In this large-scale teaching and research activity organized by the Bureau of Organs Affairs, I was fortunate enough to observe three activities. In these three public teaching activities, language activities left a deep impression on me. Let's talk about my own experience in this "sedan chair Puppy" activity, and give some enlightenment to my teaching.
The general practice of composition teaching activities in this section is: first, let children watch every plot of the story with multimedia software, and the teacher gives them the freedom to observe every picture, so that children can understand the occurrence, progress and results of the story. Then, the teacher used the previous experience of writing seven-character poems to guide the children to write poems. During this period, teachers also used groups to create poems and made good use of computers as a teaching tool, which fully mobilized the influence of teaching tools on teaching activities. Finally, each group of children showed their poems to everyone, and after discussion and revision, they finally created a successful poem.
In this activity, we obviously felt that the children in this class knew the structure and characteristics of poetry before the activity began. It shows that the teacher fully understands the children's poetry creation level in this class, so as to design the course content. In the activity, teachers create a non-competitive learning environment for children, and children can freely use language and choose their own expression, but when it goes against the characteristics of poetry,
Teachers should first affirm children's bold expression, and then guide children to complete sentences according to the rhythm of poetry in time, so that children can think according to the correct structure of poetry and standardize the accuracy of poetic language. I think this is very correct. In the whole process of children's poetry creation, we can feel that the teacher's open concept permeates the teaching. For example, teachers give support and encouragement to children's creation; Mutual communication and discussion between peers; Equal communication between teachers and students; Sharing among children, etc. Especially in the middle link, the teacher led the children to compile the first few poems, and then stopped guiding the children to compose collectively. Instead, every child has the right to create the following pictures. The teacher's idea was immediately presented to everyone. It turns out that the first few words were created by "the master leads the door" and the last few words were created by "the practice is in the individual". It can be seen that the teacher later divided the children into several groups in order to satisfy each child's desire to communicate, participate and perform through group discussion, so that each child has the opportunity to use the language. After the group discussion, the teacher encouraged the group members to speak the poems they discussed collectively, not as a representative, so that the group members had a chance to express themselves. This practice not only saves the waiting time of other children when one child answers alone, but also enables timid children to express themselves, and each child actively thinks about the results of group discussion and then puts his attention into the activities, which
This is a good method.
The above methods and means used by teachers in activities and the change of teachers' ideas also give us inspiration on how to better organize activities in poetry teaching. Admittedly, in this excellent poetry creation activity, I saw some shortcomings. For example, in the process of writing poems, teachers always try to replace the poems written by children with their own poems. Sometimes the sentences created by children rhyme and have the same number of words, but after the teacher affirms them, he still does not adopt them, but introduces his own sentences. It seems that only the teacher's rhyme sum is unique. We all know that rhyme is the life of poetry. However, poetry is very different from ancient poetry. It can be said that its rhythm is not very strict relative to ancient poetry, so how to express the sentences in poetry is not unique. As long as children can grasp the rhyme, actively and happily participate in thinking and dare to express, they should be given great encouragement instead of asking them to choose the teacher's answer.