After teaching practice in the classroom, there will always be many discoveries and defects that require teaching reflection, summary and improvement. How to write a teaching reflection? The following is a teaching reflection on "Goodbye Relatives" that I compiled for everyone. It is for reference only. You are welcome to read it. Reflections on teaching "Goodbye Relatives" (1)
New courses and new concepts are gradually entering campuses and entering the lives of teachers and students. Under the new educational concept, great changes have taken place in teachers' teaching methods and students' learning methods. When I was teaching the article "Goodbye, Relatives," I used emotional teaching. Inspire students to imagine and reproduce the scenes and images described in the article in their minds, so that they feel like they are there and see the people.
The words "Goodbye, Relatives" are always filled with emotions of praise and gratitude, expressing the theme of the internationalist spirit that "the friendship between the people of China and North Korea is forged with blood." How to use the emotional factors of this article to infiltrate emotional education into students? Try the following:
1. Start with the whole and perceive emotions
At the beginning of teaching, let students read the text thoroughly and understand the main idea of ??the article. , eliciting questions and making them perceive emotions.
1. Start with the title. Let students question: Who does 'relatives' refer to? Whose 'relatives'? Why do the volunteers call the people of North Korea their relatives? How do you understand the word 'zai' in the question?... Let students understand that "relatives" refer to people like "aunt" , "Little Golden Flower", "Sister-in-law" and other North Korean people. The Volunteer Army calls them relatives because the Chinese and North Korean people have established a profound friendship during the battle of the Communist Party of China. The word "Zai" in the title reveals the "last time" among the many encounters, and contains a feeling of farewell that we will not be together again. This enables students to perceive emotional tendencies.
2. Start with typical events. Use "What four typical examples are written in the article" to let students know that the article uses four typical events of "sending cakes", "rescuing the wounded", "rescuing the scouts" and "digging wild vegetables" to praise the people of China and North Korea who condensed their blood with blood. a deep friendship. Allow students to perceive emotions in the process of perceiving materials, initially understand the content of the text, and understand the emotional flow of the text as a whole.
“Focus on emotional experience” is one of the general goals for reading set forth in the "Chinese Curriculum Standards". Reading is a dynamic process in which readers interact with texts and construct meaning. It is a process of collision of ideas and communication of souls.
2. Analyze the cases in detail and feel the emotions
This article consists of three stories about the aunt, Xiao Jinhua and the sister-in-law. The author selects typical examples of old people, children, and middle-aged people to express the theme. Since the structure and expression techniques of the first three paragraphs of the text are basically the same, I gave detailed explanations and guidance on the first paragraph during teaching. Design questions such as "What things did the volunteer soldiers recall when they said goodbye to their aunt? What kind of feelings did they express?" to let students understand that when the volunteer soldiers said goodbye to their aunt, they recalled three things: First, the aunt had not slept for several nights. The volunteers washed and mended their clothes; second, during a blockade, they braved artillery fire to deliver cakes to the volunteers and fainted on the roadside when they returned; third, when enemy planes bombed, in order to rescue the wounded volunteers who were recuperating at home, they lost their only Little grandson. The purpose of writing this is to show that the friendship between the people of China and North Korea is forged with blood, and that this feeling is higher than the mountains and deeper than the sea. Then, let the students learn the touching and tear-jerking second and third paragraphs on their own, so that they can concretely understand Xiao Jinhua’s hatred of the enemy and deep affection for the volunteers, as well as the high price her sister-in-law paid for being disabled in order to dig wild vegetables for the volunteers. By the North Korean people's deep affection for the volunteers.
Teachers should value students’ unique feelings, experiences and understandings, rather than standardize students’ reading and understanding with standardized interpretations. They should cultivate creative readers rather than listeners who follow everyone else’s opinions.
3. Savor words and sentences and experience emotions
When teaching, grasp the key words and sentences in the text and analyze them carefully so that students can experience emotions.
When the text traces the unforgettable past, there are many words like "blood" and "tears", such as: "lost my only relative", "lost my mother", "lost my legs". The three "losses" fully illustrate that the North Korean people sacrificed everything they had for the Chinese People's Volunteers, even the lives of their loved ones. Another example is "Sending help in the snow" explains the reason why the aunt risked her life to send cakes; "died together" reflects the feelings of Xiao Jinhua's mother who hates the enemy and loves the volunteers; "bad news" contrasts with Xiao Jinhua's strength; "falling in a pool of blood", " "The price" shows that the people of North Korea have made huge sacrifices for the volunteers.
By pondering the words and sentences, students are allowed to taste, deliberate, and feel their emotional color, arousing students' "inner experience." Let them deeply understand the deep feelings that the people of the DPRK have for the volunteer soldiers, who are not relatives but are like relatives.
