As an excellent people’s teacher, classroom teaching is one of the most important tasks. Through teaching reflection, we can quickly accumulate our teaching experience. What are the characteristics of excellent teaching reflection? Below are the teaching reflections on the first volume of the seventh-grade Chinese language book "Autumn" from the People's Education Press that I collected for you. You are welcome to read it. I hope you will like it. Reflection on teaching "Autumn" in the first volume of the seventh-grade Chinese language published by the People's Education Press 1
"Autumn" is a poem in the third unit of the first volume of the seventh-grade Chinese language published by the People's Education Press. It describes the autumn scenery of farmhouses, late autumn on the river, and the fields. The three pictures of late autumn express the author's love and praise for autumn.
Poetry has a strong sense of rhythm, and the reading of poetry is a crucial link. The stress, pauses, and emotions must be grasped in place. I first read the text in detail, and then take out a short section for the students to read. I agree with the sentiment and appreciate the phonological beauty of poetry. Finally, I give students the opportunity to practice, so that they can fall in love with and learn to read aloud.
The language of poetry is refined and vivid. Tasting sentences and appreciating words can allow us to truly understand the beauty of poetry. For example: "Put down the sickle that has been full of rice." Use "full" to describe the sickle. What has the sickle been full of? "Daoxiang" can easily make people think of heavy ears of rice. These all remind people of the harvest scene in autumn. In order to have a comparative appreciation, remove "the one who has eaten the fragrance of rice" and let the students understand the difference between adding and removing. It will be easier to see the vivid image of the author's wording. Then the students themselves taste the beauty of the words. In this way, the students' passion for exploration is generated, and their clever wisdom shines in the classroom.
Generally speaking, this lesson has the following points that are worthy of reference in the future:
1. Make the Chinese class full of poetry and painting, using pictures, music and the teacher’s own emotional language to create Create a teaching situation that can not only please students' eyes but also please their hearts, making the classroom a bright scene. This kind of teaching situation is a place where students are happy to learn, which effectively meets their physical senses and psychological needs, and at the same time perfectly combines science and art.
2. Really change the roles of teachers and students in the classroom. Teachers and students, as well as students and students, are in an equal and cooperative relationship. They also build a bridge of communication with each other, making the classroom a platform for teachers, students, and students to communicate with each other. Teachers will affirm and praise students' answers as long as they reflect their true feelings about their inner world.
3. Students truly become the protagonists of the classroom. The entire class is focused on student learning, either cooperative learning, independent thinking, reading the text aloud, describing the picture, analyzing the language, or rewriting. poetry. Students' subjectivity is maximized, and they become the brightest spot in the classroom landscape, integrating seamlessly with the poetic teaching design.
4. Provide students with ways to learn poetry. Through the study of this class, students can understand that savoring language is the basic method of learning poetry, and reciting is an excellent means of savoring language. When reciting, students must master certain skills and invest their emotions to make themselves part of the poem. To better understand the content of poetry, you can also harmoniously blend poetry, painting and song. Reflection on the teaching of "Autumn" in the first volume of seventh-grade Chinese language published by the People's Education Press 2
"Autumn" is the fourth lesson of the third unit in the first volume of the seventh-grade Chinese language published by the People's Education Press. It belongs to the "Pay Attention to Nature" unit. "Autumn" is the third new poem that students are exposed to after entering seventh grade. Compared with the previous two songs, this one pays more attention to the choice of imagery and the expression of artistic conception. The poem is not long, only three stanzas. But it’s very concise, has a large capacity, and has a strong image quality. The poet cast his vision on farm life and used a straightforward writing method to express his love and praise for autumn and life in a clear and pure poetic style. The whole poem takes "autumn" as the main axis and unfolds three pictures in parallel.
Students are the masters of Chinese language learning. Seventh-grade students already have the ability to initially perceive texts and understand sentences in context; they also have a certain ability to understand language and characters. However, students have relatively little understanding of autumn. Because of Wenzhou's geographical location and climate characteristics, the seasonal characteristics of autumn are not obvious. For students who grow up in cities, autumn in farmhouses is even more distant. So how to enhance students' understanding of autumn? Autumn understanding, allowing students to feel the strong autumn mood and feel the atmosphere created by poetry, is a difficult point to be overcome in this class.
This article uses modern information technology with multimedia and network technology as the core. This course mainly uses multimedia teaching environment to create teaching situations. The application of information technology in Chinese teaching actually breaks the traditional boring teaching model of "one book, one board, one chalk" and presents beautiful poetry, wonderful music, beautiful pictures and other beautiful things. To students, let them discover beauty, feel beauty, appreciate beauty and then create beauty in the process of Chinese language learning.
This class mainly includes several links: introducing autumn—looking for autumn (looking at autumn—tasting autumn—listening to autumn)—and understanding autumn. Before the formal class, I started the autumn journey with a song "Autumn Whispers" paired with a beautiful picture full of autumn flavor, which suddenly brought the students' emotions into the tranquility and distance of autumn, which has a "mountain" feeling. The rain is about to come and the wind is filling the building."
In this quiet and distant autumn atmosphere, the formal class was held, and the first picture of autumn was revealed. I used a quiet and melodious tune, a FLASH animation composed of blue sky, white clouds, dragonflies, rice, etc., and poetically The language creates a poetic autumn, which not only allows students to calm down in poetry, but also pave the way for the following learning of poetry and interpretation of autumn. If we use the traditional method of introduction, by "telling" autumn to students, then autumn will not be able to enter students' minds quickly. With the addition of information technology and the use of a variety of media methods to fully mobilize students' senses such as hearing and vision, students' emotions will roam freely in the ocean of language and words with information technology.
