Chapter Two: Reflections on the Teaching of After the Rain; After the Rain is a poem close to children's life. Is it necessary to cultivate students among junior students? Like reading, feel the pleasure of reading? You will like it if you have fun. Attach importance to students' reading feelings and experiences. In the final analysis, it is necessary to highlight the autonomy of students' reading behavior, pay attention to feeling experience and overall grasp, and let students leave a deep impression on the scenery and characters described in the poem. In particular, the reading of poetry requires students to read repeatedly in different forms in order to gain emotional experience and feel the beauty of language.
First, reading poetry for the first time activates students' life experience.
This class is full of childlike interest. When teaching, let students feel the innocence and happiness of childhood when they read the text for the first time, combining their own psychology and life. Through various forms of reading aloud, we can understand the content of poetry as a whole, and initially feel a group of children playing barefoot in the square after the rain, as if? Like a fairy? A happy scene. It is children's nature to like playing with water after rain. Students will certainly feel the same way and will naturally read it. At the same time, the description of the text once again brings students into their familiar life situation, activates their life experience and stimulates their interest in learning. Especially in the second and third paragraphs of the article, although my brother fell while playing with water, he still? Joy, excitement and pride? . Why did you slip? Excited and proud? This is a child's unique psychology, close to the child's life. Therefore, students will feel happier and more satisfied physically and mentally after reading!
Second, reading comprehension stimulates students' emotions.
With extremely delicate brushstrokes, the poem focuses on the interesting scene of a pair of little brothers and sisters playing in the water, accurately and vividly depicts the different personality characteristics of the two brothers and sisters and the psychological characteristics of love the water and Xiyu, and focuses on their actions, demeanor and language. In teaching, teachers should guide students to read aloud repeatedly in different forms when they do as the Romans do, feel the excitement and joy of their brothers and sisters when they step on water, and try to figure out their psychology from reading, feel their brother's worry, joy, excitement and pride, and feel their timidity when they want to play with water. Arouse students' psychological and emotional experience. For example, by reading? Step on the water hard? 、? How high is the spray? 、? Wet mud pants? Wait, feel the joy of my little brother treading water and shout from him? Sister, be careful! ? Feel my brother's concern for my sister. From sister action? Follow closely? 、? Bite your lips? 、? Take the skirt? 、? Run gently? I feel that my sister is timid but wants to play with water.
Chapter three: Reflections on the teaching of After the Rain, which is a childlike poem written by Bing Xin, the richest man. The poem depicts an interesting scene of a little brother and sister treading water after the rain with extremely delicate brushstrokes, and accurately and vividly depicts the different personality characteristics of the two brothers and sisters. When I read poetry for the first time, I thought this writing was a bit too abstruse for children in Grade Two. Can children really understand the ambivalence of tasks in poetry? I didn't know until after class that such a poem was just right! Because the hero in the poem is a child, just like when he was a student. Such a mood, such an idea, they have never had before!
There are some memorable things in the teaching of the two courses, so write them down and reflect:
First, the topic leads the way, leading into the classroom
The title is After the Rain, written after a summer rain. After reading the topic for the first time, I asked: What sentences in the poem tell me that this is a rain? What kind of rain is this? The gradual throwing out of the two questions aroused the children's strong interest and opened the text in a twittering way. We'll find out soon, okay? Shining golden light? An ocean? And so on, and explained quite beautifully:? It was a rain that hung raindrops on the treetops. The sun came out, shining on it, how beautiful it is! ? The square became an ocean, so it rained heavily. After the light rain, only small ponds can appear. ?
Second, word teaching, closely linked to the center
There are not many new words in the text, like? Barefoot? 、? Sister? 、? Excited? 、? Bite? Students are easy to understand. The point is. Tree top? The understanding of this word seems a little understandable, but the real understanding of many children is still in the fog. In class, I drew a tree on the blackboard and immediately asked:? Which child can draw? Tree top? What does this mean? I walked to the blackboard all my life and drew a picture with chalk at the intersection of the trunk and branches of a tree. Many children nodded in agreement. I'm noncommittal. Go on: The child took out his dictionary and looked up the meaning of the hint with the radical search method we just learned. ? The student soon found it, named it life, and read:? Refers to the thin end of a strip, refers to the end. ? What about the treetops? I pointed to the picture on the blackboard. Is it right to draw the treetops like this? Students immediately understand and quickly correct the wrong painting. At this time, I will show the pictures of raindrops and golden lights hanging on the treetops after the rain, and guide the students to observe and imagine.
? Step hard? If the word is not understood firmly, it is difficult for children to feel the joy of the little boy playing with water in the poem. So, name a classmate to demonstrate this action. The first girl walked softly. My camera asked:? How do you think this is an understatement? ? Many children scrambled to answer. Ask for a lifetime, continue to ask:? How to step? Push harder. ? Please give it another life. The little boy can say that he has tried his best to suck milk. His face flushed and he stomped on the ground. The children all said:? Step on the gas, step on the gas. ? Coincidentally, the little guy pushed too hard, his center of gravity was unstable, and he almost slipped. The children laughed, which naturally added a lot of fun to the class.
Third, stimulate imagination and depict childlike innocence.
The whole poem has a unique perspective, just like a camera. The camera is aimed at the square after the rain, then gradually draws closer to the children in the square, and finally focuses on a brother and sister who are playing in the water. After learning the poem, grab the blank and ask: the camera starts to turn again, and it turns to other children, who also have a good time! You've played water, too. Where and how? Now aim the camera at you and describe it to us in words! ? Children began to remember, to imagine, and began a happy language journey!