Reflections on Chinese teaching in the first volume of the sixth grade 1 "Color Wing" is a skimming text. At the beginning of the class, I started with the topic and asked the students to think, "Can you guess what the text is about when you see the topic?" The student said, "Seeing the topic, I think the text may be about the wings of insects or birds." Do you know what the story of this text is through preview? Through this story, what kind of noble character did you praise the island warrior? The teaching difficulty of this course is to understand the meaning of soldier Gao Xiao's last words and feel the soldier's love for the island and the motherland. So I asked the students to read through the text, find out what moved you, read it a few times, make comments next to it and write down some of their feelings. Some children have thrown his big bag aside since childhood, but held a cardboard box tightly in their arms. "I closed my lips and my eyes were completely black." "But Gao Xiao's lips closed again, and his face was even uglier than before." In a word, I realized that Gao Xiao was worried that the cardboard box would be damaged because of the ups and downs of the sea and the hull swaying back and forth. Besides, in Gao Xiao's mind, small insects packed in cartons are more important than anything else, and he wants to protect them. Moreover, Gao Xiao clung to the carton in the case of seasickness and extreme discomfort; Some children started from "two years ago, soldiers came to an uninhabited island, opened up the" Teru Shimada "and planted vegetable seeds and watermelon seeds. Because there is no insect pollination, there is no watermelon. This year, the soldiers produced melons by artificial pollination, but they were attacked by a storm. Under the careful care of the soldiers, the only remaining small melon produced the first big watermelon. " I realized that the soldiers had put a lot of effort into the growth of watermelon. It embodies the soldiers' deep feelings of building and loving the island; Some children flow into every soldier's heart from "sweet syrup from My Sweetie". I realize that this watermelon is the crystallization of soldiers' infinite love for the motherland and the island, and it is a beautiful fruit created by soldiers in their hard life.
During the whole class, I am always afraid that students can't keep up with their own design ideas. As a result, I have been leading the students by the nose. The children's enthusiasm was high at first, and then it gradually weakened. In the future lesson preparation, I must constantly remind myself to let go of my hands and feet and let the students learn by themselves. The winners are students and teachers.
Today, with careful preparation, teaching "Grass Worm Village" is leading students into the "Grass Worm Village" to let children appreciate the tranquility of the insect world: there are brave rangers, beautiful girls, distant relatives, musical performances, intelligent architectural design, and groups of hardworking "villagers" ... to guide students to feel the rights of insects. Just as I am guiding my feelings, I am guiding the reading of the text, and the classroom is getting better and better. A student stood up and raised his hand to ask questions:
"At the beginning of the article, the author said that in the infinite silence, I forgot the world and myself. Then why is he still thinking about the bugs in the world? "
I really can't explain why, in such an exciting place in the classroom, some students spilled such strange questions and immediately raised their hands. He has a different view:
"Maybe, in the author's world, he has a lot of troubles, and life is not restless. It's just that when I see grass bugs, I seem to forget a lot of things around me. "
I didn't guide students to discuss their understanding of the "selfless world" too much, but continued to guide students to feel the cuteness of the grass insects.
After class, I reflect. First of all, the reason for this problem. I think it's nothing more than a student who didn't understand the meaning of the word "world" correctly. He thinks that the world is everything in the material world, but he doesn't know that spiritually, everyone has a different world. This typical word understanding obstacle has not been removed.
Secondly, when students suddenly ask such questions, I think that only when teachers teach effectively through his questions can students' questioning ability be truly improved. His question is obviously childish. How can I lead students into the depth of the text on the basis of my own questions? Later, I thought that if we can answer students' questions and take the following transition, we may better protect students' enthusiasm for asking questions and improve their ability to ask questions:
"Thank you for your answer. Each of us has our own world, and this world is in our hearts. The author forgot his own world and walked into the world of Weeds. Do you think it's better in "The World of Weeds"? Let's keep looking and feeling. "
Late at night, unable to think, maybe there is a better way.
Reflections on Chinese teaching in the third volume of the sixth grade The Words of the Sun is a poem written by the poet Ai Qing. The poet praised the beauty, goodness and truth of the sun in his poems, which made us realize the importance of the sun and expressed the poet's love and pursuit of light. Therefore, I mainly focus on reading in teaching, so that students can feel in reading and learn independently in reading.
First, create a situation, do as the Romans do. Children mainly learn by intuition, so I use language, pictures, music and other means in teaching to create situations to help students enter the artistic conception of the article, so that students can correctly understand the content of poetry and feel that learning poetry is a kind of beautiful enjoyment.
Second, emphasize reading aloud and reciting as the main means of learning poetry. The understanding of the content of poetry is sometimes only understandable, not verbal. In class, I ask students to read, taste and understand attentively in various ways. Teachers and students feel the beauty of language in reading, taste the feelings of poetry in reading, deepen understanding and appreciate the rich connotation of poetry in reading.
