In class, I began to try to recite poems through keywords, hoping to finally achieve the purpose of reciting short poems and long poems in class.
About the image of the protagonist, the students' analysis is in place. Many students expressed indignation and thought that self-protection was very inappropriate and he was an irresponsible man. I just want to break this thinking, so? Excellent? A woman should be able to catch a man's heart, why not? Is it just that men have changed their minds? I hope the discussion of this issue can break the students' mindset and broaden their horizons.
But this problem is too complicated after all, and students have no corresponding emotional experience at all, so it is impossible to discuss love and marriage. Of course, some students also talked about it? Aesthetic fatigue? This surprised me. Although it is difficult for students to understand the truth, although my design of this link is far from the original intention of the editor, I still think it is necessary. Although it is not in line with the original intention of the poem, after analyzing the original intention, I still think this expansion is necessary. But if students have more knowledge reserves before this, they can also mobilize their knowledge reserves for this discussion. Unfortunately, I have only read the love articles about Xiao Hong before, and the students know too little.
The week-long "Meng" second teaching reflection mentoring evaluation activity ended successfully. As a participant in this activity, I really feel a lot, know a lot and gain a lot.
First of all, I would like to thank the school for providing us with such a good exchange and learning opportunity, and thank xu teacher, Director Tian and Master Yuan for their patient guidance.
Next, I want to talk about my own understanding of the course "self-protection".
The language barrier of this "Dream" is not great. Students should be able to understand the basic meaning of "dream" and experience the emotion of this poem in combination with after-class notes. So the main idea of teaching this course is: teachers ask questions and guide students to learn independently. Students are always the dominant position in the classroom, and all Chinese teaching activities should be carried out by students? Study? In class, student activities have become an important form of this class.
In teaching practice, I want to summarize the design and teaching of the textbook Meng with the following points:
Respect the creative subjectivity of the text author. As a teacher, you should lead your students? Listen. The voice more than 2,000 years ago brought students into a brand-new space of thoughts and feelings, allowing them to feel and experience things that are rarely directly felt and experienced at ordinary times. At the beginning of the class, I use reading with music to help students enter the text naturally, trying to feel and understand the thoughts and feelings expressed by the author of the text, and discover the beauty of the text itself on the basis of this feeling and understanding.
Respect teachers' teaching subjectivity. As a teacher, you don't have to blindly follow authoritative analysis, let alone stick to a certain teaching model or theory. You can interpret the text according to your own independent feelings, experiences and understanding of the text.
When preparing lessons, I noticed that in the poem Meng, the heroine's address to men is not static, but has changed several times. I use this as a clue to lead students to sort out the content, plot and heroine's emotion of this poem. In the process of combing the content, we found the clue of "Seven Waters" which expresses women's inner feelings. Through the analysis of two clues, we can make clear the image of the lyric hero and the theme of oppression of traditional women in feudal society.
Give full play to the subjectivity of students' learning. Only by fully respecting the author's creative subjectivity and the teacher's teaching subjectivity can students' learning subjectivity be fully exerted. In the process of learning, students are always in the dominant position. All Chinese teaching activities must be carried out by students? Study? In fact, it is to improve students' humanistic quality and Chinese quality as soon as possible. As a teacher, we must choose the content and form suitable for students to achieve the best educational effect. In the process of solving problems, I try my best to open the classroom so that students can get closer to the answers during the discussion. After deepening the theme, I asked the students to talk about the inspiration of this poem according to the heroine's experience. The students speak freely and express their opinions. Finally, borrow a poem from Yuan Haowen, a poet in Jin Dynasty? Cherish your heart, don't spit lightly? Remind students to establish a correct view of love.
At the same time, there are still many problems in this course, and the understanding of some contents needs further deliberation. For example, when I wrote the analysis of Seven Waters for the second time, I guided the students to understand the scene when the heroine recalled her marriage, and she was full of longing for her married life. But a more reasonable understanding is that when crossing the water again on the way back to her family, her heart is not as calm as water, which is more in line with the heroine's psychological state after marriage. In addition, in the way of asking questions, we should further scrutinize the questions to make them more accurate and clear. In Chinese class, a subtle problem can get twice the result with half the effort. Finally, due to the inaccurate grasp of time, the excavation of the theme is not deep enough, and the common theme of abandoned wife poetry has not been further explained.
A class can't cover everything. Because of my own experience and ability, there are still some loose points in the teaching process, which can only be improved later. Of course, such a process and such a reflection after precipitation are meaningful to my growth and progress.
