Reflections on the Teaching of White Goose 1 In the text of White Goose, the author focuses on the characteristics of white goose-arrogance. A large number of means such as comparison are used to show the pride of geese from the aspects of cry, gait and eating equality.
In my teaching, I ask students to read and perform while experiencing sentences, so as to help students understand the meaning of beautiful words in the text more vividly and understand the thoughts and feelings expressed by the author more accurately. At the same time, it also makes the originally quiet classroom atmosphere begin to show vitality. When we understand that "the duck's pace is urgent and embarrassing" and "the goose's pace is calm and grand, which is quite like a clean corner in Beijing opera", a classmate plays the duck and a classmate plays the goose, so the students can perform seriously and imitate it well. Look at the students. They can also grasp the outstanding features of goose gait in laughter. It is worth mentioning that when students perform the plot of eating geese, they can show the "full shelf" and "leisurely" of eating geese to the fullest. The image of "Grandpa Goose" appeared in front of everyone.
Students can use their own body language while understanding sentences, which can make good use of students' active personality characteristics, fully display students' personality and better complete teaching tasks.
Reflections on the teaching of White Goose, the second volume of Grade Four. The focus of the teaching of White Goose is to guide students to understand how the text writes the characteristics of "arrogance" of White Goose. It is difficult to understand the author's love for geese from those seemingly derogatory words.
When I was teaching this article, I mainly grasped the key sentences to learn and felt the humorous language style of the author by reading the experience of peace talks. In the teaching process, I summed up the writing characteristics of this lesson, which laid the foundation for the writing of this unit.
However, the classroom atmosphere of this class is not active enough, students raise their hands to speak less, teachers guide less, and there are not many inspiring languages, which can not stimulate students' interest, and teachers explain too much, which can not reflect the "student-centered" teaching model.
Reflection on the teaching of the second volume of the fourth grade Chinese "White Goose" The third part "White Goose" is the first text of the fourth group and a masterpiece of the famous writer Mr. Feng Zikai.
At the beginning of the class, I guided the students to review the fairy tales in the last group of texts, and then turned to animal learning in this unit. I encourage students to tell everyone their favorite animals and briefly explain why. Animals are friends of human beings, and there are various emotions between human beings and animals.
Show the topic "White Goose", read the topic together, guide the students to imagine the texts or poems about geese they have learned before, recite the ancient poem "Goose", and draw the conclusion that geese are proud animals from the sentence "Xiang Tiange".
Then, I ask the students to read the text for the first time (pronounce correctly, read the sentences well, and mark the words and expressions they don't understand). What impression did the text leave on you?
Answer by name:
I'm impressed by the way geese eat!
What an arrogant animal!
C: Goose's cry is serious and solemn, like a harsh voice!
Very good, in fact, there is a sentence in the article that has already told us what kind of white goose this is! Xiu: "What a proud animal!"
How to read this sentence well if you finish it at once? Find out the key words and stress again. Ok, let's read it together!
What does "arrogance" mean? Arrogance is extreme pride, self-conceit, and contempt for others. Oh, that's what arrogance means. Why does it seem that the author is belittling the white goose? Is that so? We continue to look down!
In what ways does the author show the arrogance of the white goose? Can you find it quickly? How did you find it quickly?
("The pride of a goose is more manifested in its cry, gait and eating." This is a transitional section, which plays a connecting role. ) So are words written only from these three aspects? Nothing else? -Posture!
Read the paragraph 1 and find out the words that show the arrogance of the white goose: stretch your head and neck and look around.
Read the second paragraph and realize the role of the transition section! (Connecting the preceding with the following, the following) Then read. Experience the role of transition.
Read the third paragraph and learn the arrogance of the white goose. First of all, find out the words to realize the arrogance of the white goose (harsh cry, harsh cry, screaming), read the sentences containing these words, imagine the picture while reading and experience the arrogance of the white goose!
These words all illustrate the characteristics of the white goose's cry ("big" and "powerful"). Question: Under what circumstances does the white goose "scream" and "shout"? Oh, when a stranger comes in or someone walks outside the fence, the goose will bark. So what is this goose doing? -The geese are guarding their homes. Do we know what animals usually help people look after their homes? -Dogs. Oh, what did the dog do when a stranger came in or someone walked over the fence? Bark! And what about the "scream" of the goose? No less than a dog barking. What's that look? -Contrast! Show the "big" and "powerful" of goose calls by comparison. It can also be seen that the author's writing of "harsh roar" and "harsh roar" is not to belittle it, but to show that the goose has a conscience!
Well, after you understand the author's intention, read this paragraph again and realize the arrogance of geese!
