Reflections on "Liu Yong" Teaching in Grade Two of Pianyi Primary School.
"Chanting Willow" is a poem written by a poet in the Tang Dynasty on his way back to his hometown. At that time, it was early spring, and the buds spit out by willows showed the vitality of spring. Before the lecture, I asked the students to draw a willow tree in their own eyes and write one or two words of praise to the willow tree, so that the students could perceive the willow tree decorated with jasper in advance from the color aspect and what a million green silk tapestry is from the shape aspect. In this way, students can understand the contents of ancient poems more easily.
During the tutoring process, the works displayed by the students exceeded my imagination. When they raised their works with both hands, I stood on the podium and couldn't help crying: "Wow! It's so beautiful, I seem to be in a willow forest. " Then, I ordered three children to show their works separately. Their descriptions surprised me and the teachers present. It seems that the preparations have been done well. When teaching, I use narrative method to run through the whole poem, starting from one day a thousand years ago, leading to the place and people, why the poem "Liu Yong" appeared.
The whole class, the process is very smooth, from the understanding of "Yong" to the understanding of Liu, from far and near, the author's infinite love for spring, from observation to imagination, has been well presented in class. The disadvantage is that teachers show more, students play less, not students-oriented, supplemented by teachers. In the future teaching, students' subjectivity must be highlighted.
One experience, one harvest, summing up experience in tempering, and joining hands with students on the road of education.
Reflections on the Teaching of "Liu Yong" in Chinese in Grade Two of Pian No.2 Primary School
Singing Willow was written by He, a poet in the Tang Dynasty, and it was about willow trees in early spring and February. The first two sentences of this poem describe the willow tree in a figurative way, but it makes people feel the inherent vitality of the willow tree. The last two sentences give clever imagination in the form of asking and answering questions, and lead the praise of willow to the praise of spring. I introduced the topic from reviewing the ancient poems about spring, and asked the children what "chanting willow" meant. They shook their heads. I encourage students to look up the dictionary and understand that "ode" means praise and praise. The children read the poem "Liu Yong" before class, and soon became familiar with it and recited it. So in the whole teaching process, emotional reading and recitation are very smooth. However, when children are asked to say the meaning of this poem in their own words, they don't know how to answer. In this session, in order to let the children explore independently, I arranged cooperative study at the same table, and prompted the children to read the notes in the book or look up the vocabulary. When reporting and communicating, most of them just connect in the order of poetry, and the meaning of the whole poem sounds awkward. There are many language inversion sentences in ancient poetry, and sometimes it is necessary to explain them first and then explain them. Children have little contact with each other. I take poetry as an example to say that emphasizing the meaning of poetry can be expressed in my own words, but it should be fluent. Finally, some children can say it in their own words. Of course, there are still some parts that will not be mentioned. I think the key to learning ancient poetry is to understand the key words and the meaning of the poem step by step. This is still difficult for third-grade students. This requires a process. I talked a lot in class and didn't let students fully understand the contents of ancient poetry in reading. In the future, I will let go more in the teaching of ancient poetry, giving students more space to think and experience poetry freely.
Reflections on "Liu Yong" Teaching of Chinese in Grade Two of Grade Three Primary School.
"Chanting Willow" is a poem written by a poet in the Tang Dynasty on his way back to his hometown. At this time, it is early spring, and the willows spit out buds, showing the vitality of spring. The author vividly shows the invisible spring breeze with rich imagination and vivid metaphors, thus expressing the author's joy and cheerful mood when he returns to the earth in spring, and expressing the poet's joy and praise for the arrival of spring. Through text teaching, let students feel the beauty of nature, love nature and love spring. Senior two students have got a certain understanding of ancient poetry through the study of the previous semesters. So I made the following two requirements for the poem "Singing Willow": First, I should be familiar with and be able to recite this ancient poem. Second, you can explain the meaning of this poem in your own words. In the course of class, let students get familiar with this poem by reading aloud, and let students feel the artistic conception of the poem in many readings and the beauty of spring in reading. Although the second-year students don't require the poetry of archaeological poetry, they have initially acquired the ability to understand the general idea of poetry. Therefore, in teaching, students should consciously understand the general idea of the poem through the understanding of words, savor the vibrant scene of willow sprouting and willow green in spring, and try to figure out the praise and praise that the poem wants to express.
In this teaching process, I also deeply realized some shortcomings in my teaching.
First, the arrangement of the class schedule is unreasonable, and part of the time spent explaining poetry is too long, which leads to the rush of the later links, and fails to really let students enter the artistic conception of poetry and appreciate the author's feelings of praising spring and loving nature.
Second, personal reading ability needs to be improved. In the process of guiding students to read aloud, children are not allowed to understand poetry from reading.
Third, in all links, excessive language cohesion is not natural enough, and classroom language should be standardized in future teaching to be refined and natural.
Fourthly, in the teaching process, the meaning of ancient poetry is explained in detail only from the perspective of ancient poetry, but there are few aspects about how to improve students' Chinese literacy, which fails to achieve the goal of improving students' Chinese literacy.
Through this teaching activity, I will continue to work hard, constantly reflect, constantly enrich myself, accumulate experience and let myself grow.