Summary of the trip to Shanxi Village 1
In the teaching of this class, I adopted a completely different teaching method of ancient poetry from the third grade, focusing on making students learn to turn monosyllabic phrases into disyllabic words or polysyllabic words. By combining words, they can feel the meaning of poetry independently, changing the way teachers used to "talk" and understand the content of poetry mechanically. Although this is the first attempt, students with strong understanding, large vocabulary and strong perception can quickly and accurately understand the meaning of monosyllabic words, and through asking questions, more and more students realize this method, and the teaching of ancient poetry has become much easier.
In A Visit to Shanxi Village, because one of the key contents of this book is to understand the main contents of the text, and the main contents of these two poems are just hidden in the title, students can understand the main contents of ancient poetry and command the whole poem, so they can have a comprehensive perception of ancient poetry. In addition, in the perception of the meaning of specific poems, I let students discuss freely, ask questions, discuss in the whole class, and the teacher answers questions, so that students can gain knowledge in communication. However, students still can't understand the key philosophical sentences in these two ancient poems well. Only through the teacher's guidance, examples, repeated reading, recitation and thinking can we realize a thing or two.
But this teaching method is more artistic for teachers, because the questions raised by students are always different from the ideas of preparing lessons, and the teaching ideas should be changed at any time. In the teaching of this text, I feel a little hard and at a loss. It seems that I will continue to adjust my teaching methods and find the one that suits me best.
Reflections on the trip to Shanxi village II
In class, I let the students ask questions first. Guo Xin, who has always been absent-minded in our class, stood up and asked, "What does it mean to have a bright future?" ? I ask students to break down the words and explain, what does "dark willow" mean? Students answer: "Liu", "dark"? "It's just that there are many willows, which are very shady." The students don't understand that "the flowers are bright". I guided them to talk about how flowers bloom in spring. "Flowers are clusters of bright colors." Who can connect this sentence? Liang Leru picked up the book: "This poem is about Lu You riding a donkey in the mountains, mountain after mountain, water after water. Lu You suspected that there was no road ahead, and suddenly he saw a village not far away. "
Hearing this, the donkey knew that he knew it from the illustration. I immediately taught it to the students another way to learn poetry, by looking at the illustrations. By taking the opportunity, I asked the students to find out, "What scene is this poem written about?" The students said in unison, "Mountains, water, willows and flowers." I pointed to the poem and asked softly, "Did you only write about the scenery? Are you still in the mood to write? " The students were challenged and read the poem quietly. "Yes, the word doubt, the poet saw the mountain and suspected that there was no road." I said excitedly, "OK, I read it carefully. Let's have a look. Is there anything else? " Another student said, "The teacher has another sentence. I just know that Lu You is very happy to see the village. " "Can you change the word happiness?" "Surprise" is closeness, happiness and surprise, which can be called "surprise". Under my guidance, the students experienced the change of the poet's mood. I told the students that this way of writing is "scene blending". The students listened very carefully.
Meng Zheping, who usually asks the most questions, stood up and asked, "Teacher Zhang, why did the poet write this sentence on his way to Shanxi Village? Is it a mistake? " This caught my attention, I deliberately said; "Yes, is the poet made a mistake? Do you agree? " The students began to think thoughtfully. A classmate said, "I don't agree. The poet didn't write wrong. He recalled the things he encountered on the road to the villagers in Shanxi Village. " That's right. In fact, this is flashback writing, highlighting the last two sentences. Speaking of such students, I think of the Swallow Train I learned last semester.
Reflection summary of Shanxi village trip 3
In the teaching process, this design not only allows students to read and recite two ancient poems correctly, fluently and emotionally, but also understands the content of ancient poems and the poet's emotions, with a breakthrough in two aspects.
First, in the process of letting students learn ancient poems independently, understand the methods of learning ancient poems. According to the meaning of the key words introduced in the book and the contents consulted by students themselves, students feel that they should pay attention to the internal relationship between poems in the process of dredging the meaning of sentences. For example, "rustling" refers to the wind. Combined with the "autumn wind" in two sentences, it can be understood as the sound of autumn wind blowing the leaves of plane trees. The understanding of poetry should not be analyzed sentence by sentence, but should be connected from top to bottom, pay attention to internal relations, and organize the language to conform to the artistic conception of ancient poetry.
Second, the difficulty in teaching ancient poetry lies in grasping the artistic conception and emotion of poetry. Middle school students are required to pay attention to the poet's feelings. Therefore, in teaching, students should start with cognition, taste language, arouse emotion, think in the cultivation of emotion, and feel, understand, experience and acquire certain Chinese ability. By expanding imagination, students are guided to grasp keywords many times, and the unique use of language by poets and the linguistic charm of ancient poems are realized. Make students deeply understand the poet's emotional process and form * * * songs. In order to achieve this goal better, this design also skillfully compares the two poems together, which is driven by emotion and triggers emotion, thus creating a state of ecstasy and ecstasy. This highlights the theme, highlights the characteristics of this kind of ancient poetry, and also stimulates students' interest in further expanding reading this kind of ancient poetry after class.
Reflection and summary of related articles in Shanxi Village;
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