Please learn the natural part of goose gait by yourself according to the method of being arrogant! Students teach themselves the fourth paragraph and find out the words that show the arrogance of goose gait. (Take your time, just show off and never give in) Find out the relevant sentences and read them to understand the arrogance of goose gait!
Find out the sentence that describes the gait of geese: the gait of geese is steady and grand, which looks like a clean corner in Beijing opera. This is a figurative sentence, comparing the goose's pace to the appearance of a net angle.
Reflections on the teaching of "White Goose" in the second volume of Chinese in Grade Four. I haven't chewed through the taste of the text yet.
Read the text by yourself before preparing the lesson. I noticed the central sentence of the text: "What a proud animal!" It is natural to think that the article is written around the pride of white goose, and we should focus on helping students feel the pride of students in class. However, if I really follow this idea in class, I will keep reading "harsh words" and "harsh words" and learn "loud words". Unconsciously, even I feel that the white goose has really become a proud animal that we all feel a little strange and distant, let alone a student. The white goose we feel is obviously not the white goose in Mr. Feng Zikai's writing and heart.
After class, I noticed that the words "Animals are our friends" were written in front of this group of texts. Treat animals as friends, get close to them and love them. Doesn't this just reflect the editor's intention of selecting articles? Perhaps, the editor was moved by Mr. Feng Zikai's sincere love for the white goose and chose this article! I recalled a passage that Teacher Yang reminded me of: "Keeping a goose is like keeping a dog, and it can also watch the door." Dogs are so loyal and kind that raising geese can be like raising dogs. Doesn't it just show the joy and joy of raising geese? Look at the first paragraph of the text, "Snow White Bird". How beautiful the white goose in Feng Zikai's eyes is! Teacher Shen Li told me that she was bitten by a goose when she was a child, but what impressed her most was the silly and overbearing appearance of the goose. Now I still think it's fun and cute.
This is the sincere love that people who have really touched the goose have! Now, I guess Mr. Feng Zikai likes his white goose very much, so the arrogance when the goose walks and the rigidity when eating make him laugh, which makes him write this article in a humorous way, just like a loving father talking about his naughty child.
If you can chew out the taste of the text before class, then today's white goose will be much kinder and cuter in the eyes of children!
Second, the "taste" of the classroom is still a bit "raw".
Because the textbook is not chewed thoroughly, the classroom is stiff, not moist and unnatural. Many details reveal this problem.
At the beginning of the class, I showed a photo of a white goose. After enjoying its arrogant posture with the students, I asked the students to read the text freely. Unexpectedly, the children seemed at a loss, and the class was suddenly silent for a few seconds. I have to hide my embarrassment and remind students to study quickly again. At this time, the children seemed to wake up. After class, Mr. Yang pointedly pointed out this problem and helped me analyze it: it is probably because the children just played "Stretching their necks and looking around" and the excitement has not passed, so they became interested in this arrogant animal. At this time, simply and mechanically guiding them to read the text, their emotions have been broken. After this inspiration, I suddenly realized that I really "don't know the true face of Lushan Mountain, but I am only in this mountain". It is precisely because of subtlety that the classroom has become an art, and every teacher in class needs to use Huigen to realize it!
Another example is to guide students to feel the "seriousness" of the white goose's cry. I ask students to circle the words that directly describe the white goose's cry. During the tour, I found that a student circled "Wang Wang" and asked the children if the word described the white goose. Everyone said no, so I put the correct three words on the big screen. Now that I think about it, the rigidity of this link just reflects that my teaching wit is still not enough. In fact, when reporting, please ask this classmate to ask questions, and his answer will definitely arouse the students' thinking. This is a question that I didn't throw out, but a question that comes from students and goes back to students. Isn't that what we need children to develop? -Doubt, think. After all, the classroom is a combination of the two.
Reflections on the teaching of "White Goose" in the second volume of Chinese in Grade Four 5. The article "White Goose" written by Feng Zikai focuses on the arrogance of the white goose, which is more manifested in its barking, gait and eating. From the author's description, we can easily feel that this arrogance is not annoying, but cute, interesting and funny.
Because I think the language of this article is also very distinctive and a little abstruse, I plan to finish it in one section when preparing lessons. But I didn't know until I got to class that students have some difficulties in reading and understanding the text, especially the middle and lower grade students, who may find it difficult to enter the interior of the language to taste. So when I was teaching, I unconsciously lengthened the time and spent two classes to let students walk back and forth calmly in language and writing. Think carefully after class, the text must have its own unique goal requirements, whether I can achieve the expected goal by doing so.
