Wang Rong Buqi Daobang Li listened to the lesson and evaluated the lesson script sample (generally 7 articles)
Evaluation means that the evaluator compares the classroom teaching objectives and evaluates the teachers and students in classroom teaching. activities and the changes caused by them to make value judgments. The following is a sample essay on Wang Rong Bu Dao Pang Li's lecture review (generally 7 articles) that I have carefully compiled for you. You are welcome to read it. "Wang Rong does not follow Dao Pang Li", lecture notes and comments 1
"Wang Rong does not follow Dao Pang Li" is selected from "Shishuo Xinyu", which is the first text in the eighth unit of the first volume of the fourth grade edition compiled by the Ministry of Education. . This article mainly talks about Wang Rong, who is only seven years old and can analyze the environment. It can be seen that Wang Rong is a child who is good at observation and thinking.
Based on the teaching reference, I set the teaching objectives of this lesson:
1. Understand the key sentence "A tree growing by the roadside will have many children, and this will lead to suffering."
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2. Be able to tell the story in your own words and understand the meaning expressed in the text.
The teaching focus of this article is:
1. Cultivate a sense of literary language in various forms of recitation, accumulate some common classical Chinese words, and learn the ancients’ habit of careful observation and good thinking;
2. Let students understand the characteristics of "Zhiren" in "Shishuoxinyu" and stimulate students' interest in reading "Shishuoxinyu".
1. Teaching effect
This text is a classical Chinese text, which is relatively difficult for students to encounter for the first time. Based on the cognitive characteristics of students and the characteristics of the teaching materials, the teaching process is designed to achieve The effect is quite satisfactory
1. "Reading" takes the lead. Fourth grade primary school students are still very unfamiliar with classical Chinese, so if they want to understand the content of the text, they must be familiar with it. Therefore, first write the topic on the blackboard: Wang Rong Bu Dao Bei. Mr. Li asked the students to try reading it and found that the students knew the characters but could not pause, so they learned to pause after reading the topic. Then I read it myself and let the students learn the pronunciation of classical Chinese while listening. After listening, practice reading aloud freely, and read to each other at the same table. If you find problems, provide timely guidance in the class. We strive to ensure that every student can read this article and learn to read other classical Chinese based on this. Finally, it means that students can demonstrate their reading aloud in the class, and if they are good at reading, they can be taught by primary school teachers to experience the joy of being a primary school teacher.
2. "Group cooperation. On the basis of familiar reading, guide students to try to understand the meaning of each sentence with the help of hand materials and annotations in the text. Create an atmosphere of self-reading and self-enlightenment, so that students can Go to self-study. In this link, students should be given enough time to study and make comments based on the Chinese elements of unit 7.
3. First, guide students to communicate subtly: talk about the king. What did they learn from Rong? The students spoke freely, spoke more accurately, and felt very well. Imagine: What other famous anecdotes have you read? Guide students to talk about Sima Guang's smashing of vats and find them again in familiar historical figures. Highlights: You must be good at analyzing everything in order to draw correct conclusions.
2. Students can read classical Chinese well and pronounce the words. Accurate. The whole class is lively.
If I read this text again, I will change my strategy to inspire all students. Increase the interest in reciting and dictating, and lay a solid foundation. Wang Rongbu takes Daopangli's lecture notes 2
"Wang Rongbu takes Daopangli" is selected from "Shishuo Xinyu. Yaliang", this article. It mainly tells the story of Wang Rong who was good at thinking and calmly reasoning when he was only seven years old.
The teaching focus of this article is: cultivating the sense of literary language in various forms of recitation, and retelling the content of the story with the help of keywords and diagrams. ; Let students understand the book "Shishuoxinyu" and stimulate students' interest in reading "Shishuoxinyu"
1. Teaching effect
Focusing on the teaching objectives of this lesson, I have achieved the following teaching effects:
1. Strengthened recitation and diversified recitation (model reading, self-reading, and joint reading) to consciously allow students to gradually accumulate and comprehend during the recitation process.
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2. Seize the unexpected situations outside the teaching presets, skillfully generate classroom dynamics, and achieve unexpected results by retelling the story content with the help of keywords and charts;
2. Success
When taking this class, my biggest success is that students can retell the content of the story with the help of notes, keywords, and diagrams.
3. Shortcomings
The link design is too comprehensive and seems bloated and cumbersome. Too much emphasis is placed on each link of teaching, and the time for each link cannot be guaranteed. A good lesson does not have to be "tight", and there should be room. Without space, there is no daydream and reflection; without daydream and reflection, there is little personality and innovation. Sometimes leaving space means leaving expectations, leaving lingering notes, and leaving creation! Teach a man to fish. "Teachers should pay attention to both methods and knowledge in teaching design, and pay equal attention to abilities.