Reflections on the teaching of "Mang" (3) The excellent Chinese course in senior high schools in our city has come to a successful conclusion. As a participant in this high-quality class, I really feel a lot, know a lot and gain a lot.
First of all, I want to thank this city for providing me with such a good opportunity to communicate and learn.
Next, I want to talk about my own understanding of the course "self-protection".
The language barrier of this "Dream" is not great. Students should be able to understand the basic meaning of "dream" and experience the emotion of this poem in combination with after-class notes. So the main idea of teaching this course is: teachers ask questions and guide students to learn independently. Considering that this class is aimed at senior one, who is the first senior high school student in our province under the new curriculum reform, before this class, I thought about how to integrate the spirit of curriculum reform into the whole classroom.
I think one of them is that this kind of teaching activity must adhere to the principle of subjectivity of text, teachers and students at the same time. Among them, students are always the main body, and all Chinese teaching activities must be carried out by students. Study? In class, student activities have become an important form of this class.
In teaching practice, I want to summarize the design and teaching of the textbook Meng with the following points:
First, respect the creative subjectivity of the text author.
As a teacher, you should lead your students? Listen. The sound more than 2,000 years ago brought students into a new space of thoughts and feelings, allowing them to feel and experience things that are rarely directly felt and experienced at ordinary times, helping them feel and understand the thoughts and feelings expressed by the author of the text, and discovering the beauty of the text itself on the basis of this feeling and understanding.
The second is to respect teachers' teaching subjectivity.
As a teacher, you don't have to blindly follow authoritative analysis, let alone stick to a certain teaching model or theory. We can interpret the text according to our own independent feelings, experiences and understanding of the text, and organize Chinese teaching independently. You must have a deep understanding of the text, enrich your classroom with the maximum literary and cultural connotation, give a class a little academic flavor, and let students have a little academic inquiry? Action? .
The third is to give full play to the subjectivity of students' learning.
Only by fully respecting the author's creative subjectivity and the teacher's teaching subjectivity can students' learning subjectivity be fully exerted. In the process of learning, students are always in the dominant position. All Chinese teaching activities must be carried out by students? Study? In fact, it is to improve students' humanistic quality and Chinese quality as soon as possible. As a teacher, we must choose the content and form suitable for students to achieve the best educational effect.
In teaching, I strive to enrich the classroom with richer literary and cultural connotations, refresh the classroom with more elegant and pure aesthetic taste, give my classroom a little academic flavor of inquiry, and inspire and cultivate students' simple sympathy and compassion. I also hope to guide students to appreciate poetry on the basis of understanding and then apply for deeper thinking.
For example, in the content analysis of the latter part of Meng, I designed two questions: first, what is the cause of the tragedy, and first, can she still be happy after breaking up with Meng?
The primary problem of design is to guide students to think deeply about the text. The second question is to let students guess her future fate from her brave choice to end her unfortunate marriage without hesitation, and guide students to discover and understand? And after that? Seriousness and indifference guide students to care about our own real life.
In this lesson, it should be said that the above leading ideas have been implemented to some extent. This is what I am satisfied with this class. The existing problems are as follows:
First, as Mr. Wang commented, what should be done in dealing with emotion and reason? Moving people with emotion? Convince people by reasoning? . Do you feel a little biased? Why? . This is related to the guiding ideology of designing this course. The original plan was to hope that students could pass the inquiry? Can she be happy after breaking up with Meng? This problem aroused sympathy for this weak woman and enhanced their emotional value. Perhaps this effect is not very obvious objectively.
The second is the problem in reading. In the teaching process, I arranged four readings: one is students' free reading of articles, the other is individual students' standardized reading of pronunciation, the third is the overall perception before analysis, and the fourth is the final reading after in-depth analysis. I think reading aloud is one of the important means of poetry teaching. But what is missing is what Mr. Wang said? Recite? , that is, procrastination.
Third, the timely comments and evaluations of students' answers are not in place. As Teacher Xing and Director Song said, timely classroom evaluation (encouraging evaluation) is very important in the whole teaching process. Teachers should evaluate students accurately, positively and artistically.
There are still many things to be summarized after a class, such as the design of blackboard writing, the order of content arrangement (that is, composition), the organic combination of multimedia and teaching content and so on. , not discussed here.
A class can't cover everything. Because of my own experience and ability, there are still some loose points in the teaching process, which can only be improved later. Of course, such a process, such a reflection after precipitation, is meaningful to my growth and progress, so I said: thank you for doing excellent classes!