Third, pay attention to students' self-study since enlightenment, fully mobilize students' enthusiasm, let students read poems repeatedly, exchange discussions among students, and the teacher only gives appropriate instructions. For the understanding of poetry, as long as students know it, I focus on feeling the poetic image of the sun. I guide students to think: the sun is eager to enter our room. What does she want to bring us? When your heart is full of flowers, fragrance, light, warmth and dew, do you have something to say to the sun? Through such layers of guidance, students can understand that the sun brings brightness, warmth, happiness and joy.
Fourth, pay attention to writing. Chinese learning should focus on listening, speaking, reading and writing. Therefore, in teaching, I pay attention to excavating the training points of poetry reading and writing, and train students to imitate writing. When I learned that "I brought the golden bouquets, I brought the fragrance of the forest, and I came to you happily with light and warmth", I asked the students to imagine what the "golden bouquets" and "the fragrance of the forest" looked like. Then I asked the students to think, "What else will the sun bring us?" Please use "I am bringing ()" to come to you happily. Practice writing sentences so that students can deeply understand that the sun brings us a colorful world.
Reflections on Chinese teaching in the first volume of the sixth grade 4. In this teaching process, the roles of teachers and students have changed, and the learning methods of students have also changed. Teachers are no longer "teaching" but "guiding", students are no longer "listening" blindly, but "learning" independently, and students become the masters of the classroom. Students understand the language through self-reading and since the enlightenment; Through my rich imagination, I feel the beauty of moonlight songs. Through perceptual reading, I expressed my feelings. Generally speaking, this kind of teaching has two characteristics:
First, give students enough time to read and discuss.
This passage expresses the content of the moonlight song through the association of the shoemaker. What is the melody, tune and rhythm of Moonlight Song? This needs to be understood by students themselves, and any analysis and explanation are 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. This kind of "reading" and "speaking" makes students' feelings, the author's feelings and the teacher's feelings constantly collide and generate inspiration, so as to understand the text well and learn to cooperate. Finally, on the basis of students' understanding of the text, students are guided to carry out emotional reading, and various forms such as layered reading, competition reading and synchronous reading are adopted to further sublimate students' emotions.
Second, create a good atmosphere of dialogue and imagination for students.
Moonlight music is a beautiful piano music, which contains rich and profound contents and creates space for students to expand their rich imagination. Teachers seized this opportunity in time, and on the basis of students' understanding of language and writing, they played music to let students close their eyes and enjoy moonlight music and feel it with their hearts. Accompanied by harmonious and beautiful music, students quickly entered the realm of pleasing to the eye, inspiring their hearts and developing their intelligence. At this time, the teacher lost no time to let the students talk about what they seemed to see after listening to the music, which can be described as "a stone stirred up a thousand waves", and the students were full of interest and expressed their opinions. Some said they saw naughty children; Some said they saw dancing fish; Some said they saw the high tide; Some people say that they saw explorers at sea ... In this process of "thinking" and "speaking", students' creative thinking has been developed.
In the first volume of sixth grade Chinese teaching, Youth Jumps on the Earth, the author introduces the characters to be introduced at the beginning by flashback, and then, according to the sequence of events, grasps the characteristics of the characters' appearance, movements and language, recalls and narrates step by step, and depicts a knowledgeable, clever, lively and lovely image of a coastal rural teenager step by step.
When teaching, I first ask the students to find out the sentence that describes the boy's appearance in the text: "He is in the kitchen, with a purple round face, wearing a small felt hat and a bright silver collar around his neck." Read it and then discuss: "From this description of his appearance, what kind of person do you think that boy Runtu is?" Through understanding, the students realized: from "wearing a small felt hat", we can see that Runtu is a child living in the southern countryside; It can be seen from the "purple round face" that Runtu is a child who is often basked in the sun and blown by the sea breeze; It can also be seen that he often works and is a capable person; From these appearances, we can see that the boy Runtu is a very healthy and lovely rural child. At this time, I came to the conclusion that the description of appearance can make readers know the characters accurately. Our understanding and generalization of juvenile Runtu's image and identity are all realized from the description of juvenile Runtu's appearance. At this time, I asked, "My appearance is not written in the article. Can you imagine me according to my age and status at that time?" Students have a high enthusiasm for imagination. Everyone described my appearance noisily and said, "I am wearing a fur hat and small felt boots, my face is white and red, and I have a quick tongue." At this point, I want to ask for an orderly dictation of the appearance of "I" according to the discussion just now. Then, I ask the students to observe the classmates in the class, grasp the characteristics and write the classmates' appearance. Let people who have never seen my classmate know him through their descriptions!
