First of all, uncover problems and breed emotions.
In the introduction of the text, I take the form of dialogue to let students talk freely about what spring is like in their eyes. Students talk endlessly, and their vocabulary is so rich: pink, willow green, flowers bloom, everything revives and is full of vitality? Thus, the topic was revealed: in our eyes, spring is beautiful, life is happy and the world is safe. Today we study the text together, and then let the students look at the topic and ask questions. What's their problem? What did the students put forward? Who likes spring like us? What is enjoying spring? Why do you like spring? By asking questions, students are interested in learning the text and lay the foundation for learning the text. Then let the students read the text with their own questions and feel the emotions initially.
Second, read the text and feel the emotion.
1. Grasp key sentences, cut into the text and stimulate emotions.
The narrative structure of the first four verses of the poem is similar, and they all compare the beautiful and peaceful scene with the scene destroyed by the war. Generate raises a series of painful questions: why on earth is this? Therefore, in teaching, I seize this repeated interrogative sentence as the starting point of teaching, and first guide students to read repeatedly with emotion and question in reading. Why on earth is this? Then, I will explore with questions: Why did the poet make such a sound? Then let the students freely choose one they like? Why on earth is this? Read deeply, grasp key words, read repeatedly, and feel with your heart.
2. Read aloud in various forms and respect students' individual ideas.
Reading is the basis of understanding poetry and the basic means to stimulate emotion. I set aside enough time for the students to read the whole class. Through various forms, such as reading by name, reading in chorus, reading at the same table for men and women, reading at the same table, etc., let students read repeatedly, experience with heart, express their thoughts and feelings in emotional reading, and read out their wishes to maintain peace and stop war.
But there are still some shortcomings in teaching:
1. depth is not enough for text mining. Especially the last paragraph of the text has no guidance. After class, I think this ellipsis is meaningful. It not only ignores the good hope, but also ignores the hope of thousands of people in Qian Qian for peace. If we can grasp it, we can guide students to read. For example, (teacher) we hope and we pray-(students) make the blue sea a paradise for seagulls forever; (teacher) we hope, we pray-(life) let the golden desert be the world of lizards and beetles forever; (teacher) we hope, we pray-(life) let the blue night sky belong to the stars and the moon forever; (Teacher) We hope, we pray-(Health) Let the green grass roll the happy football forever, and let the students read their inner calls and sublimate their emotions, which will achieve good results.
2. Did you not make good use of the children's peace conference arranged after class to expand your passion and further let the students experience it? Peace? .
A special-grade teacher once said: you can't just dig a hole, you have to dig a well. How far the teacher is, how far he can lead the children. ? I know I only dug a small one for students now, okay? Pit? Therefore, we should keep learning and enrich ourselves. Pit? Dig deeper and deeper and become a bite? Hmm? .
Reflections on the teaching of "Enjoy Spring Like Us" 2: "Enjoy Spring Like Us" This is an independent reading text. In teaching, we should try our best to embody students' subjective thoughts and guide students to read independently. When understanding words, teachers should grasp their roles, teach students how to understand words and cultivate their ability to understand words. At the same time, the understanding of words can appear in the form of looking up words when reading the text for the first time, can also be understood by reading aloud to correct pronunciation, and can also be checked in the reading comprehension of the text according to the learning situation. In short, teachers should be flexible according to their learning situation. In; When you understand the text, you must read rather than speak, and guide the students to grasp it? Originally.-But? Read aloud at the turning point to understand the cruelty of war and guide students to understand it deeply? Why on earth is this? Why, instead of using? War? Label these two words, and on this basis, guide students to read aloud with emotion, so as to get familiar with them. When expanding supplementary writing, the teacher's role is to expand students' thinking and standardize students' language, not to replace students' thinking.
Enjoying Spring Like Us is a poem in sharp contrast with the main text. I asked my children to read it several times and asked them: How do you feel after reading this poem? The children said:? How beautiful! ? How beautiful is it? Guide children to imagine the pleasant spring scenery in the poem. Then, I immediately showed another picture: the poetic realm of words. I also guide the children to talk about reading poems from the text. How do you feel? What picture do you seem to see? I picked up a pen with the children, each chose a section and wrote a small exercise according to the artistic conception of the text. I let my children experience this poem in combination with the text they have learned: Why on earth is this? When communicating with children, I can't help but be deeply moved by their delicate writing, clear childlike innocence and strong love and hate! ? We live well together. Why do we fight? Although I didn't instruct the children to chew words in detail in this class, I know they understand, they think and gain something!
Reflections on the teaching of "Enjoy Spring Like Us" III: Classroom is the same stage for teachers and students. In the communication between learning and guidance, teachers and students jointly create classroom life. The wonderful performance of students is the wonderful pursuit of teachers' teaching, and the wonderful performance of teachers and students can make teachers and students enjoy classroom life together.
Seeing my classmates and I * * * reading, * * * exploring, * * * discovering, * * * listening, * * * creating, expressing the same feelings, experiencing the same emotional ups and downs, and gaining the same wonderful results, I also fully enjoyed their class. I want to talk about two ideas about this course.
1. From the perspective of learning, what can students learn from such a skimmed text and a short children's poem? What did the students learn in this class? How are the students doing?
