Reflections on Chinese Teaching during Festivals 1 Through an easy-to-understand story, this paper vividly interprets Wang Wei's poem "Brothers' Thoughts on Mountain Festivals in Shandong" and expresses the poet's deep homesickness during the Double Ninth Festival.
I use "Do students like festivals? Why? " Lead in to arouse students' psychological experience of reunion and happiness during holidays. While the students were chatting happily, it seemed that everyone was very happy during the holiday, but a poet in the Tang Dynasty (behind the courseware poet) expressed such a sigh during the Double Ninth Festival: (courseware "I miss my parents for the festive season"). The design of this link aims to arouse students' emotional experience, and let students have a vague emotional experience by comparing the happiness of the festival with the yearning for their loved ones.
Then use "Have you been away from your parents for a while?" How long has it been? How do you feel? "Feel the mood of Wang Wei.
The second paragraph compares the scene of every household celebrating the festival with Wang Wei's mood at that time: "Have you ever had a similar impression of such a scene?" Experience "supporting the old and carrying the young, high spirits" and ask the students: "Can you cooperate with your classmates to perform?" Let the students look back on the experience of gathering for holidays and playing happily in their lives, and realize Wang Wei's loneliness and homesickness when he was studying abroad alone and saw other people's families reunited but could not reunite with his brothers. Unfortunately, in order to save time, the performance here is not in place and has not achieved the expected effect, so it has little effect on understanding emotions.
The third paragraph of the text is the key link in the emotional accumulation of the whole article. In this passage, the poet recalled the time when he and his brothers got together to climb the mountain, and then returned to the present when he and his brothers were far apart and could not meet each other. In the design of these two kinds of emotional contrast, I will simulate reading and students will close their eyes and imagine. Third, the emotional gap allows students to express their feelings and want to express. At this point, back to poetry, video recording poetry recitation, and with vivid animation, let students evaluate how the reciter reads aloud, coupled with background music to learn to recite poetry, it seems that every word is meticulous, and can recite poetry fluently in class, with feelings.
In order to help students understand the poet's thoughts and feelings and expand their knowledge, the homework puts forward: "I miss my relatives more often during festivals." Wang Wei is not the only one who sighs like this. Many poets in China used poems to express their feelings. Please look for such poems after class and choose one you like to read to everyone! The purpose is to increase students' reading, improve their interest in reading and let students have materials to collect.
In the end, I failed to understand poetry completely and clearly, which is the biggest mistake in this class.
Moreover, the overall feeling is that the content taught by teachers is greater than that expressed by students, so we should learn lessons in future teaching and redouble our efforts!
Reflections on Chinese teaching of "thinking about your family more during the festive season" II. First of all, I want to thank every teacher who has helped me. Especially for some viewpoints, some teachers not only put forward some reasonable suggestions, but also gave concrete and feasible implementation plans. If I have made some progress in these two classes, then I think it is inseparable from the guidance and help of every teacher. The following is a summary of some teachers' suggestions, combined with my own understanding and ideas, as well as some problems that appear or should be paid attention to in this class.
Evaluation can't just stay on the surface. After students answer the questions raised by teachers, teachers should give them timely and appropriate evaluation. But this kind of evaluation can't just stay on the superficial and not in-depth words such as "You speak very well" and "You speak very well". Teachers should pay more attention to this when guiding students to evaluate each other. After Liu Dongxu finished reading the ancient poems, I asked the students what he thought when he read them. This question first limits students' answers to "yes" or "no", which makes it difficult for students to evaluate Liu Dongxu creatively. And students will also have a subconscious idea: the teacher asked me to evaluate other students, then I will only say his bad places. Therefore, Li Ying only grasped the shortcomings of Liu Dongxu in the evaluation. To a great extent, such evaluation will make students feel frustrated and lose some confidence. In this way, the evaluation between "life and life" becomes meaningless. Therefore, teachers should intentionally guide students to be positive and seek truth from facts when evaluating others in the usual classroom. In addition, while cultivating students' evaluation ability, teachers should also make full use of students' learning from teachers and effectively influence students according to their good exemplary role. I remember when I was talking about the open class before, some teachers pointed out the shortcomings in this respect, but after I went on, I didn't solve this problem specifically. In addition, in the next two lessons, I also designed some evaluation words for some preset problems. However, in the face of students' various answers in the actual teaching process, the highly targeted evaluation words I designed before are out of place again. This also makes me think further: teachers' improvisation and ability in class actually come from the basis of comprehensive knowledge and skills in all aspects after class. Therefore, solid basic skills and rich multi-level knowledge reserves are also one of the essential factors for a good class. I need to redouble my efforts in this regard.
Whether the students' subjectivity is not well reflected. After reading the teaching records, I have a relatively consistent view with the teachers in the office: I feel that after the whole class, the teachers say far more than the students do. But looking back at the whole teaching process, there is a question: given the students' background (mostly migrant children with poor understanding ability and quality), can students understand and deepen the text if the teacher does not say these words? In other words, what more effective methods can make students' subjectivity more comprehensive? This question needs to be answered by more teachers, and I have to think more comprehensively and deeply myself.
