The language of this passage is beautiful, and the author compares spring to a little girl, hiding; She is beautiful, with green eyebrows and colorful eyes. She is lively and plays beautiful notes; She rocked, rocked, screamed and laughed happily. ...
Grass sticks out from the ground. Are those spring eyebrows? "There are two kinds of wild flowers that bloom early. Are those the eyes of spring? " "Trees spit out small buds. Is that a note of spring? " The news of thawing Ding Ding Dong Dong Dong, is that the piano sound in spring? What a beautiful language. How to make students feel the pictures and emotions contained in the language? When teaching this article, I did this:
First, create a situation and lay an emotional foundation.
Read the text well. When learning this text, I will play pictures of spring first, so that children can walk into spring and feel the beauty of spring. Then let the children say what spring is like in your eyes. Then let the children walk into the text and focus on "Did the children find spring?" Where did you find it? How did you find it? " Read aloud to guide children to feel the text and feel the shy little girl like spring. The two exclamation marks at the beginning of the article make the children read aloud at multiple levels. We feel that spring has come, and we are excited, surprised and happy.
Looking for a period of spring, we grasp several verbs such as "take off", "rush out", "rush to" and "look for" to understand the children's desire to find spring outside. In the feeling, ask the children to read the tone of happiness, expectation and urgency.
In the third paragraph, the author compares spring to a shy little girl. Through the performance of the whole class, she knows how to hide and not to hide, and has a deep understanding. Why does the author compare spring to a shy little girl? Learn more about the beauty, novelty and liveliness of spring,
In the fourth to seventh paragraphs of the text, grasp the five figurative sentences and four rhetorical questions in the text, guide the students to read aloud and appreciate the subtlety of the metaphor.
Second, go beyond the teaching materials and accumulate and use them.
Ask the students to imitate the sentence patterns in paragraphs 4-7 and design an imitation training. Ask the students to imitate the last sentence of paragraph 8 and add the following sentences: Spring is coming! What is she doing?
Third, write, draw, sing and recite spring.
Let children choose their favorite way, write an article about spring, or draw a picture about spring, sing a song about spring and read a poem about spring. Feel the spring from all aspects and express your love and praise for it.
Reflections on the Teaching of Searching for Spring The second part, Searching for Spring, touched a vibrant and colorful spring scene with delicate and fresh brushstrokes. The article is illustrated with pictures and words, beautiful in language, full of childlike interest and literary color, and filled with the author's love and praise for spring between the lines.
When learning this text, I first guide the students to feel the spring by reading the language like a shy, lovely and lively little girl. I said in a questioning tone, "Son, what are the four seasons in a year?" Spring is the most beautiful season of the year. What can you say to praise her? Today, let's learn the text praising spring together. "The children happily opened their books and read aloud. Then, I asked the following question: "What do we see in spring? What have we heard about spring? What do we smell in spring? What did we come into contact with in spring? "Students read the text repeatedly with questions, thus stimulating children's good wishes to find spring. In order to highlight the key points, I once again instructed the students to read intensively: "One or two wild flowers bloom early, are those the eyes of spring?" "The tree spits out small buds. Is that a spring note? "... students read these sentences intensively, not only knowing their feelings and interests, but also accumulating some good words and sentences.
Then I put the focus of teaching on accumulating language and using language. I start with a few words in the article, let students imagine the appearance of words such as "wildflowers bloom early", "small buds" and "thawed streams", and then guide students to explore the reasons of "wildflowers bloom early", "buds bloom" and "thawed streams", so that students can feel the breath of "spring is coming". Students go to their hometown because of their feelings, understand the beauty of spring according to the grass that broke through the ground, imagine the piano sound of spring according to the thawed stream, feel the beauty of spring, experience the fun of finding spring and experience the joy of discovery. In this way, the teaching methods from the surface to the inside and from the superficial to the deep are guided, and the students' thinking ability is dispersed in cultivating the sense of language.
It is an effective means to understand the text to look for reflection on Chunjiao. Reading can help students understand the text well. The purpose of reading more is to give students back their study time in class and let them feel and understand the text by themselves. I use various methods to guide reading in this class.