Did you let the students know this lesson? Spring? With what? Peace? Know each other? Enjoy spring? With what? Protest against the war and expect peace? The connection between them; Students try to summarize the main contents of each section and grasp the structure of the text as a whole; The students comparatively analyzed the characteristics, language form and expression effect of 1-4 paragraph. After reading aloud and imitating writing, the students understand the main idea of the text, feel the power of poetry, and feel the author's feelings of protesting against the war and praying for peace.
These rich learning contents are based on and beyond the text, which is exactly what teachers design for students' learning from the height of teachers. The refinement, organization and design of these teaching contents have opened the dialogue channel between students and texts. Under the guidance of teachers, students learn richly, profoundly and wonderfully. In particular, students can effectively internalize the language and emotion in the text, and teachers invite students? Write down our hopes and aspirations in poetic language? However, due to lack of time, the children did not completely open their minds, and the sentences written were limited to words. In other words, in the classroom, both teachers and students carry out activities around the teaching purpose determined by the teacher. Can you ask the students first? What will you learn from the text? What do you want to explore in the text? And then what? Starting from students' desire to learn, taking learning as teaching and respecting students' hearts can make students enjoy the classroom more.
2. From the perspective of guidance, what does the teacher guide? What about the teacher's when students can understand the main idea at the beginning of reading the text? A tour guide? What role can it play?
In this class, I talk about spring with the students and exchange stories about spring, understand? Enjoy? Reveal the topic and guide students to know their own lives. A tour guide? It has the function of communicating students' life and learning texts; Through four links, I let students read poems, themes, feelings and emotions correctly, and guide students to understand the text step by step through layered reading. A tour guide? It has the function of promoting students' orderly learning; I let the students find out the similarities of the first four verses and compare the expressive effects of different expressions, so that they can explore the connotation and expressive force of language and realize that in poetry? Sea? Desert? Night sky? Grass? The representative meaning of these images, the teacher's? A tour guide? It can inspire students' thinking and improve their thinking ability. By listening to songs with students, I can make students' feelings in learning texts resonate with the feelings of gentle and melancholy songs full of strength and hope, which has ideal teaching effect. However, this relatively symmetrical harmony has not been formed between learning and guidance. Therefore, we have to continue to work hard in the future, and the accumulation ability is thin.
Reflections on the teaching of "Enjoy Spring Like Us" (IV): What does the Chinese curriculum standard point out? Reading teaching is a dialogue process among students, teachers and texts. ? Therefore, in teaching, I didn't explain the text word for word, but understood the content of the text through emotional reading, imagination expansion and supplementary writing.
Emotional reading is the basic means to understand poetry. Therefore, in this class, I attach importance to guiding students to experience the thoughts and feelings expressed by poems in repeated reading, especially the four? Why on earth is this? . Through reading aloud, let the students know that this is not only a problem, but also an accusation and a protest against the war. So when reading this sentence aloud, the tone is naturally aggravated sentence by sentence, and the tone naturally contains deep condemnation. In this way, reading promotes students' understanding of the text content, and understanding deepens students' reading, which really plays a complementary and interdependent relationship.
Expanding imagination is an important way to learn texts. In this text, there are several sentences: The blue sea was originally a paradise for seagulls. ,? The golden desert used to be a world of lizards and beetles? . On the basis of reading, I guide students to imagine: What is the sea like? What's the situation now? What is the desert like? What's the situation now? Through imagination, students can also understand that war has made the peaceful natural world noisy and cruel, and naturally understand the disaster that war has brought to natural society.
In this class, I also arranged the practice of expanding and writing. Based on the students' understanding of the content of the text-the disaster brought by the war to the world, and their appreciation of the language of the article, I have grasped this point? Combination of reading and writing? Point, aroused the children's criticism and rebuke of the war, more importantly, let them learn the author's expression. When expanding supplementary writing, the teacher's role is to expand students' thinking and standardize students' language, not to replace students' thinking.
Teaching Reflection on "Enjoy Spring Like Us" 5: Enjoy Spring Like Us reveals all kinds of uneasiness brought by war to nature from the perspective of a child and calls for peace. Poetry is sincere in language and rich in emotion, which depicts the scenery of nature. What's more, it uses a long space to describe the disasters caused by war, which makes children strongly accuse war and call for peace.
The first four verses of this poem are similar in narrative structure. They are all talking about what beautiful natural scenery should be like: the blue sea was originally a paradise for seagulls. And pass? But? Turning point, describing reality, cruise ships and mines have become uninvited guests? In the contrast between the beautiful and quiet scene and the scene destroyed by the war, generate raised a series of sad questions:? Why on earth is this? I seize this repeated question as the starting point of teaching, and first guide students to ask questions in emotional repeated reading. Why on earth is this? Then with questions to explore, why did the poet make such a call? Let the students choose one? Why on earth is this? Read deeply, grasp key words, read repeatedly, and feel with your heart. On the basis of inquiry reading, I know that students exchange feedback and talk about what they have read. How do you understand this poem? How do these four express the author's thoughts and feelings? Through inquiry, let students realize in reading that this is not only a problem, but also an accusation and protest against the war.
What the last section excavates from Hope and Hope is that it omits not only infinite hope, but also the hope of thousands of people in Qian Qian for peace. Grasp, through introduction, constantly guide students to read repeatedly with emotion, let students feel in reading, and let students read the heartfelt call. Finally, guide students to imitate the format of poetry and practice writing, and ask a question? Why on earth is this? . Because there are texts to follow, it is not difficult for students to write, and good results have been achieved.