Reflections on the Teaching of Prose Poems in Shu Hao 1 1. teaching material analysis:
The prose poem "The Tree is Nice" describes the scene of people and small animals circling around the tree, which is full of childlike interest and beautiful artistic conception. In the process of reading the work carefully, I found some unreasonable places in the original work, such as the first sentence, "What a nice tree! Birds can build nests in trees, and every day at dawn, birds will chirp. " I think mother bird is building a nest, not a bird. In addition, the third sentence "the tree is really good. If a big dog chases my kitten, the kitten will climb the tree and hide, and the big dog will bark. " Here, I think if the big dog and kitten come to play games, it can give the children a beautiful and positive emotional experience. Based on the above two points, I will adjust the content of the prose poem "Tree Good" to:
Nice tree.
Nice tree. Mother bird will build a nest in the tree, and the birds will chirp at dawn every day.
Nice tree. Our family had a picnic in the shade of a tree. Everyone ate well, talked and laughed, and made a lot of noise.
Nice tree. The big dog and the kitten played hide-and-seek, and the kitten climbed up the tree to hide, making the big dog bark incessantly.
Nice tree. I made a swing, hung it on a tree, and let my doll sit on it, shaking, shaking, shaking.
Second, the target design:
When designing the activity objectives, the staff's objectives are as follows:
1. Enjoy prose poems and feel the usefulness of trees.
2. Germinate the feelings of being close to and caring for trees. I think it is inappropriate to confuse language with scientific goals in the process of designing this goal. Moreover, according to the content of prose poems, it is not very suitable for the emotional education of caring for trees, because it involves "I will make a swing and hang it on a tree" (this is not the performance of caring for trees).
When I designated this activity as a language activity, I changed my goal to:
1, guide children to understand the content of prose poetry, feel its beautiful language and rich imagination, and perceive the artistic beauty of prose poetry.
2. Learn the beautiful language descriptions in prose poems, and associate and tell them under the guidance of teachers.
3. Germinate the initial heart of loving nature.
Third, the activity preparation:
At the time of preparation, I made PPT courseware according to the pictures in children's books, connecting the contents of four prose poems with the big picture, so that the teacher can show the corresponding enlarged picture when the child talks about something, which is more conducive to the child's observation and expression.
"Trees are Good" 2 Reflections on Prose Poetry Teaching Trees can be seen everywhere in our lives and play an irreplaceable role in the ecological environment. Trees are good companions of human beings. Hubei Education Publishing House, Unit 8, Volume 4, Primary School Chinese, chooses the composition "Trees are really good" to guide children to understand the role of trees more concretely, clearly and emotionally. The language of the whole poem is simple and easy to understand, full of childlike interest and easy for students to arouse and understand. Students' interest in learning texts is high, and their own life experience enriches their own language and writing. They read with great interest. Looking back on the scene at that time, I felt a lot.
First, create conditions for personalized reading.
Students have different knowledge, experiences, interests and hobbies, different inner needs, and different concerns about learning content. Therefore, in teaching, the determination of teachers' learning goals needs to be different from person to person, and the specific performance of students should be respected. At the beginning of reading, I instruct students to arrange their own learning, find solutions when they encounter unfamiliar words and sentences, and then check communication and interactive learning. When reading, understanding and experiencing emotions, I respect children's individual choices, let them choose reading content, reading methods, learning partners and expressions, foster strengths and avoid weaknesses, and fully mobilize students' interest in learning. For example, "reading", "drawing a picture" and "writing" allow students to show their individuality, enhance their self-confidence, show their intellectual advantages and produce their own unique feelings, experiences and understandings.
Second, train the language according to the text.
The article "Good Tree" is beautifully written. When preparing lessons, I think what else should I do besides guiding students to read the article well? The text of this text is very distinctive, each section is similar in structure and has a sense of rhythm, so it is a good language training material. So I want students to think about what role trees can play on the basis of reading the text well, and whether they can write in this form: "Trees are really good." The works written by students are very interesting. "This tree is really good. When it rains, it opens its arms and holds up an umbrella for the bird to keep it from getting wet. " "It's good to have a tree. It absorbs carbon dioxide and spits out oxygen to make the air fresher. " ..... the imagination and interest in students' language is surprising.
Third, pay attention to reading aloud, reading rather than speaking.
In teaching, I pay attention to give students enough reading time, choose the parts they like in the article, guide students to understand the scenes described in the article, and read their experiences in different ways, so as to achieve the effect of emotional reading. Finally, when students recite their favorite parts with music, they can immerse themselves in them and recite them emotionally.
Fourth, cultivate students' habit of independent thinking.
Students' individual thinking is very important. So I pay attention to cultivating students' habit of independent thinking. I often ask students, what do you think of this? I also wrote the students' unique ideas on the blackboard, saying that they were his patents. In this way, students' habit of independent thinking has been effectively cultivated.
Reflections on the teaching of the prose poem "Trees are Good" 3 This week, our theme is "Our Tree Friends". When taking children for a walk, you will often see various trees planted in kindergartens, which will also cause children to discuss. The essay poem Tree Good is an excellent literary work with beautiful language and artistic conception.
