Reflections on the teaching of the text "No Balcony Tomorrow" 1 Through the teaching of "No Balcony Tomorrow", I realize that our Chinese teaching should adhere to the curriculum standards and embody the curriculum concept everywhere, which is the starting point for every Chinese teacher to design teaching and the fundamental way to continuously improve their teaching level and meet the social requirements for Chinese. In this class, I actively organize students to learn this article through independent, cooperative and inquiry learning methods, and combine the characteristics of the text to infiltrate emotional experience, so that students can think about the problem of "man and nature" from the text and experience, thus establishing the idea of harmonious coexistence with nature. In classroom teaching practice, there are both successes and shortcomings.
Combining the characteristics of the text and the teaching objectives, I designed such an idea:
Firstly, the newly announced mascots for the 29th Olympic Games in 2008 are introduced. These five Fuwa conveyed the good wishes of "the harmony between man and nature" for this class. Judging from the teaching effect, the students spoke enthusiastically, creating a relaxed and happy atmosphere for this class.
Secondly, reading the text for the first time will accomplish two reading tasks: one is to accumulate words and lay a solid foundation, which will play a certain guiding role in students' usual study; The second is to perceive the text as a whole with two questions. From the students' speeches, it can be seen that students can grasp the key sentences in the text to answer the reasons why the author closes the balcony or not, but reading the text for too long affects the thinking time of the students behind.
Thirdly, from the direct reason why the balcony of pigeon is not closed, I appreciate and think deeply about the concise and vivid descriptive sentences in the article. I use the method of "putting" first and then "receiving": "putting", students can first find out the sentences related to pigeons in the article and simply appreciate them; "Shou" provides three sentences for key appreciation, and encourages students to think from multiple angles by group discussion to deepen their understanding of the article. Students have a heated discussion, and their speeches can be reflected from the attitude, movement and psychology of pigeons, thus dispersing students' thinking and guiding their future study. But the classroom effect is still not strong enough, and the guidance of teachers is still insufficient. You can give more time to think and let students speak.
Reflections on the teaching of the text "There is no balcony tomorrow" 2 An injured and pregnant pigeon accidentally flew into my balcony, which not only aroused my son's curiosity, but also inspired his love; At the same time, it also caused me to think and finally gave up the original plan to close the balcony. This is an article in Unit 5 "Man and Environment" published by Jiangsu Education Publishing House. This is also what I want to talk about in this open class.
My initial design idea about content analysis and theme mining is: let students read the article by themselves, first find out the key sentences, sort out the clues of "whether to seal the balcony tomorrow", and then read the text in groups to analyze the reasons for "sealing" and "not sealing" (from the article, we can see that "pigeon" is an external reason, but what is really hidden in the depths is the author's thinking about "harmony between man and nature"). Then guide students to learn and master the writing technique of "narration and discussion" in this paper, and then explore the detailed description sentences about pigeons (especially the description of eyes) to figure out the psychological activities of pigeons, and then expand their understanding of the connotation of "harmony between man and nature" through song appreciation and picture appreciation, and stimulate their feelings of protecting animals and nature.
Maybe it's because I didn't grasp the time when I first tried to teach 10 class, so I've been worried. Maybe it's because I'm nervous about recording; Maybe my original design made me feel uncomfortable when talking about imported clips. At that moment, my mind was blank. It was precisely because of this short and imperceptible second that I really crossed the "narrative dialogue" that was about to be guided and directly led the language to the description and analysis of "pigeons". At the moment I spoke, I suddenly realized my mistake, but once I said it, I couldn't take it back. Fortunately, the slide didn't change to the next one, so I waited for two students to answer the questions and pulled it back. A small "pigeon" made the author, but it became a "hard wound" in my open class.
In addition, from the classroom performance of the whole class, I also found many small "internal injuries" in class organization and teaching, which are the reasons that can not be ignored for the decline of our class.
First, students' preview before class is not solid enough. From the aspect of words alone, it can be seen that there should be pronunciation in the annotation of "paradox" text, but some people have not found it. The word "row upon row" is often said, but no one in the class knows its meaning, which shows that we don't pay attention to accumulation on weekdays and don't combine "learning" with "thinking" well.
