the main body of the classroom under the premise of giving full play to the leading role of teachers, whether in reading aloud or in other aspects to develop students' own personality.
Second, promote learning through practice.
In this class, based on the original intention of teaching students the basic knowledge of Chinese, I designed a link of American literature appreciation, taking "the moon plate is so bright, ... the moon illuminates the high Diancang Mountain, the big green trees at the head of the village, and the roads and paths between villages ..." as an example. The purpose of this unit is to realize the training focus of writing specific sentences around a word, and to teach students solid Chinese knowledge step by step through listening, speaking, reading and writing. This is also an attempt to take the Chinese course proposed by the new curriculum standard as a comprehensive and practical course for learning the use of language and characters. By calling the students to read aloud their own classroom creations, students can develop a good sense of language, and timely guidance in the use of parallelism sentences can also help students form a certain degree of language application ability and good sense of language.
It's a pity that I didn't complete the learning task set by this class, which has a lot to do with my poor grasp of class time and my inaccurate guidance to students, and a lot to do with detours. I still need to explore and explore this aspect in my future teaching career.
Generally speaking, there are still many disappointments and regrets in this class, but I am glad to see the growth of myself and the students.
Teaching is also like a triple realm of life. In the end, all I want is to go to a tall building alone to watch the end of the world. To this end, I will always work hard until I succeed!