Highlights of this event:
Feel the beauty of prose poetry language and artistic conception, under the guidance of teachers, understand the role of trees in purifying the air and beautifying the environment, and sprout the feelings of caring for trees.
The difficulty lies in:
According to the characteristics of this prose poem, I try to imitate it.
The objectives of this activity are:
1, understand the content of prose poetry, feel the beautiful artistic conception of prose poetry, and try to imitate prose poetry.
2. Understand that trees can purify the air, beautify the environment and sprout feelings of caring for trees.
Success:
Today, after-dinner activities took the children for a walk, which consciously aroused the children's discussion about trees. In the activity, I first aroused the children's memories of the tree friends around us when we just walked, which greatly brought into play the children's initiative in reading poetry, which was very popular with children and got twice the result with half the effort.
Disadvantages:
When writing prose poems, children's language expression ability is weak and their knowledge is narrow, so they need to expand their knowledge in extracurricular activities. Parents are also advised to give their children more education and guidance on weekdays.
Reflections on the Teaching of Prose Poetry in Chapter 4 of Tree Good; Spring is full of vitality, trees are familiar to children, and children are also very interested in trees. Tree is a short article, in which birds and kittens are familiar and interested objects in children's life, and the material is close to children's life and full of life interest.
This is an open class I prepared. Because of the constant kindergarten activities, teachers have no time to attend classes, but I think this teaching activity is still very funny. Children like this kind of activity and are willing to learn prose poetry.
The main purpose of this activity is to let children appreciate prose, understand the material of prose, feel the use of trees, and pass on new experience of storytelling, try to imitate and sprout feelings of being close to and caring for trees. According to the goal, activities are divided into appreciation, recitation and imitation, which are carried out closely around the goal, grasp the key points of language activities and have a compact rhythm.
Before class, I carefully designed questions. The questions in the four pictures are different, such as: "Why do birds like trees? Who else likes trees? Why? Why do kitten friends like trees? " Wait a minute. After the children answer with the language in the prose, let them study together and let them learn the prose naturally and smoothly.
During the activity, I answered the children's answers in time. Ask, "Do you like trees? Why? " At that time, a child said, "Trees can make tables." Other children said that "trees can be used as chairs" and so on. The answer is limited to "what can trees do". I immediately responded, "What can trees do? What can they do on and under the tree? " Help children return to the goal of the activity. A child said, "Trees can make bowls." I immediately asked, "What kind of bowl do you make?" Help children make things clear. Now the children say, "Trees can build nests." At that time, I immediately asked, "What is bird's nest made of?" Let children get the right experience. When children encounter difficulties in answering questions, I ask other children to help him, and let children learn to listen and evaluate others with peer help. When organizing activities, teachers should be serious listeners, keen observers and dedicated promoters, and respond to children's questions in a timely and effective manner, thus triggering multi-directional interaction between teachers and students and between children.
Judging from the effect of the activity, the children are full of enthusiasm, and their potential of observation, appreciation, memory, imagination and creation has been exercised and cultivated, basically achieving the purpose of the activity. But the shortcomings of the activity are also obvious.
As a prose appreciation activity, children are required to appreciate prose in the activity goal, but according to the activity design, it is obviously not enough for children to appreciate prose completely, and the overall feeling of children is too little. Therefore, it can be accompanied by soft music at the first time, so that children can quickly enter the situation and ask, "What did you hear in the prose?" Let the children say, don't ask the standard answer, and then "let's hear what it is?"
In the last part of the activity, ask the children to do something for the tree, so that the children can sprout the goal of being close to the tree and caring for it. However, the organization of the activity is somewhat backward, and the capacity of the whole activity is relatively large, so we can put the last part into the extended activity, implement the activity, recognize, water and care the class tree, and infiltrate the third goal in the previous part. In the activities, teachers should pay attention to fully tap the value contained in the activities and infiltrate emotional guidance in the process of understanding.
Reflections on the teaching of prose poetry in "The Tree is Beautiful" 5. In the activity, children can always recite prose poetry completely under the guidance of teachers and PPT courseware, but I also found some problems in the activity: although it seems that I created a relatively relaxed environment for children to look at pictures and talk by themselves and guide them to express them in more complete language, I didn't really give full play to the initiative of children in the activity. At present, after the child has his own interpretation of the whole picture, the teacher does not make appropriate adjustments to the work according to the child's wishes, turning the child's oral language into a written language, becoming his own thing, or returning to the preset activity design, resulting in a decline in children's interest in learning. Although there is still a necessary role in learning this prose poem, there is still a necessary gap with the spirit of taking children as the main body of learning in the outline.
Although this requires a high quality of teachers, the new curriculum requires us to guide children to engage in creative activities, participate in activities attentively, and emphasize children's creativity and autonomy in learning, which puts a severe test on our teachers and requires us to constantly study and reflect, reorganize our knowledge and experience, and study, research, explore and solve such problems in constant practice to meet the needs of the development of modern early childhood education.