4. Improvement measures
If I were to take this class again, I would do this: first create a situation, introduce the new lesson - read the text aloud, preliminary perception - translation Read the text and grasp the content. Then translate and read the text to grasp the content. Teacher prompts, the courseware shows the self-translation method. Then self-read and self-translate: students compare notes and use reference books to understand the words and sentences and clarify the meaning of the text. (During the inspection, the teacher guides the students to read the text, read the annotations, try to translate the article, and use the circle-outline method to record the words and sentences they do not understand.) Finally, understand the main idea, question and explore: try to evaluate the characters, and think about what to do from this What truth was learned in the story. "Wang Rong does not follow Dao Pang Li" is a classical Chinese article selected from "Shishuo Xinyu". It tells the story of a witty young man who is good at observation, reasoning and analysis. The full text of the story is concise, with only 49 words, but the connotation is very rich.
Reflecting on the classroom teaching of this lesson, the main points are as follows:
1. Teaching is based on learning and teaching for learning.
The formulation of the entire lesson goal is student-oriented and the teaching goal is determined by students’ learning. In other words, all the significance of teaching lies in the development of students and the improvement of students’ learning ability in the classroom. Based on the students' academic status, guide students to read aloud in different forms during the initial reading of the text, such as model reading, named reading, reading together, etc. When students encounter the multi-phonetic word "Zhe" and don't know which sound to pronounce, teach them The pronunciation should be determined based on the meaning, and the pronunciation should be selected based on the phrase "many sons break branches" that appears in the article. Once you understand the meaning of the phrase, you will naturally understand that the pronunciation zhé should be chosen here, teaching him to fish instead of teaching him to fish. Let students learn a method so that they can solve problems by themselves when encountering similar situations in the future, thereby cultivating students' sense of literary language and feeling the charm of classical Chinese.
2. Dig deeply into the teaching materials and make effective choices.
In this class, students are not guided to understand this classical Chinese text word for word, but to simply understand the obstacles of some new words with the help of annotations, such as the meaning of "race walking" and the three "Zhi" characters. What does it mean specifically. Let students focus on telling stories, and in the story-telling process, according to the concise characteristics of classical Chinese, students are guided to explore the non-verbal factors in the textbooks, and students are encouraged to boldly imagine and add some content that is not in the text to make them more interesting. Students give full play to their rich imagination and boldly express their inner thoughts, making our classical Chinese text come alive and spiritual, and at the same time, it also allows students to maintain an interest in learning classical Chinese. At the same time, it also provides some methods for practicing storytelling: clearly tell the origin, process, and results of the story; use rich imagination; you can also add appropriate actions, language, expressions, etc. The students' thinking has been improved through innovation again and again, especially when the question "Zhu children saw so many plums on the trees on the roadside, what did the children do?" and then asked "Zhu children What do you say when you pick plums? What are your movements? "I was greatly surprised by the students' speeches and impressed by the children's magical imagination. This is the direction that our Chinese teaching should cultivate. . The story-telling part not only consolidates the understanding of this classical Chinese text, but also exercises students' oral expression skills and imagination, and can transfer it to their own life experiences.
3. Pay attention to extracurricular extension.
Our Chinese language classes must break through the inherent boundaries of textbooks, open up the world outside the text, and pay attention to classroom capacity. Therefore, in the classroom, in the later links, we will understand the short story "Wang Rong Watches the Tiger", so that students can have a more comprehensive understanding of the character Wang Rong, and mobilize children's interest in learning classical Chinese. It is logical to recommend reading "Shishuoxinyu" and lead the way. Students gradually fell in love with classical Chinese and inherited the cultural essence of our Chinese nation.
There are also some shortcomings that I think are lacking. There are a few students who consider the time factor in telling stories in class. In the future, I will learn from excellent teachers, study with concentration, carve carefully, teach and think, and bring my teaching level to a new level. "Wang Rong does not follow Dao Pang Li" is an intensive reading text in the eighth unit of the first volume of the fourth grade text, and is also the second classical Chinese article in this book. The classical Chinese texts in the third and fourth grades are mainly some popular and simple ancient texts. Because of their different genres, the learning goals must be clear. First, students can feel the beauty of language and rhythm of classical Chinese texts, learn to segment sentences correctly, and gain insights during recitation. Recite and memorize while comprehending; secondly, use a variety of means to stimulate children's interest in learning ancient Chinese prose, cultivate their sense of language, and understand the truth contained in the text through learning. But most of them are familiar stories. The classical Chinese texts are short and concise, and the content of the stories is not too difficult to understand.
This week we studied and observed the open class teaching of this classical Chinese text "Wang Rong Does Not Take the Way of Li". Let me talk about some of my opinions during the class.
