Reflections on the Teaching of Camel Team in Dongyang Childhood 1 Camel Team in Dongyang Childhood is the second lesson of Unit 2, Grade 5, according to the curriculum standard of People's Education Press. The teaching purpose of this class is to read the text with emotion. By understanding the key words, we can realize the author's nostalgia for childhood. Understand the author's expression of childhood life around the memories of "Camel Team".
Therefore, the following teaching links are designed. First of all, I use the theme song "Farewell" of "Old Things in the South of the City" to inject new lessons and stimulate students' desire for learning. Then, by reviewing the last lesson, I asked, "Is it unforgettable to take some fragments from Lin's childhood memory?" This leads to the problem that this lesson affects the whole body. "Choose the fragments that you are most interested in from these memento mori, read them several times with emotion, and annotate your own experience." In this process, I firmly grasp several key sentences, through which I can taste and read. Then, I can realize the author's infinite nostalgia and attachment to his childhood. Understand the author's expression of childhood life around the memories of "Camel Team". And guide students to learn the author's expression method and write their colorful childhood with their own pens.
I think the success of this class is that, first of all, I used songs to inject new lessons, which stimulated students' interest in learning and aroused their emotions at once. Besides, I think I have caught a problem that can affect my whole body. "Choose the fragments that interest you most from these memento mori, read them several times with emotion, and annotate your own experience." This question plays a decisive role in students' understanding of the author's thoughts and feelings and the author's expression methods. Disadvantages, I think it may be because I am inexperienced, so I seem a little stiff in dealing with each link and the evaluation of students' answers is too simple.
Reflections on the Teaching of Camel Team in Dongyang's Childhood 2 This article is the preface of the novel Old Things in the South of the City. With simple and pure style and fantastic language, the author takes us to a specific environment to see the profile of a child's childhood, in which the scenery and feelings are both clear and so hazy. Camel is a vivid memory of the author's childhood, and the bell around his neck is a wonderful voice of childhood. It is in this faint memory that we really see the author's longing for childhood and nostalgia for his long-lost childhood.
When teaching, I ask students to start with the topic and tell them what they think after reading this topic. When students first come into contact with this topic in textbooks, they will have some new ideas, such as finding this topic very special and interesting; Imitation of two children's poems related to winter and the slow-moving camel team; Think of poetry, feel the sense of rhythm and the beauty of language and so on. When students have a strong reading expectation for the text, their reading interest will be stimulated. Then we can fully read the text and understand the content by ourselves. This paper is full of childlike innocence and childlike interest, and students' enthusiasm for learning is also relatively strong.
Reflections on the Teaching of Dongyang Childhood Camel Team 3 Next, I will take the article Dongyang Childhood Camel Team as an example to talk about some of my teaching reflections.
Around the camel team, the article recalled several things about Xiaoying's childhood. In order to let students walk into these childhood memories, I aim at grasping key words in this class and guide students to realize the author's nostalgia for childhood.
In order to better implement the teaching objectives of this paper, I will fix the training point in the paragraphs describing these things and grasp the impressive scenes and pictures to implement them.
There is a detail in the article. Lin described his childhood and discussed with his father what the bell around the camel's neck was for. The romance and poetry of childhood are in sharp contrast with the reality and rationality of the adult world. I asked a question: "If someone asks you what the bell on the camel's neck is for, what are you going to answer?" A stone stirred up a thousand waves, and the students enthusiastically expressed their ideas. In this session, the teacher's questions aroused the students' vigilance, and the children showed amazing imagination and creativity.
In this class, there have been many such sincere dialogues between teachers and students. The expansion of teachers and students' minds and the agility of thinking make the classroom profound and rich.
Learn and then know less; Teach, and then get sleepy.
After listening to the lecture "How to Understand Textbooks Thoroughly", Mr. Shen explained the effective content of "Understanding Textbooks Thoroughly" with a series of vivid cases. After I learned, I had a deep feeling: I learned, and then I knew less; Teach, and then get sleepy. The matters and requirements that should be paid attention to in teaching are clarified to promote teachers to enter the teaching state more quickly.
Teacher Shen talked about how to thoroughly understand the textbook, and one of them mentioned "read the text carefully and interpret the text". I will talk about my learning experience in this respect.
"Text close reading" is an important path and platform for Chinese teachers to accumulate speech experience, gain speech comprehension, enlighten speech wisdom and sharpen speech personality.
Only by carefully reading their own texts can teachers realize their "presence", instead of being obscured by reference books such as teaching reference and teaching design collection. The close reading of the text is first related to the existence of teachers as professional personality. To paraphrase a famous philosophical saying, "I study, therefore I am". Therefore, the ultimate meaning of intensive text reading is not how much "who hasn't read it and who hasn't sent it" the teacher must read.