In the future text teaching, I will try my best to determine the teaching objectives according to the key points of unit training, so that students can understand it without deducting word for word. If you have time, let the students read where they are interested.
There are two skimming texts in this unit, but I need to explore how to teach skimming texts.
Reflections on the teaching of Chinese "White Goose" in Volume 6 of Grade 4; Chinese teaching should focus on improving students' Chinese quality, which plays a fundamental role in the development of students' overall quality. Reflecting on the teaching of White Goose, I focused on the training of language and writing, the cultivation of imagination and the internalization of Chinese literacy.
1. Stimulate students' enthusiasm for language;
Love is the best teacher. Chinese teaching should be good at excavating the charm of textbook language and igniting students' emotional sparks for language. For example, in paragraph 1, the author calls the white goose a "big snow-white bird" to express his love. I have grasped the training point of this language, first guiding students from enlightenment, and then stimulating reading: Imagine that if you are an old man named Feng Zikai, you hold this "big snow-white bird" from a friend and can't bear to let it go, and walk home with it all the way. Hold it and feel its temperature; Next to me, I felt the smoothness of the feathers. What a wonderful love it is! Let's imagine it in our minds and read it again.
2. Promote the improvement of students' imagination;
Imagination is the wing for students to learn Chinese well. I have designed the link of students' divergent thinking and positive imagination many times. When teaching the third paragraph, I asked the students to find a word that can express the characteristics of the white goose's cry. From this word, can you imagine what the white goose is doing and what it seems to be saying? Write your imagination next to the words, or show it with pictures.
Words such as "scream", "scream", "scream" and "bark" vividly show the characteristics of white goose's cry. I instruct students to sketch words, annotate or draw pictures while reading, mobilize image thinking to participate in the interpretation of the text, and understand and feel the vividness and accuracy of the author's words from the form and sound, which not only cultivates learning methods and habits, but also enriches language accumulation. Practice has proved that students have a special liking for imaginary links, which can be seen from their tireless expressions.
3. Pay attention to the internalization of students' Chinese quality;
Internalization is the psychological mechanism to form Chinese quality, and the external cause should be realized through the internal cause of students. On the basis of fully studying reading in class, I guide students to summarize the writing characteristics of this article, and then ask students, would you like to introduce yourself to others as a proud white goose?
Then show the "Happy Writing Card": I am _ _ _ _ White Goose.
This exercise is flexible and suitable for students of different levels. Not only can you use the words in this lesson flexibly, but also you can expand your thinking and express creatively.
Let students fully experience the language learning process of "feeling-understanding-accumulation-application" in reading teaching. Text is an example of reading and writing. It is an effective way to improve Chinese ability to create this kind of practical activity from internalization to externalization, so that students can learn language and expression methods well.
In short, I broke the traditional form of cross talk, let students read fully from the beginning of enlightenment, pay attention to cultivating students' awareness and habits of autonomous learning, and encourage students to choose their own learning methods, thus enhancing their interest in learning and accumulating their ability to use knowledge. But there are still many problems. For example, some links are handled too carefully, resulting in insufficient time in the later period; Although the classroom atmosphere is good, sometimes the purpose is not strong.
Reflections on the teaching of the second volume of the fourth grade Chinese "White Goose" Part VII "White Goose" is an essay by Mr. Feng Zikai, which was changed when it was selected as a teaching material. The structure of this article is extremely simple. The whole article revolves around the sentence "What a proud animal", showing the pride and cuteness of the white goose from three aspects: voice, pace and eating. Different from previous texts, the full text mainly shows a new language expression and method in the form of irony and vivid, fluent, humorous and accurate language.
Therefore, in teaching, students should not only realize the accuracy of the author's words and meticulous observation of things, but also realize the "ulterior motives" of the author's language, that is, the unique charm of irony.
In view of this teaching goal, I started with "arrogance" and designed several big questions in my own classroom, so that students can experience the fierceness of the author's words on the surface through various forms of reading and communication, which is essentially an appreciation of the white goose's conscientious and courageous responsibility; Understanding the leisurely pace of the white goose is only a manifestation of the author's sincere love and concern for the white goose.
It should be said that the understanding of this article is somewhat difficult. Not only in the way of language expression, it is the first time for students to contact, but also in the way of writing, which is more divorced from spoken language and more obvious in writing, which is what we often call "writing". All these have caused great trouble to students' understanding. So when I was teaching, I adopted a variety of teaching methods and methods. For example, in class, I ask students to make bold association or imagination according to the key sentences of the article to appreciate the author's sincere love for the white goose hidden between the lines. Let the students imitate the performance to deepen their understanding of the arrogance of the white goose and the accuracy of the author's words; Let the students try to use the wonderful words in the book to help the white goose introduce itself. ...