1. The teaching ideas are clear, the teaching links are advanced layer by layer, and combined with exquisite courseware, the whole class achieves good teaching results. It begins with "Explanation of the Topic", especially the easily misspelled word "rong" and the meaning of the word "take", so that students have a general understanding of the topic and what is to be discussed in the text.
However, the import time here is a bit too long, which makes the subsequent content relatively compact, and the classroom exercises in the courseware are not used.
2. During the reading process, focus on grasping the rhythm and rhythmic beauty of classical Chinese. There are simultaneous reading and individual reading, and then through the model of student peer evaluation, students can further feel its characteristics.
3. Grasp the key words to guide students to understand the meaning of classical Chinese sentences. Focus on students as the main body, pay attention to students’ guidance and thinking, give students enough time to think, and make the classroom orderly. Among them, for the word "Zhe", a soft ruler was used to demonstrate the word "Zhe" to help students understand that zhe means bending, not breaking, which is very vivid. He also focused on explaining the ancient and modern synonyms of "walk" and the meaning of "one of the three pronouns" in the article. Of course, when you grasp the key words to explain the meaning of the sentence, you can ask several students to explain their understanding. After the teacher comments and summarizes, you can retell it to deepen your understanding of the content.
4. There is a certain sublimation in the theme and focus on the cultivation of students' moral character. By learning the story of Wang Rong who did not follow the path of others, the teacher guided the students to think and conclude that Wang Rong was a child who observed carefully, was good at using his brain, smart and resourceful, and thought calmly, and we also need to learn this quality from him in our lives.
5. Of course, I think there are many ways to make the classroom atmosphere more active in this class, and the teacher’s writing on the blackboard can be more concise. "Wang Rong Does Not Follow Dao Pang Li" Listening to and Commenting on the Lesson Manuscript 5
"Wang Rong Does Not Follow Dao Pang Li" taught by Yu is a short ancient essay with concise language, full of interest and profound truth. It is the first volume of the fourth grade A short ancient essay from Unit 8. I believe that some of the teachers here are like me. When they were students, they were afraid of learning classical Chinese, afraid of content words and function words, afraid of reciting, and afraid of translation! In Teacher Yu's class, through pre-class talks and word theory teaching of the new word "rong", students suddenly entered the world of ancient prose, turning their fear of ancient prose into an enjoyment of ancient prose. What is joy?
Reading with pleasure:
"Read the article endlessly a hundred times, read it thoroughly and think deeply, and you will know yourself." The new curriculum standard points out that the requirements for ancient poetry in the second academic period are: Recite excellent poems and articles, pay attention to experiencing emotions during the recitation process, expand your imagination, and understand the main ideas of the poems. From the curriculum standards, we can see that recitation is the main way to learn ancient Chinese and is the bridge to the world of classical Chinese. Teacher Yu's class is based on reading throughout. The first reading is to read the pronunciation of the characters correctly, the second reading is to guide students to read rhythmically and read out the charm of the ancient text, and the third reading is to guide students to chant with movement. Finally, Teacher Yu presented a vertical version of ancient Chinese prose with no punctuation, and recited it to music. This form of reading can more arouse students' interest, create a strong Chinese style, and allow students to feel the charm of traditional Chinese culture.
Erle Lesi:
"One stone stirs up a thousand waves, two pops up all kinds of sounds." Teacher Yu sets up questions in the classroom that are interlocking and advance layer by layer. The entire class focused on the character setting of Wang Rong: What kind of person is Wang Rong? Tell me what you know about Wang Rong? What kind of Wang Rong did you see? These questions aroused the students' thinking, and from the students' mouths, Wang Rong was good at thinking, good at reasoning, and intelligent.
Sanle Le Xue:
"A good classroom can benefit students for a lifetime." Teacher Yu is like the catcher in the wheat field. Respect the dominant position of students, allow students to learn in cooperation, communicate in cooperation, and understand the learning methods of ancient Chinese: word expansion, annotation and dictionary, and word replacement. What Teacher Yu sows is the seed of enjoying classical Chinese. Throughout the class, students enjoy reading, thinking, and learning, and enjoy it. Wang Rong Bu Fei Daopang Li listened to the lecture and commented on the lesson manuscript 6
This lesson is a classical Chinese essay. Students have already understood the genre of classical Chinese essays before, so it will not be too difficult. Based on the Chinese elements of this unit, I set the teaching objectives of this lesson as:
1. Master the new words in this lesson and understand the meaning of the words.
2. Able to read and recite texts correctly and fluently.
3. Be able to understand the text content with annotations and tell the story in your own words.
4. Can explain the reason why "a tree by the roadside that has many children will suffer".
When teaching this lesson, in order to let students quickly understand "Shishuoxinyu", I showed the short story of Sima Guang smashing the vat and Cao Chong weighing the elephant, and the conversation led to the new lesson.