"Looking for Autumn" is the main part of this lesson. This link mainly allows students to look for words with autumn imagery in poems. Through tasting these words and guiding students to read aloud, they can feel the artistic conception of autumn created by the author and appreciate the author's beautiful language. Traditional teaching can only rely on words, and the interpretation method is single. The more students learn, the more boring they will become. However, I use multimedia means to intervene in pictures, words, music, and use contrast methods to not only allow students to appreciate the beauty, but also to make students understand the relationship between pictures and In the comparison of words, in the comparison of words and words, in the selection of different music, we can have a deeper understanding of the words. In order to achieve the understanding of poetic language. Take the third verse of the poem as an example. The first two stanzas of poetry focus on describing external scenery and people, while the third stanza of poetry focuses on describing people's inner subtle changes and feelings, which enhances the emotion of the whole text. This subtle emotion must be explained by multimedia methods to help students interpret it. In this session, I chose to use music, because music can best penetrate people's hearts. I used two different pieces of music. One is a bright, cheerful and emotionally intense piece of music, while the other is a slightly sad and emotional "Girl's Prayer", allowing students to listen to the two contrasting pieces of music. The feeling deepens the understanding of the poem and interprets the girl's longing for love implicitly expressed in the poem. In these three links, I always use students' reading as the basic step, interspersed with various reading methods such as individual reading, reading with music, reading evaluation, guidance on reading skills, group reading, etc. At the end of the class, I still use the students' music with music. Reading aloud is the climax to avoid neglecting the text itself that is emphasized by the language in the process of using multimedia. At the end of the class, I will carry on autumn to the end, still using poetry, music, and pictures to point out that autumn is in everyone's heart. Autumn will leave sooner or later, but autumn will never have an end. Everyone has their own understanding of autumn in their hearts, so I let students continue their feelings about autumn and provide students with a large number of autumn-related pictures, music, articles, etc. on the web page for students to study after class and enrich them. The understanding of autumn gradually forms one's own understanding of autumn by understanding different types of autumn. After finishing the class, I had the following experience.
1． This lesson successfully uses multimedia means to create situations. I think this is the biggest feature and highlight of this class. The beautiful courseware is filled with the atmosphere of autumn. It is especially suitable for teaching poetry and greatly helps students understand and appreciate the artistic conception of poetry. Beautiful courseware plays a very good supporting role in students' taste and reading. The courseware uses fallen leaves, maple leaves, blue sky, white clouds, rice, dragonflies, fruits and other typical autumn things to enhance the atmosphere of autumn; it uses music to enhance the artistic conception of autumn; it plays a role in promoting students' interest and understanding of poetic language and emotions
2. Appropriate use of multimedia to intervene in pictures, music, and text to help interpretation. Pictures, music, and text are not simply involved, but use comparison methods to promote students' understanding of the text. The provision of a large number of high-quality resources extends from class to extracurricular. The language of poetry cannot be analyzed too much, so I use other means to guide students to experience it. In the three paragraphs of poetry, I used pictures, text, and music to guide students to understand and taste it. For example, in the link of "Looking at Autumn", pictures and words are compared. The pictures not only express the words, but also leave a lot of blank space for the words that need to be imagined; in the link of "Tasting Autumn", through the deletion and comparison of words, , the students immediately understood the meaning of the poem; in the "Listening to Autumn" session, through the comparison of two different types of music, the students not only improved their appreciation of music, but also improved their experience of the artistic conception of the poem. A variety of methods and angles improve students' interest and enthusiasm.
3． Reading aloud is used throughout to reflect the Chinese flavor. Taking reading aloud as the main line can avoid the embarrassment that is often encountered in multimedia teaching. Make multimedia play a real role in assisting teaching. Poetry is about reading aloud. This class uses reading aloud throughout. You can taste it while reading aloud, and then you can guide the reading aloud after tasting it. The reading guidance in each section pave the way for the following reading; individual reading and collective reading complement each other; the final reading with music brings the emotion of the whole class to a climax, cultivating students' performance ability and self-confidence. Reading aloud and taste complement each other, cooperate with each other, and improve each other.
4． There is still a lack of guidance on students' writing skills. Classroom is always a sorry art. This class still lacks the cultivation of students' writing ability. The form of this poem is relatively easy for students to imitate. If it can be carried out in class and allowed students to find different articles about autumn, it can expand students' comprehensive understanding of autumn and expose them to different types of autumn. Then let students write, so that students' emotions can be sublimated and expressed.
Reflection on teaching of "Autumn", Volume 1, seventh-grade Chinese published by People's Education Press 3
"Classroom is the art of regret." The teaching objectives of this class mainly rely on students' inquiry learning to complete, but the actual classroom Teachers still provide more guidance and dare not completely let students carry out independent inquiry and learning. For example, during the self-reading text and the initial perception stage, I asked specific questions for students to answer. The students' answers were consistent with the answers I prepared in advance. I feel like I have everything under control. In the process of self-reading texts and perceiving true feelings, it is completely the students' independent inquiry and learning. Although I finally achieved the predetermined goal, I felt that I couldn't control the class, just like when I was flying a kite, I couldn't control the string in my hand. Control the kite with ease. When students answered, they did not follow the order of the texts at all, but just mentioned that place that moved them. There is no clue throughout, and it seems a bit messy. How to combine inspiration and inquiry and achieve freedom of expression in the classroom is a question I will continue to think about.