So, how can teachers really read their own texts seriously? My feelings and experience are:
First, as much confidence and perseverance as you use to challenge your mental inertia, you will have the confidence and perseverance to achieve your own text close reading. To realize close reading of texts, the first thing to be solved is the problem of teachers' own "psychological inertia".
Second, it is very important to always be completely sensitive and alert when inputting text. We must open up our own life, the teaching staff, teaching material analysis, what others have said, and our spiritual mind.
Third, you have the possibility and freedom to enter the text in various poses. "Living in the text" is an entrance gesture that you can choose. You let yourself enter the word world and become a role in the word life. "A thousand times" is another gesture you can choose. When you enter the text, you will no longer be credulous, confused and fooled by her. In the speech flow of a text, you always interrupt it from time to time. You ask: What are you talking about? Why do you say that? Why can you only say that? What's the intention? What is enlightenment?
Fourth, the ultimate meaning of reading the text carefully is to read yourself carefully. Words are beautiful reflections. What you see in this reflection is not words, but yourself. How deep your spiritual reflection is, how deep you will read the text carefully; As far as your spiritual reflection is concerned, you can read the text carefully. Therefore, it is not the text that determines your careful reading, but your cultural vision, speech endowment, aesthetic purport, spiritual height and life realm.
As for "thoroughly understanding the textbook", I remember Mr. Shen's kind reminder: "The textbook is rich in content and the requirements should not be improved; Teaching ideas are clear, simple and natural is the most important. Arrange classroom exercises to lay a solid foundation; Reform the examination evaluation and accurately grasp the difficulty. "
Reflections on the Teaching of Dongyang Childhood Camel Team 4 Lin's Dongyang Childhood Camel Team is like a piece of tea. Under the plain and simple words, a kind of emotion that doesn't like, worry, hurt or complain lingers among them, and the search without trace is fascinating. The construction of this classroom is like tea, which is soothing and plain, seemingly handy and leisurely, but it is unique and memorable everywhere.
First, the opening is like tea-clear and concise.
The title of this paper is very interesting. It is composed of three words with different images. After careful appreciation, Dongyang creates a sentimental and warm emotional tone for the article, Childhood reveals the main idea of this article, and Camel Team is a clue running through the whole article. The combination of the three words not only outlines a childhood impression in the depths of memory, but also creates a profound and broad image space and emotional space.
After a brief topic association, the beautiful and slightly sentimental music "Farewell" sounded gently, and a black-and-white photo of the camel team full of historical feelings was presented to everyone. The perfect combination of the teacher's words and this music picture instantly brought the children back to the south of old Beijing decades ago, bringing them into the childhood life outlined in the article and the nostalgic atmosphere created.
The pot is warm, the tea has been put in, the boiling water is slowly poured in, and a foam like snow milk is turned up, and the tea is fragrant-
Second, it tastes like tea-the smell is lingering.
When reading this part of the text, if I want to make the next comment, I just want to say four words-"sing three sighs." What is "singing"? -A big question asked by the teacher in this session, "What do you think is the most interesting of the four things described by Lin?" What is "three sighs"? -In this link, middle school students repeatedly say, "Summer has passed, autumn has passed, winter has come again, camel team has come again, but childhood is gone forever. I won't do the stupid thing of learning camel chewing in winter. " This is like a recurring melody theme, covering most of the time and space in the classroom. It can be said that the whole class, the students are mainly laughing and watching the excitement, experiencing the helplessness and sadness of "gone forever."
Third, the charm is like tea-the fragrance is far away
In this lesson, I still appreciate two links-around the part of "always asking questions", the teacher first asks the students to think as much as possible about "what questions will she ask?" Students are also children. This question is very colorful and childlike. The faint sense of heaviness in the original text was swept away, and the students were originally suspected of drifting away from the text. From this point of view, they are so closely related to the article and the author, not to mention the unity of man and literature, at least fish and water are inseparable. After that, the teacher appeared a dialogue about "What is a thief" in "Old Stories in the South of the City", which promoted students' interest, understanding and feelings to a new height.
From the standpoint of the future, students look at the author's own childhood and pour out a series of treasures, nostalgia for the past and longing for the future. Nostalgia, sentimentality, cherish and longing, all kinds of feelings interweave between the lines, such as dense tea fragrance, which permeates the classroom and fills the soul for a long time.
Fourth, the class is like tea-long rhyme.
Lin's "Camel Team in Dongyang's Childhood" is well written, and it is poetic and picturesque in the form of prose. From the perspective of pure poetry appreciation, this poem may not be perfect, but we have to say that it is unique after class here, because it has formed a full artistic foil and complementary relationship with the text. Camel Team in Dongyang's Childhood is a poetic essay. Beneath the plain text, there is a deep poetry, a poetry of life, which increases the difficulty of text understanding. A poem and a text set each other off, words echo each other, and poems blend and complement each other. Just like tea, the pot tastes long, the fragrance stays between the teeth, and the rhyme haunts the heart. The same is true in class.