Teachers should become tutors of students’ reading, organizers and promoters of classroom reading, rather than being autocratic authorities who control information from a high position. Teachers should actively create an intimate and harmonious atmosphere, stimulate students' interest in reading, guide them to master reading methods, leave "instruction", "inspiration", "guidance" and "motivation" to themselves, and leave "reading" and "experience" to themselves. , "taste" and "perception" are returned to students.
4. Design introduction to express emotions
When students understand emotions, they will inevitably arouse the desire to express feelings and express emotions. At this time, I designed the introduction to better allow students to express their emotions. For example, in the fourth paragraph, the introduction can be designed according to the three processes of the train: "starting", "slowly pulling out", and "speeding away". For example, the last process - the train "speeds away", is designed to read like this:
"The soldiers are deeply attached to the mountains and waters of the North, and even more attached to their relatives! However, the soldiers are deeply attached to the mountains and waters of the North. The ruthless train moved forward at lightning speed. The soldiers quickly stuck their heads out of the window, and saw the aunt, Xiao Jinhua, and sister-in-law still standing outside the window, waving goodbye at this moment. The soldiers could no longer bear it. , tears blurred their eyes, and they wanted to say a few more farewell words to their relatives in the DPRK, but the distance was far away, so the soldiers could only shout silently in their hearts -"
At this time, the students shouted affectionately The last words of the article: "Goodbye, relatives! Our hearts will always be with you. "Goodbye, relatives" teaching reflection (2)
"Goodbye, relatives" is a text with sincere feelings and language Concise, with varied sentence patterns and a long length, it is a good article for training students' language and writing. It is also a good teaching material for training students to read aloud. It is very good to promote the harmonious development of students' listening, speaking, reading and writing abilities based on the teaching materials. How to complete the teaching goals effectively? My approach is:
1. This article contains rich and great emotional factors. In teaching, I first find the point of convergence between the life of the text and the life of the students - " The main topic of "relatives" is deepened step by step. Who does "relatives" refer to? What kind of relatives are the people of the DPRK? Does "relatives" only refer to the people of the DPRK? Explore the connotation of the text like peeling off layers of bamboo shoots. In the meantime, use repetition Teaching techniques such as recitation, situational rendering, and imaginative experience lead students to immerse themselves in it, feel what the author feels, think what the author thinks, and understand the sentiment and implication behind the words through language and words. Teachers and students are in the emotional field of the Communist Party of China I received an unforgettable spiritual baptism.
2. Pay attention to the training of words, words, sentences and articles. In this lesson, I do not focus on the superficial understanding of words and sentences, but stick to every word. The words should not be separated from the sentence, and the sentence should not be separated from the text. For example, to understand the word "helping in times of need", I first ask students to understand it literally and express the metaphorical meaning, and then use the context to understand the word. "Snow" refers to difficulty. Who encountered difficulties? What kind of difficulties did they encounter? What does "charcoal" refer to in this article? How did the "send" aunt send it? By understanding this word, students understood the entire paragraph and I grasped the meaning of the text. The key sentences allow students to change their sentences and compare the modified sentences with the original sentences to understand the meaning and role of the sentences in the text. By understanding the key sentences, students can move their whole body and understand the meaning of the entire article. Goodbye Relatives" Teaching Reflection (3)
I put the topic "Relatives" in the pre-class conversation, which not only saved class time, but also accumulated poetry and beautiful words. I pointed out that when I was reading the two stories of Auntie, the problems were somewhat convoluted and they should be streamlined and hierarchical. So when teaching the first story "Sending Big Cake", I focused on understanding the meaning of the words "giving help in times of need". Let’s talk about the timely help in life, and then experience how the aunt “risked her own life” to give her cakes. Finally, let’s talk about whether what she gave was just cakes? Or something else? When teaching the second story “Lost Grandson”, focus on guiding “ only". In the same way, we first understand the meaning of the word; then create a situation, what the aunt might think when the enemy plane attacks; and then ask "time is life at the critical moment, did the aunt have time to think so?" and find out the two words "throw and carry" words to enrich the connotation of "only".
Recreate the situation and let students imagine: When the aunt went back to save her grandson, what she saw was ruins. We can imagine how the aunt would behave at that time. For this link, I originally wanted the students to imitate the aunt and cry and call for her little grandson. However, after several trial teachings, all I got was a roar of laughter. laugh. So I simply stopped it and just guided the students to talk about "crying, crying, being devastated..."
For the fourth link, "draw inferences from one example and learn 2 paragraphs by yourself", the original design intention was Let students have a deeper impression of "consolation-memory-lyricism" and pave the way for the following writing practice. However, in actual teaching, this link seems very weak, making the entire teaching design more suitable for "skimming the text" teaching.