I think the general process of learning classical Chinese is:
1. Read the text for the first time and clear the words
2. Read the annotations again to understand the meaning of the words
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3. Connect the context and translate sentence by sentence
4. Read the text again and retell the story
5. Recite the full text and understand the connotation.
According to this process, when studying, I pay attention to the guidance of methods. When reading the text, I remind students to pay attention to the pauses in the classical Chinese text. When understanding the meaning of the article, I read the short text in order according to the notes and illustrations, and understand it. On the basis of understanding the story, compare Wang Rong's "not moving" when he saw the plums on the roadside with the behavior of other friends "racing to get them". Pay attention to Wang Rong's words "A tree by the roadside has many plums. This must be done." "Ku Li", which leads to the conclusion that Wang Rong is a child who is good at observation, smart and witty. Although the teaching objectives of this lesson were completed with the children, it was full of loopholes and shortcomings. The advice given by Teacher Wei from the teaching and research section was enlightening and rewarding for me.
To read classical Chinese well, it is very important where to pause, and the pauses in classical Chinese must be breathless. Teachers should provide standardized demonstrations and lead students to read. But I just didn't do this well and directly showed the pause rhythm. Is it better to provide pause guidance for classical Chinese texts at the beginning, with the teacher giving pauses directly, or to allow students to experience the pauses themselves when they are trying to understand the meaning of the article? Would the latter be better?
Yes, students will naturally understand the content of the text and can understand where they pause. After understanding the content of the text, you can also understand the meaning of the word "Zhi" in the text. The word "Zhi" appears three times in the text, but at that time in class, the students did not understand the three words "Zhi" at once. mean.
Reflecting on this lesson, there are still many areas for improvement. First of all, from the aspect of teaching, the first link - reading aloud, the reading form is not diverse enough, students read less, and the role of reading aloud is and the meaning has not been fully realized; secondly, in the explanation of the text, the guidance for students to read aloud is not enough during the explanation process, the students are not emotionally engaged enough, and the interest of classical Chinese in reading is not enough. Secondly, the teaching is not lively enough, is too comprehensive, and ignores children's nature and feelings. This is an article with a child as the protagonist. The story still takes place in the process of children playing. It can be performed in the form of a sitcom and students can experience it. This not only understands the meaning of the text, but also allows students to enter the text and experience it personally. Feelings, and at the same time having their own expression, help to create a classroom, and the process is more interesting; or let students combine their own experiences, tell about their discoveries in play, combine articles, draw conclusions, etc. In short, this is still the result of my excessive pursuit of students' test-taking abilities and neglect of students' characteristics and feelings. In future classes, I must use more brains, truly be student-centered when preparing lessons, and design designs that students truly find interesting. high-quality classes. Wang Rong Bu Fei Daopang Li listened to the class and commented on the lesson manuscript 7
In the enlightenment session, the fourth-grade primary school students are still very unfamiliar with classical Chinese, so if they want to understand the text content, they must be familiar with it. Therefore, first write the topic on the blackboard: Wang Rong Bu Dao Bei. Mr. Li asked the students to try reading it and found that the students knew the characters but could not pause, so they learned to pause after reading the topic. Students practice reading aloud freely, reading to each other at the same table, and providing timely guidance within the class when problems are found. We strive to ensure that every student can read this article and learn to read other classical Chinese based on this. Finally, it means that students can demonstrate their reading aloud in the class, and if they are good at reading, they can be taught by primary school teachers to experience the joy of being a primary school teacher.
In the Intellectual Action session, students are guided to try to understand the meaning of each sentence with the help of the annotations in the text on the basis of familiar reading. Create an atmosphere of self-reading and self-enlightenment, allowing students to study on their own. This link should give students enough time to study and let them learn to write comments. Next, start a storytelling competition. Try telling this little story in your own words. First select the best storyteller in the group and then present it to the class. Requirements: Natural, decent, generous, and smooth sentences. The students will perform on stage, and the best storyteller will be selected by voting, and a certificate will be given as encouragement. During storytelling, students' level of understanding can be discovered and timely guidance can be provided to correctly understand the content of the text. Finally, create a discussion link and present the courseware: Talk about why "a tree growing by the roadside will have many children, and the plum trees will suffer". Guide students to learn to be thoughtful people in life, learn to observe, and analyze and solve problems based on observations.
In the wisdom module, guide students to communicate: What did you learn from Wang Rong? Students speak freely.
Teacher summary:
It is a good habit to be diligent in thinking, love to use your brain, and make reasonable judgments through some phenomena. Because of this, Wang Rong learned it when he grew up. He was known as one of the "Seven Sages of the Bamboo Grove" at the time, allowing students to rediscover their shining points in familiar historical figures. They must be good at analyzing everything in order to draw correct conclusions.