1, listen. Before learning the text, I will do a model essay reading, so that students can perceive the content of the text as a whole and train their listening comprehension, so that they can be influenced by the teacher's reading aloud.
2. See for yourself. The purpose of self-study is to let students read through and get familiar with the text. Before students read freely, ask:
(1) Read the text carefully with the help of Pinyin, without missing or adding words.
(2) When you encounter difficult sentences during reading, you can mark them at any time or ask the teacher for advice.
(3) After reading the text, mark the serial number of the natural paragraph and circle the new words. Students should be reminded of difficult words and long phrases in the text in time.
3. Read carefully. Intensive reading means reading sentence by sentence, paragraph by paragraph, and practicing words, words, sentences and paragraphs while reading. This step is to read with emotion. I caught two in the first paragraph of the text! In the second paragraph, I asked the students to find out the words that represent actions. Take off, run, run and look for these verbs, which describe the children's desire to go outside and look for spring. At this time, timely guidance: how to read this paragraph, why do you want to read these two paragraphs like this, what kind of feelings you should have when reading, and let students understand that in the face of this beautiful spring scenery, you should read it in a tone full of hope, happiness and anxiety. In the third to seventh paragraphs of the text, you can grasp three figurative sentences and rhetorical questions in the text to guide students to read aloud. These three sentences vividly show the vibrant picture of spring and add a lot of vitality to spring. When reading this part, read it kindly and lively.
4. Watch the game. After the teacher's guidance, most students can read the text well. At this time, students can be arranged to read in groups, and each group chooses the best students for comparison. After reading, teachers and students will comment on each other and point out their advantages and disadvantages, thus arousing students' interest in reading aloud. Read it, read your feelings, and then practice reciting.
Reflections on the Teaching of Seeking Spring Chapter Four We learned the first text-Seeking Spring. This text has beautiful language and is full of children's interest and literary color. Homework is arranged in the park, looking for the breath of spring on the way home. And when teaching this text, it happened to be sunny that day, even the wind blowing in the morning was warm. I also found that many students didn't wear coats. So in class, I caught the plot in time and began to introduce the topic, bringing my classmates into the embrace of spring at once. The children read the text aloud in high spirits. In the process of reading, students can read new words accurately with the help of pinyin. At this time, I will show the new words and let the children read the correct pronunciation through various forms such as "driving the train" and reading aloud by men and women. Understand the words "shy", "hide", "hide", "smell her" and "touch her" through action performances. There was laughter and laughter in the class, and students understood the meaning of words in joy. Then use multimedia courseware to let students enjoy all kinds of beautiful pictures of spring and experience the beauty of spring, and then play the song "Where is Spring" to let students imagine the beauty of spring while enjoying it. Combine the beauty of music with the beauty of beautiful pictures of language and writing, so that students can enjoy reading the text in beautiful scenery.
Then let the students read the text intensively with questions, indicating self-study tips: What did we see in spring? What have we heard about spring? What do we smell in spring? What did we touch in spring? If you want to answer these questions well, you must be familiar with the text. So, I asked the students to answer the questions and supplement the answers. The students' enthusiasm for answering questions is unprecedented, for fear of missing the opportunity to answer questions.
The second class is mainly to practice writing and expand words. In the small exercise, the students wrote: the pink peach blossom bloomed unconsciously. Is that the smiling face of spring? Swallows flew back from the south and chirped. Is that a spring song? I am really happy to see the children express themselves so well. Word expansion is a continuation of last semester's exercises. In this process, the children are fighting for each other, and their eyes are bright and shining with joy. It is said that confident people are the most beautiful, indeed! So flamboyant, so confident, so beautiful and so happy!