Let more students participate in the classroom. In fact, I feel the same way. Students who are quick-witted, quick-thinking and serious-thinking stand up and answer questions repeatedly. However, some students never have much chance to interact with teachers or students. After class, I thought about it carefully. On the one hand, this phenomenon is because the teacher did not create a good condition for students to think independently in class. Perhaps many times, teachers replace students or some students with better basic quality replace more students to answer questions and solve problems. As a result, some students become lazy in thinking and answering questions, and do not develop positive habits. On the other hand, when designing some questions, teachers do not fully consider the thinking ability and cognitive ability of most or even all students. Therefore, this reason may also cause "questioning silence". It's not that students don't listen carefully, don't concentrate, and it's not that students are too lazy to think and don't want to think, but they are at a loss to answer the teacher's questions. Therefore, in future teaching activities, we should pay attention to effectively solving this problem.
Accumulate experience in repeated shortcomings and improve yourself in repeated attempts. Rapid growth in repeated reflection. This is my deep feeling and my firm determination.
Reflections on the Chinese teaching of "thinking about your family more during the festive season" III. The poem "I miss my brothers in Shandong on vacation in the mountains" is no stranger to the students, but when it appears in the text, the requirements are different. Students should be able to understand the meaning of this poem and experience the poet's thoughts and feelings of missing his loved ones on the Double Ninth Festival.
This paper adopts the form of "wrapping poetry", taking the famous sentence "I miss my relatives every festive season" in Wang Wei's "I miss my Shandong brothers on a mountain holiday" as the title, and my deep feelings are vividly on the paper. In the second class, students are guided to read and think by comparing short stories with ancient poems. With the help of short stories, they can understand poetry and appreciate the artistic conception and emotion of ancient poetry.
First, let the students understand this easy-to-understand story. Firstly, it briefly introduces the writing background and reasons of this poem. Wang Wei, a poet in the Tang Dynasty, left his hometown at the age of 15. Two years later, on the Double Ninth Festival, he saw a family climbing mountains and enjoying the festival. His thoughts were numerous and his words were clear, which narrowed the distance between students and poets and paved the way for students to understand poetry, feel artistic conception and experience emotions. On this basis, it leads to Wang Wei's poem "Shanju Holiday Thinking of Shandong Brothers". First, literal understanding. The words used in this poem are natural, but very concise. One is "independence" and the other is "difference", which shows a lonely scene in the outside world and also reveals people's lonely feelings. The word "time" embodies the poet's strong homesickness.
Let the students draw the meaning of the last two sentences to explain this ancient poem, which is actually the third natural paragraph of the text. This is a concrete description of "homesickness" situation, guiding students to read the text, understanding the poet's excited and complicated mood at this time, as well as the situation of "always sticking his head into the dogwood", "holding hands" and "climbing high and overlooking", and realizing the regret of "living far apart" and "not meeting". In order to let students know that it seems that brothers miss themselves in a foreign land, in fact, they still write their deep feelings for their hometown brothers, repeatedly guide reading, experience the poet's inner excitement and yearning, and finally repeatedly guide the reciting of ancient poems, telling students that "homesickness at every festival" has become a good sentence for many "wanderers" living in other places to express their homesickness.
After learning, I helped the students to classify. What are the texts in the form of "envelope poems" that we have studied, and what are the ancient poems that reflect our homesickness and relatives?
Thinking about Chinese Teaching of "Thinking of Parents on Holidays" Part IV "Thinking of Shandong Brothers on Holidays" is a famous Tang poem. I remember that when I taught the words "Double Ninth Festival", "Old Man" and "Up the Mountain" in Practice 4, I had already recited this poem with my students. So the teaching of this text, I start with this poem.
Teacher: When is the Double Ninth Festival?
Health: the ninth day of September.
Teacher: There is a poem about the Double Ninth Festival. Who remembers?
Health: Vacation in the mountains reminds me of my brothers in Shandong.
Teacher: Can you recite it?
Health: Yes. (Students recite)
Teacher: Who else can recite it? Many students in the classroom are holding up their small hands.
Teacher: Since so many students can recite it, let's recite it together!
Get back together.
Teacher: The students recite correctly and fluently, but I think there is one of the biggest shortcomings. Do you know what this is?
Health: I didn't understand my feelings.
Teacher: What kind of feelings do you think this poem expresses?
Health: This poem expresses the poet's yearning for his loved ones.
Health: It also expresses the poet's yearning for his hometown.
Teacher: Think back to what the teacher said to you before. How can you read your feelings?
Health: The picture described in the poem should appear in your mind.
Health: You can imagine yourself as Wang Wei.
Teacher: What a good answer! But you can not only think of yourself as Wang Wei, but also miss your relatives and hometown with Wang Wei. Who will read it?
Read raw. Read by name.
Teacher: Female students have seen it once. (Female students watch it) Female students watch it well, so do male students, okay? (read by male students)
Teacher: Students, do you remember what the teacher said? Does the text have a temperature? Some sentences make people feel very happy and happy after reading, and their hearts are warm, while some sentences make people feel uncomfortable and sad after reading, and their hearts feel cold. Who can tell the teacher whether the temperature of this poem is hot or cold?
Health: It's cold.
Teacher: Can you read the temperature of the text?
Read raw.
Teacher: I read well, which really makes the teacher chilling. Just read it with such a mood.