In teaching, I let the students read the poem well and get a preliminary understanding of the main idea of the poem. He joined the army at the age of fifteen and didn't come back until he was eighty. ? These two sentences, bluntly veterans? Fifteen? Join the army at the age of 18? Eighty? 20 years old, seemingly inconspicuous, like a casual look, but intriguing, quite impressive. Him? Fifteen enlisted? Where to go, there is no explanation in the poem; His life and war situation in the army are not explained in the poem. This leaves a lot of imagination for readers. So I asked the students to imagine their military life and war situation. . But one thing is clear, that is him? Conscription? , out of the war, and this is a few decades! ? Eighty? With what? Fifteen? Highlight the contrast? Conscription? Long time; ? Start and return? With what? Conscription? The echo means that he hasn't come back halfway. I taught the following poems in the same way. Students feel in reading, think in understanding, imagine in thinking, and soon enter the role.
The classroom arrangement is very compact and interlocking, and the design of classroom language is also very delicate and meticulous. But it is precisely because there are too many presuppositions that the whole classroom seems to be the stage for teachers, and the students' dominant position is seriously weakened. The classroom capacity of this class is so large that it seems beyond the students' acceptance. As a result, several times after the text, the teacher's passionate reading failed to attract students' most emotional reading. In class, presupposition is important, but generation is even more indispensable. It's just that I often dare not grasp the generated things, or I don't have the ability to seize the generated opportunities in an instant. This class, let me deeply understand this point, so improving my literary accomplishment is a direction I need to work hard.
Reflections on the Teaching of the Tenth Five-Year Conscription 2The Tenth Five-Year Conscription describes an old man who returned to his hometown after years of fighting and saw a bleak scene at home. Reflect the deep suffering brought by the war to the people. Expressed the poet's accusation of war and yearning for peace.
Through the teaching of this course, I found myself successful in the following aspects.
1, according to? Stimulate reading-perceive and understand-accumulate and use? I think this teaching process is very comfortable and easy for students to accept.
2. Students can effectively carry out autonomous, cooperative and inquiry learning.
The reason is that teachers create conditions for students' autonomy, cooperation and inquiry learning, and give them enough opportunities to teach methods. Mainly manifested in:
After reading the poem for the first time, let the students solve the pronunciation problem by themselves in the way they have learned.
(2) When understanding the meaning of words, ask students to draw words that they don't understand, then try to solve them by themselves, and finally write down the teachers and students who can't solve them together. In this link,
(3) Create imagination space for students and let them imagine boldly. For example, let students imagine the military career of the elderly for decades and experience the long service time. Let students imagine? Pine and cypress burial? I feel the desolation of the whole village. Ask the students to imagine what the old man will think while cooking and understand the despair of the old man at this time. Let the students imagine the picture while reading and so on. Such opportunities give students wings to think.
3. Students really understand the meaning of poetry in class and can read ancient poems correctly, fluently and emotionally.
4. On the basis of imagination, students are given outward bound training. Imagine the scenes in Old People 65 years ago, and deepen their understanding of the Municipal Bureau through comparative imagination.
5. Be able to reveal the theme of the text at the climax.
6. Finally, let the students express their views on the war and publicize the theme.
First of all, reading aloud is the way I teach this poem from beginning to end, so that students can read the book a hundred times naturally and understand its meaning. Secondly, my reading training design is gradient: first reading, correct and smooth; Read it again and understand the meaning; Read the poem again; Read it again and again and feel the emotion. Finally, various methods are used to guide reading: ① Teachers demonstrate reading. ② Highlight key words. Imagine the picture while reading a book. ④ Change the tone, speech speed and intonation according to the content. Most importantly, teachers' passionate rendering will soon bring students into the atmosphere described in this article.
The biggest deficiency in teaching is that I am not completely integrated with the students, and the communication is not very tacit. According to the characteristics of students, I am constantly revising teaching plans and courseware, but I still can't fully grasp the existing knowledge level and thinking habits of students, making some classroom presuppositions useless. At this time, I personally understood why students should be prepared for teaching. All references should be combined with their own students' reality, and the one that suits their students is the best. When students communicate, they are told in the first person by default. It's a pity that this link was deleted in class because of time. My biggest weakness is that the task of reciting the whole poem in class has not been implemented, and the classroom links are not too compact, so I need to keep learning in the future.