Second, students' ability to examine questions is not strong, they can't grasp the key words, and the answering language is not standardized enough. When trying to figure out the psychological activities of the "pigeon", I asked, "If you are the pigeon, please tell me about your psychological activities at this time." Obviously, this is to reproduce the inner activities of animals in the first person, but two of the four students who answered the questions directly expressed their feelings. "I will be very scared at this time, and I have fear." In the whole class, students' language organization is not smooth, complete and beautiful.
It can be seen that I usually pay attention to students' emotional experience and divergent thinking in class, but I have not consolidated their foundation, and I have not deducted points from the details for the cultivation of their observation ability and speaking ability. And these are the directions of my future classroom teaching efforts.
Reflection on the Teaching of No Balcony Tomorrow 3 No Balcony Tomorrow is an essay written by Du Weidong. Texts are closer to students' reality, which can better guide students to contact with real life, so that students can learn Chinese better in life and experience life in Chinese.
This text tells the decision of my family not to close the balcony, reveals the correct relationship between man and nature, and expresses the concept of harmonious coexistence and common development between man and nature. It is not difficult for students to understand the theme of this article, because the similar problems raised in this article have attracted more and more attention in real life. But how does the author express this theme? What are the characteristics of material selection, organization and language expression? How should human beings protect the environment and live in harmony with nature? Students may not all understand this problem. Therefore, in teaching, we should first guide students to perceive the text as a whole, and try to figure out the author's unique views from the detailed and rich materials provided by the text, feel the author's feelings, and understand the feelings and reasons contained in the language of the article. Secondly, we should cultivate students' awareness of getting in touch with people and living in harmony with nature.
In the teaching process, I adhere to the basic concept of "students are the masters of the classroom and learning", based on the integration of three-dimensional goals, reflecting the integrity of the unit theme without losing the reading personality of this paper, and undertake the task of cultivating students' complete scientific literacy through science education. Realize the integration of scientific literacy and humanistic spirit. In teaching, let the students feel the content of the textbook themselves, instead of sticking to the textbook, let the teacher follow the students' ideas, instead of the traditional teacher telling them, so as to truly realize the teacher's "guiding" role, return the initiative of learning to the students, and turn the teacher's teaching process into a learning process for students and a process of teacher-student communication. In the classroom, teachers are active participants and collaborators, and they are "equal chief teachers". They convey their experience of reading texts to students, activate their thinking, build a bridge between texts and students' lives and feelings, and inspire students to open their imagination wings.
In addition, in the process of learning, I pay attention to guiding students to learn to explore, learn to discover the beauty of the text with heart, and constantly improve students' Chinese literacy. In the teaching of this course, I give full play to the responsibilities of teachers, so that students can find problems, ask questions and solve problems.
At the same time, in teaching, I don't rely too much on textbooks, and I emphasize the teaching of book knowledge too much. Instead, we should closely follow several main problems in the text, guide students to taste vivid and incisive sentences in the text, train students' association and imagination, inspire students' creative thinking, and enable students to deeply understand the author's emotions and writing themes, and understand the writing methods of narrative and argumentative essays. Then jump out of the text, through students' understanding of the text, expand and guide students to care about reality, connect with reality and apply what they have learned. By watching a group of pictures of animals slaughtered by human beings and the environment seriously damaged by human beings, students can touch their souls, understand the harmonious coexistence between man and nature in many ways, and pay attention to human and environmental problems. After reading the pictures, let the students write down their psychological feelings in combination with the text, which not only exercises their writing style, but also subtly finds a good way to start from me, be kind to nature, protect the earth and jointly create our beautiful home.
In a word, the teaching task of this class has been basically completed. The introduction part introduces the song "A True Story", and with the corresponding background pictures, brings the students into the atmosphere I created. However, reflecting on the whole classroom teaching, there are more or less areas that need to be improved, such as insufficient text mining, especially for some beautiful sentences and vivid words. Students can read aloud first and taste the charm of language in reading aloud. At the same time, it overestimates students' ability and makes them have less time to think about problems, which needs to be improved in future teaching.