In the teaching of this paper, I organically combine reading teaching with writing teaching, which not only meets the teaching requirements, but also enables students to learn to read and write, killing two birds with one stone. I think students' interest in writing can be cultivated and their writing ability can be improved as long as they are trained in reading and writing, grasp the key points, see the big picture from the small, and combine reading and writing.
Reflections on Chinese teaching in the first volume of the sixth grade. The first time I read the text "Grass Worm Village", I found it very interesting. Grass is a village, beetles are villagers, and rangers, distant relatives, musicians, engineers ... what a wonderful imagination and interesting story. I think students will also like this article. Sure enough, students are naturally interested in bugs. When reading the text, the students are in high spirits and follow the author's eyes on a strange trip, from which they can feel the life of the worm and the author's rich imagination and unique feelings.
First, seize the key words and enjoy it.
When reading the first paragraph, some students grabbed the word "you" and said that the author must always observe grass insects like this; Some students catch "lying" and say that the author seems to be leisurely, but in fact he is thinking; Some people say that observing the author in silence is not afraid, but very comfortable. So I asked the students to imagine how the author might lie down and what his posture would be. Students began to imagine, some said lying in a "big" word; Some say that their hands are on their heads and their legs are crossed; Some say they have dog tail grass in their mouths; Some people say that they are lying on the ground, holding their chins and stretching their calves ... In the students' conversation, they find themselves really like authors, as if in the grass, watching their favorite grass insects.
Second, master punctuation and expand imagination.
At the end of the article, the author wrote: "I have seen many, many …" So he asked the students, who else can the author see in this village? What are their occupations and what are they doing? You can imitate the writing of words, expand your imagination like the author, and write one or two bugs you may see.
Because of the previous understanding, students are more interested, take out pens and paper and start writing. Later, they practiced calligraphy well.
This kind of classroom exercise is based on students' understanding and writing methods of words, and it has no burden on students. On the contrary, it is easy to go into battle and do it overnight.
Students learn that animals and insects have families, parents, brothers and sisters, lovers, lovely faces and colorful lives by studying the text and practicing their own pens, thus improving their interest in reading, feeling the beauty of language and being more interested in learning the expression of articles.
On the morning of 23rd, I returned to my familiar campus and lovely classmates, feeling that I had left this "place where my dreams began" for a long time. I can't wait to pick up my favorite Unit 7 exercise, which the children just handed in. I have mixed feelings about reading. In this exercise, all kinds of "heroes" emerged in the Wenchuan earthquake became the most admired people in the hearts of children without exception. Not only PLA officers and soldiers, armed police soldiers, rescuers, police, teachers and doctors, but also people who helped themselves and each other in disasters, and even beggars who donated money to the people in disaster areas, have become tall and powerful in the hearts of children. Between the lines of those exercises, there are feelings and reverence. Although the words are immature, they gush out the sincere feelings of the children. This sudden disaster has taught these children in peacetime the indomitable and fearless spirit of the Chinese nation. This sudden disaster has made these children without food and clothing experience a baptism of true love. This sudden disaster has made the hearts of these innocent children grow rapidly. Over and over again in my mind, Premier Wen walked into the temporary classroom of Class One, Grade Three, Beichuan Middle School, picked up a piece of white chalk, and wrote four big characters on one side of the blackboard: "How difficult it is to prosper the country". "How difficult it is to prosper the country"-the meaning is so far-reaching!
When I recall 12, I drove to Yulin bus station at noon 14: 28, perhaps because the car was circling around Zhuxi overpass at that time, and I didn't feel the slightest vibration. But these earth-shaking days after the disaster have made my mind feel unprecedented shock again and again. Although I was trained in Yulin, I didn't have the same mentality as the children in those days after the disaster, but I am so excited at the moment. Because the ten-day training has given me many brand-new ideas, made me constantly reflect and gave me many dreams. Because the Wenchuan earthquake let children know what is the power of the nation and understand what is love!
"I hope that everyone will face a bright future, hold up their stubborn heads, stand up their unyielding backbones, ignite that fiery heart and move towards a bright future." Prime Minister's earnest and forceful words not only gave Beichuan students the motivation to live, but also inspired me to move on. ...
Reflection on Chinese Teaching in Grade Six and Grade Eight "Zhan Tianyou" is a text with characters as its theme, which focuses on the most important story of Zhan Tianyou's life-he presided over the construction of the first Beijing-Zhangjiakou Railway designed and built by engineers and technicians from China, showing that Zhan Tianyou is an outstanding patriotic engineer and shows the wisdom and strength of China people. Through the teaching of this course, students can get to know Zhan Tianyou, an outstanding patriotic engineer, and inspire their thoughts and feelings of loving the motherland, loving science, being brave in innovation and determined to make contributions to the motherland. Learn the writing methods of references before and after the article.