Looking for five-color pictures of spring teaching reflection is the favorite of junior students, because it can directly interact with children's senses more than words, which conforms to the thinking characteristics of junior students. Therefore, "combination of pictures and texts" has become a common means of Chinese teaching in the lower grades of primary schools. However, whether using illustrations, stick figures or even multimedia courseware, it is only a simple formal input process, and students can only watch passively, lacking communication and expression. And how much younger children want to express! Their favorite way is painting. So when I was teaching "Looking for Spring", I designed the link of drawing a picture, so that students can pick up the strokes and feel after reading them, and turn passive into active, which has received good results. Reflecting on the teaching of this class, I feel that "letting the brush enter Chinese teaching" has many advantages, such as:
First, stimulate students to express their emotions. Junior high school students' thinking in images is better than abstract thinking. When their language and writing skills have not reached a certain level, painting may be their most direct and relaxed expression. So they are willing to draw pictures and express their ideas with pictures.
Second, show the reading process with pictures. The process of students turning imaginary language into vivid pictures is the process of reviewing and processing the reading content. After he finished painting this picture, he also expressed his feelings in reading. Then, let them say or write their own ideas according to the pictures, which is another process of translating their feelings into language and improving students' language expression ability unconsciously.
Third, adjust the classroom atmosphere, so that the movement is appropriate. The attention duration of junior students is short. If students are kept listening, speaking and reading, they will become less and less attentive, which will affect the teaching effect. Drawing can quickly concentrate students' attention and make the class quiet immediately. When students concentrate on painting, their mood is calm, so that the subsequent listening and speaking sessions can go smoothly. In this way, the classroom can be relaxed and full of vitality. Fourth, cultivate students' imagination and innovative ability. Let "brush into Chinese teaching", not simply put painting and Chinese together, let alone turn Chinese class into art class, but organically combine the two.
Reflections on the Teaching of Seeking Spring 6 "Seeking Spring" is a beautiful article describing spring, full of children's interest and literary color. The purpose of teaching is to guide students to discover spring, make them understand the scenery of spring, and at the same time guide students to feel the beauty of spring and cultivate their noble sentiment of loving life.
First, create a situation and feel the spring.
In teaching, I create situations to guide students to experience spring. When teaching this course, it was raining in Mao Mao outside the classroom, the ground was wet, and there were some trees and flowers on campus. On the basis of perceiving the spring in the author's eyes, I asked the students to touch the characteristics of spring outside after class and let them look for spring on campus to see if there are tender grass buds under the yellow grass leaves.
In the last class, the students chattered with me, seeing the grass sprout and some unknown grass grow to the size of their little palms, and their lovely faces were full of joy.
Second, extracurricular extension, accumulation and application
I put the focus of teaching on the accumulation and use of language. I started with a few words in the article, and asked students to imagine the words "wild flowers bloom early", "small buds" and "thawed streams". In order to highlight the key points, I once again guide the students to intensive reading: "There are two wild flowers that bloom early, which are spring. Eyes? " "Trees spit out small buds. Is that a note of spring? " ..... Students read these sentences intensively, not only knowing their feelings and interests, but also accumulating some good words and sentences.
In addition, learning this lesson, I not only let students extract beautiful words from the text, but also arrange students to collect words describing spring, which really helps students accumulate words and feel the beauty of spring. Such as: spring returns to the earth, spring turns to rain, spring turns to face, spring is pleasant, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright, spring is bright. ...
Third, describe and interpret spring.
After class, I asked the students to choose their favorite way, draw a picture of spring, and collect and read poems describing spring. Feel the spring in many ways and express your love and praise for it. Children have a soft spot for painting, and the works they hand in can reflect the beauty of spring.
There are some shortcomings in the teaching of this course. In the teaching of writing new words, the effect is not very good Because students are just reminiscing about the Chinese New Year, it seems that most students in Lian Bi don't need it, so they should strengthen their writing training in the future.
Reflections on the Teaching of Seeking Spring 7 "Seeking Spring" is a prose with beautiful language and full of childlike interest. The author compares spring to a little girl. She is shy, so she hides; She is beautiful, with bright green eyebrows and colored eyes. She plays touching notes lively and skillfully, swings happily, shouts excitedly and laughs ... In order to let students translate their understanding of the text into their own personalized language after reading the text, and further develop students' thinking and imagination, the following links are designed in the second class teaching:
Fragment 1
Teacher: Spring has entered our hearts unconsciously. I believe children have different feelings about spring. Can you tell us something?