In the design of this course, the most uncertain thing is the students' understanding and comprehension of the language (indeed, the teaching in this link is a bit chaotic). In order to let the students really understand the author's language, and then realize the arrogance of the white goose, I think I took a lot of detours in class, but the students' understanding is still just the loudness and severity of the "white goose", and we can't further understand the author's appreciation of the white goose from the surface of the text. I am a little anxious, so I have to contact their impressions of dogs, guide them to feel the bravery and loyalty of the white goose, let students touch the author's writing intention and understand the author's love for the white goose. Of course, the students are very good, and you can understand at all. But I think, to make students really realize the characteristics of irony, we should further guide and communicate the problem of eating geese in the next class.
Reflections on the teaching of White Goose, the second volume of eight languages in grade four, can improve students' understanding and appreciation ability. If students want to have good language application ability, they must have rich language accumulation, so I put "feel the humorous language style of the author, copy and recite some vivid sentences." As a very important teaching goal of this course.
In the study, "the goose's pace is calm and grand, quite like a clean corner in Beijing opera." Let students grasp the grandstanding to understand the content of the text. After feeling the arrogance of Goose Walk, guide students to read the characteristics of Goose Walk, and guide students to recite this sentence, thus accumulating language. When learning the sixth paragraph "Goose and dog compete for food", let the students choose the most interesting sentences to practice reading, grasp the key words, look at the pictures and remember them. In class, we also arrange to complete sentences and find a lively and interesting sentence to copy down.
In the teaching of this class, students have a strong interest in learning and study actively and solidly. In class, I can actively think with my brain and express my thoughts boldly. There are many wonderful classroom works, which have achieved the teaching objectives well. Most students can accurately understand the content of the text, feel the charm of the author's language, and gain something in language taste and accumulation.
Reflections on the teaching of the second volume of the fourth grade Chinese "White Goose" 9 "White Goose" is a text in the fourth grade of primary school. The author vividly describes the characteristics of the white goose, and the lines are full of the author's love for the white goose. In my opinion, understanding words and sentences is still an important goal of middle-aged Chinese learning, and teachers should pay attention to guiding students to use some methods of understanding words and sentences learned in lower grades. Strengthen the transfer of learning methods, which is what I did in this class.
First, he is good at using multimedia courseware to understand words, such as a character in Peking Opera in the suburbs of Beijing, which is unfamiliar to local students. These abstract contents, which are far away from students' lives, are presented to students through multimedia, achieving intuitive and vivid effects.
Second, understand the meaning of words and sentences in the context. Understand the key words and phrases in the context and understand the content of the text to some extent. For example, "three eyes and one board" means what the white goose does first, and then what it does. This is a rule for the white goose to eat. A rule that never changes at any time is called "three eyes and one board", which must be understood in context.
Of course, children living in modern cities have very limited life experience. They have never seen a white goose. What they can see is swans swimming in the zoo pond. Their calls, movements, looks and living habits are hard to compare with the images of domestic geese in this article. It is difficult to understand the accuracy and vividness of the language used by the author. Moreover, the author is a typical China classical scholar. The writing time of the text was in the middle of last century. Nowadays, children live in a modern industrial society, which is far from the time when the author lived. The literati mentality and adult aesthetic taste shown in the article lack intimacy with children. In class, no matter how I guide, students can't read the "taste".
The lesson "White Goose" focuses on the comparison with the lesson "White Goose". When introducing, I consciously guide students to compare the images of two geese; When I realized the characteristics of white male goose, I also grabbed two texts to compare the description of goose gait; Finally, the emphasis is on comparing the writing methods of the two texts.
I gained a lot from this class: First, the use of text illustrations. In this class, I use text illustrations to guide students' imagination, which is the spark aroused by this class; The second is the experience of writing method teaching. I teach the writing methods of Cats and White Goose. Both times, students were asked to find it first, but both times they found it difficult for students to find it. I finally said it myself. After this lesson, I feel that if you use courseware to show relevant sentences and then let students experience them, it will be less abstract, thus reducing the difficulty.
In teaching, my biggest feeling is that it is difficult to mobilize the classroom atmosphere and students are not very active in answering questions. There may be many reasons: first, it is difficult to write; Second, students' preview is not sufficient; Third, I am too anxious for my own reasons, such as the lack of rich teaching language and expression. When one or two students' answers can't meet the requirements, I will tell them myself, which may also be related to the students' not being active in speaking and I won't ask questions. Other teachers suggested that I could give more guidance to students for some difficult problems; For some difficult problems, teachers can tell students directly, but they still have to guide students to experience them.