In class, around the central words of the article "Excellence" and "patriotism", I guide students to read since the enlightenment by themselves and take the initiative to explore, so that students can experience Zhan Tianyou's Excellence and patriotism. In this way, in the process of students' active exploration, cultivating the ability of learning and inquiry is conducive to improving their interest in learning and enhancing their self-confidence through mutual discussion, cooperation and appreciation. In class, I strive to be a collaborator, guide and participant in students' learning. For example, when discussing two kinds of mining methods with students, we should not only listen carefully to their opinions, but also pay attention to timely guidance. Through reading, speaking, drawing and watching, students can understand the excavation methods of two tunnels, and experience Zhan Tianyou's meticulous work and the difficulties he encountered in his work, as well as his in-depth practice and new thinking. Through drawing, the train running on the herringbone line is reproduced. In this way, students' problems are naturally solved in reading and hands-on exercises, and the key points of the text are also highlighted. In the teaching of the fourth paragraph, I ask students to mark while reading, ask questions, understand, find and solve problems in reading, improve their ability of questioning and resolving doubts, and thus deepen their understanding of the text.
Looking back on the teaching of a class, there are still problems that need to be improved. For example, because I spent too much time in front, I didn't let go of what you wanted to say in the face of the bronze statue of Zhan Tianyou. I just invited three students to express their opinions on behalf of three characters.
Reflections on Chinese teaching in the first volume of the sixth grade 9 The text takes the growth of "I" as a clue and revolves around "the stage has magical attraction for me", and I "sang on the stage" from the womb; Imitate my mother's "acting skills" in the crib as soon as I can walk; Learning from the teacher at the age of six and acting seriously in front of the master a few years later is an interesting and naive story, which embodies the truth that courage and strength make people succeed on the stage of art and life. At the same time, the author also implicitly expounds the truth of being honest and doing things seriously.
The purpose of writing this text is to make students realize the painstaking efforts and sweat people have made on the art road, as well as their courage and perseverance, and at the same time feel the charm of China's drama art.
When teaching this article, I ask students to collect information about the art of new and harmonious drama before class to prepare for understanding the text. In teaching, I pay attention to guiding students to feel the magical charm of drama performance art through independent reading. Read more in the design, so that students can perceive the text by reading aloud and drawing sentences. In each reading, give specific requirements and gradually concentrate, so that the organization is gradually clear and the center is gradually clear. For example, when you first come into contact with words, design scanning words and draw them around that sentence? Clarify the author's writing intention, that is, find out the sentences that express the center. The second time you read quickly and freely, find out what is written in the article. Grasp the content of the text as a whole. The third reading requires me to read the text intensively on the basis of finding out what the text is written, grasp the specific sentences and realize that "the stage has magical attraction to me" Tell the part about the skill of studying hard, and experience the extraordinary courage and perseverance of the author. Finally, the author's success benefits from the "stage" in her mind. In outward bound training, let students talk about their own wishes and how they are going to fight for them.
Through the study of the whole class, the students realized that one minute on stage and ten years off stage, it was not built in a day, and there was no biting cold. How could there be plum blossom fragrance? Plum blossom fragrance comes from bitter cold. On the road of art, there is no smooth road to sunshine, and hard work and painstaking efforts must be made. The teaching effect is good.
Reflections on Chinese teaching in the first volume of grade six 10 I designed this class like this:
I. Introduction:
Last term, we learned the lesson "Squirrel". Please recall what impression the squirrel left on you. Today, let's learn the text "Squirrels Run into Our Home" and see what impression the squirrels described in this text left on you.
Second, scan the text quickly and think about what the text mainly writes.
Read the text again and talk about what the squirrel did in my house.
Read the text again in your favorite way, and let the students talk about what they like best according to their own reading. And use relevant sentences to talk about your own experience.
Fifth, reread the author's expression, with different emphasis from the previous one. At the same time, study the profile description in the article, that is, what dad said and what the author said.
6. Finally, imagine a squirrel running to your house. What would you do? Write down your thoughts.
From the six-point design decomposition:
The design of the first point allows students to learn to study rationally, use existing learning knowledge, and learn and feel a new chapter.
The second and third points aim at cultivating students' ability of generalization while perceiving the text as a whole.
The fourth point is sketch and annotation. Sketch and annotation have become an important way of thinking in higher learning. In teaching, students should be asked to write more and do "no writing, no reading".
In this design, I also respect students' unique reading experience. In the communication, students feel the cuteness, cleverness and dexterity of squirrels and the author's love for squirrels in the collision of ideas. In the process of communicating with students, I have also instructed students to read and understand relevant sentences and paragraphs. Combine sentiment and reading aloud organically, reading embodies enlightenment, and enlightenment promotes reading. The fifth and sixth points are writing training.
The teaching of this link adopts the training of overall perception first, then deep perception, and finally writing, thus achieving the combination of reading and writing. This design is in line with students' thinking characteristics, and I feel that this course is better.