Health: After reading the last section, I know that Spring is a lively little girl. She swings on the willow branches and swings on the tail of a kite. She cried in the mouths of magpies and cuckoos, and laughed in the branches of peach blossoms and apricot blossoms. ...
Teacher: Great! Can read and think! Who feels the same way?
Health: I also think that spring is very lively and I like singing very much. The singing is beautiful. Twitter, Tintin Dongdong, Huahua ...
Teacher: Your expression is a beautiful song. Let's applaud him!
Health: I can also feel that spring is very lively from the last section. I also want to change this paragraph to make spring more beautiful.
Teacher: OK, let me see!
Health: She watered the young trees and smiled at the children's faces.
Health: I will come, too. She ran around on the roof, combing the children's hair.
Health: She walks in the river and sweeps the snow on the top of the mountain.
Health: She cries in the swallow's mouth and sings in the stream. ...
The students condensed their feelings about spring into one sentence with great interest.
[reflection]
The new curriculum standard "advocates personalized interpretation of the text, respects students' diversified understanding" and "advocates students' perceptual experience". Therefore, in the case, the teacher asked the students to pay attention and talk about their feelings about spring after full dialogue with the text. When students feel that "spring is lively" between the lines of the text, the teacher is not in a hurry to talk about other feelings, but locks in the "lively" feeling after affirming that he can read and think, so that students can continue to think deeply and stimulate their imagination. With this introduction, the thinking space displayed by children is so vast. Imagination is so rich, if there is no stop and excavation of this link, students are only superficial and pluralistic interpretations, then the lens of emotional generation in class will no longer exist!
Students' spiritual flight in the classroom depends on the free and relaxed atmosphere created by teachers. The democratic and equal dialogue advocated by the new curriculum standard allows students to transcend all kinds of bondage, imprisonment, stereotypes and attachment. In the process of interactive dialogue between teachers and students, students fully develop ideological collision, spiritual acceptance and emotional contact. Based on this, students will have the bold idea of "I will speak" in class. When students have these ideas, teachers can not only give them great encouragement, but also help them "get on the horse and give them a ride" so that students can enjoy the happiness of success.
The new curriculum standard emphasizes the development of Chinese curriculum resources, making full use of the ubiquitous and ever-present Chinese education resources, enriching students' Chinese practice and expanding their Chinese space. The article "Looking for Spring" is beautiful in language and full of poetry. On the basis of being familiar with reading, students make spring more beautiful, which not only deepens their understanding of the text, but also makes full use of the text and broadens the space for students to write. It can be seen that the teaching material should not be a dock, but a boat.
the second part
Teacher: The teacher also found Miss Chun. In a beautiful article, she asked everyone to read Looking for Spring, demanding accurate pronunciation and fluent sentences.
Teacher: Students really know how to read. Who found spring from the text? Please tell me.
Health: Grass is the eyebrows of spring.
Health: Wild flowers are the eyes of spring.
Health: The tree is the note of spring, and the stream is the piano sound of spring.
Teacher: You also found that () is spring ().
Look at the students' answers: peach blossom is the smiling face of spring. Willow branches are long hair in spring. The wind is the small hand of spring. Thunder is the footsteps of spring. Butterflies are the hairpins of spring. Flowers are cosmetics in spring. The river is the brocade of spring. Grass is the green clothes in spring.
Teacher: It's very kind of you to dress up Miss Chun more beautifully.
[reflection]
For a long time, there was only one voice in the classroom The teacher said that it seems natural for students to listen. Teachers' lectures are designed according to their own understanding of teaching materials, their own ideas and wishes. The new teaching mode makes teachers realize that students are the masters of the classroom, and "believing in the potential of students and returning the classroom to children" is the real connotation of quality education. What a childish voice I heard in today's class. This voice comes from children's unique feelings, and this voice comes from children's rich imagination! I felt the collision of their intellectual sparks, which activated students' thinking and showed their potential. The students' creative speeches made me realize that the development of children's thinking ability, language expression ability and cognitive ability can not be underestimated. In today's curriculum reform, students' challenging personality gradually appears. In childhood full of imagination and dreams, only by fully developing children's personality and guiding their imagination can we light a lamp that is difficult to extinguish in their hearts.
the third part
Teacher: After learning this text, can you talk about your feelings?
