First, contrast perception and stimulate imagination.
Suhomlinski said: Children think with colors, images and sounds. In teaching this class, I used multimedia to show the sea scene during the day and at night. During the day, the sea breeze slowly rolled up layers of waves, which splashed and burst. Fishing boats are parked along the coast, full of fish and shrimp, and seagulls are shuttling on the sea, and the sound is endless. At night, there is a gentle tide on the sea. The moon and stars are hanging in the sky, and the stars are blinking their little eyes. How beautiful! Through the comparison of pictures, students can feel the different beauty of the sea during the day and at night. During the day, the sea breeze chased the waves, just like a naughty child. At night, the sea is like a kind mother, coaxing her child to sleep, and she snores gently. Different pictures bring students different feelings and stimulate students' individual imagination.
Second, let students learn to ask questions and solve problems in reading.
There is such a sentence in the poem? She holds the bright moon, and she carries the stars. ? So I asked the students to read aloud and feel the artistic conception, so I asked them: Do you have anything to ask after reading this sentence? Although the first-year students can't express their meaning clearly, we can see that they can still ask questions, which roughly means: How can the sea hold the moon and carry the stars? So I immediately asked:? Yes, the home of the bright moon and the stars is in the sky. They are very different from the sea, so how does the sea hold the moon and carry the stars? Then I ask the students to observe the illustrations in the text and find the answers from the pictures. It turns out that the reflections of the bright moon and the stars are reflected on the sea and look like the sea. She holds the bright moon and carries the stars on her back? . The solution of the problem is completed with the cooperation of teachers and students.
Third, music rendering creates an atmosphere. Reflection after class on Sleeping in the Sea | Rethinking the teaching of Sleeping in the Sea
In the teaching of this class, the gentle tide sound is played by multimedia, with the purpose of creating a quiet and relaxed teaching atmosphere, guiding students to enter the poetic realm, and matching the students with the gentle tide sound when naming students to read aloud, so that students can better express the quietness and gentleness of the sea in their own language, mobilize their emotions and stimulate their interest in reading aloud.
Fourth, students' reading guidance needs to be further strengthened.
The design of the whole class should say that the situational rendering of the text is in place, but students must be able to read aloud with emotion and immersion under the guidance or request of the teacher. If we are divorced from the teacher's requirements and situations, the students' feelings will disappear, just as our students have not found the Chinese flavor when reading aloud, and they need to continue to strengthen their training in future Chinese teaching.
Reflection on Sleeping in the Sea Part II: Is this the first class? Guide self-study? There are still many concerns before class. Usually in this class, I will spend some time guiding my children's routines, but in this class, children basically only need a password and a reminder to make a smooth transition? Guide self-study? I feel that this semester has made some achievements in cultivating their self-study ability and group cooperation and communication ability.
After class, I seriously reflected on each link, and combined with the opinions of the teachers, I think the following links need to be improved:
1, the integration of classroom routine training and classroom situation.
Sleeping in the Sea is a beautiful poem full of childlike interest. Situations should be created from time to time in classroom teaching, but a slogan of formal training can make the classroom orderly, but it does not integrate situations. Teachers need to change what they usually say and creatively use slogans to calm students down.
2. Students don't have enough time in the individual self-study link, but more in the class communication link is the teacher's guidance.
Students' personal self-study time is tight, which makes children with strong learning ability complete self-study quickly according to the teacher's self-study tips, while those with weak learning ability fail to complete self-study smoothly. Teachers should observe more students with learning difficulties in this link, understand their learning situation and give them some help. Then in the later class communication, you can give the content guided by the teacher to the children.
3. Strengthen the training of team leaders.
In group communication, it is very good for freshmen to do what they should do. At this time, it is still difficult for them to be group leaders and lead other students to learn. In the usual team leader training, I still found many children with good management skills. This work should be done in detail to cultivate the team leader's ability of organization and coordination, listening and sorting, division of labor and cooperation and reporting.
Of course, these three reflections can't sum up all the problems in this class, but after this class, I stopped the teachers' suggestions and left me a broader space for reflection. Guide self-study? The development of classroom teaching has played a great enlightening role.