Health: The article is so beautiful that I want to read my favorite sentences in it.
Student: Teacher, this text is so beautiful that I want to express my feelings with a poem I have learned.
(Students recite the ancient poem "Village Residence")
A stone stirs up a thousand waves, and many students are willing to recite ancient poems about spring.
Health: I want to recite Delighting in Rain on a Spring Night.
Health: I want to recite Zhu Ziqing's Spring.
Health: I want to recite Night Scene of Hui Chong Riverside, Jiangnan Spring, It's not worthwhile to visit the park and Xugong Store in Xincheng.
Student: I want to draw a beautiful picture according to the text.
Health: I want to sing a song about spring.
Health: I want to find spring and write a composition this Sunday.
Teacher: The teacher decided to take everyone to the campus to find spring at noon this Thursday.
[reflection]
In the past, our Chinese curriculum was too closed, paying too much attention to Chinese knowledge, keeping students in the world of Chinese books and lacking contact with other disciplines, life and society. The discipline of Chinese must move from closed to open, and the phenomenon of discipline-based must be changed. In the teaching activities of curriculum reform, we can see that some Chinese classes are permeated with various activities in various ways, which are very vivid, regardless of whether the genre and content of the text are appropriate or not, and whether the knowledge is put in place. In my opinion, whether it is integration or communication, Chinese class can not be divorced from its essence, and the ultimate goal is to let students learn and use Chinese in a broader space.
"I am familiar with 300 Tang poems, and I can sing even if I can't write poems." The Chinese Curriculum Standard clearly points out that primary school students must recite 70 ancient poems. In the experiment of curriculum reform, I combine reciting ancient poems with students' literacy, aiming at improving students' literacy by learning ancient poems independently after class. Familiar students organically integrate ancient poetry and learned texts, which is more harmonious. It made me realize two things: first, teacher guidance in class and autonomous learning after class advocated in curriculum standards are important ways for students to learn Chinese, and second, we should pay attention to language accumulation. Accumulation is the basis of expression and the process of internalizing language materials into personal language reserves.
Looking for Spring Teaching Reflection Chapter 8 This text describes a blind girl who caught a butterfly under the guidance of flowers, finally released it and raised her head. There are two main clues in this paper. One is a quiet move, from catching butterflies to flying, and then looking up. One is the author's feelings, from wonder to emotion, and then to the feeling of life: everyone has the right to grasp the spring, and only by feeling the beauty of life with heart can we create a spring of our own. The teaching focus of this class is to connect the context with real life, understand profound sentences, experience the quiet love of blind children for life and feel the author's concern for life. The difficulty in teaching is to understand the profound truth revealed by the author.
This text is short and pithy, with concise language, beautiful artistic conception and profound truth. And our children lack the experience of living as blind children and thinking about life. Therefore, in the teaching strategy, I mainly use the method of reading aloud to let students walk into a quiet heart and feel her love for life; Go into the author's heart and feel his thoughts on life. From the text, into the text. "Reading teaching is a dialogue process among students, teachers and texts." In teaching, I try to be the leader and collaborator of students' reading. When guiding students to experience feelings, I will let students enter the language and have a dialogue with the author and the text through inspiration, suggestion and comment. After finding out the sentences that amaze me, guide students to analyze the language, understand the usage of words, experience the expression effect in reading ideas, and enhance language accumulation. In addition, students' active learning and teachers' guidance are organically combined. Teachers fully respect students' subjectivity and mobilize students' learning enthusiasm.
In short, in the teaching of this course, I strive to understand the language in reading aloud, supplement the language in imagination, train the language in speaking, accumulate the language in reading, and train the language and characters solidly.