As a topic, its lessons are like tea. But tea is tasteless and classes are tasteless.
First, the teacher's instructions in class will inevitably leave a little stiff marks. For example, when talking about the part of "watching a camel chew something", in order to let students realize as soon as possible that "adults and children have different perspectives and feelings", I seemed a little anxious and threw the question out more directly. "The teacher has seen camels, but I don't think it's interesting for camels to eat grass. Quite normal. " In fact, it unconsciously implies that students should consider adults and children in opposition.
Second, this lesson is like tea, with profound meaning and long rhyme. However, judging from the grasp of the emotional connotation of the article, it seems that there is not much room for adjustment, and once students can't understand this level, the whole classroom will lose its soul.
Reflections on the teaching of "Camel Team in Dongyang Childhood" 5 Today, I felt the text of "Camel Team in Dongyang Childhood" with my classmates. I like this text from the bottom of my heart, and I like the author's simple and pure style and dreamy language. In this faint memory, I feel the author's yearning for childhood and nostalgia for his long-lost childhood.
In retrospect, I think that in the process of teaching this lesson, I dealt with the fourth thing that happened in my childhood-asking my mother where the camel team went. This detail expresses my deep nostalgia for the camel team. I caught my mother's sentence "Always ask, always ask, you child", and I asked the students to think as much as possible "What other questions did I ask in the article?" The student immediately found the answer from the text, and then I asked, "What other questions might she ask?" Students are also children. This question aroused the students' interest. Some students said, "She may also ask why camels lose their hair?" Some students said, "She may also ask where the camel team came from?" Some students also said, "She may ask why it is dark at night?" Wait, it was swept away before the class was over, and the vague sense of heaviness brought by the vicissitudes of life was linked to the author from middle school students and articles. Then, when I was teaching the last two paragraphs, I said, "What questions will I not ask again?" This question is simple. Students only need to repeat all kinds of strange questions before. However, when students deny the previous questions, they feel more than just denying a few questions. The problem of disappearance actually represents the disappearing childhood and the disappearing innocence. As you can see, when students answer this question, their expressions become dignified and the classroom atmosphere suddenly becomes heavy. So when I finally said to watch the last two paragraphs together, I could clearly feel their faint sadness about their childhood gone forever from their expressions. The slow and long sound of reading seems to have merged with the forest.
In a word, I think the goal of Chinese teaching is not to do what the teacher wants, but to let the students reach a certain understanding through the guidance of the teacher.
Reflections on the teaching of Camel Team in Dongyang's Childhood. After listening to the sixth lesson "Camel Team in Winter" by the intern teacher Ma xx, I communicated with the intern teacher between classes and summarized some problems in this lesson.
The overall effect of this course is good. Students actively answer questions in class and the whole class is more active. And revised the questions in the last class in advance and debugged the courseware. The thinking of the whole class is clear, and the students have formed a clear thread in their minds after learning this lesson, so they can better master the textbook knowledge.
But there are still many shortcomings in this course, which are summarized as follows:
When asking questions in class, we should consider the whole class, not just a few students; Try to talk about the important parts of the course content, and don't waste time on unnecessary content that students can understand at a glance; Don't give students ambiguous answers to the questions in the text, try to be exact and convey them clearly; Don't forget to write on the blackboard in class; For the author's information, it does not need to appear in the slide; The requirements for students to read the text for the first time should not be too simple, but should be in line with their age characteristics; The part that needs to be elaborated in the article should be discussed in detail, and the unimportant content can be left aside to make good use of the class time; Treat students' error-prone words carefully; The voice should be balanced as much as possible, neither high nor low, or too low. At the very least, all students should be able to hear clearly. There are some problems in courseware making. The courseware making is too simple, and the courseware is full of black fonts, which can't attract students' visual attention and stimulate their interest in learning. Some cartoon pictures should be used as the background, and the text should be as bright as possible for better teaching; The focus of the article is a bit lacking, and the topic of Chinese synchronization is not clearly explained to students, which is easy for students to make mistakes; It is suggested that the related content of Chinese synchronization should be carried with you during the lecture, which can not only better complete the teaching task, but also help to reduce the academic burden of students.
I hope this intern teacher can do better in the next class.
Reflections on the Teaching of Camel Team in Dongyang Childhood 7 Camel Team in Dongyang Childhood is the postscript of the novel Old Things in the South of the City. The author Lin described four scenes with poetic brushstrokes, such as learning to chew camels, talking about camel bells, watching camels shed their hair and asking camels where to go. Between the lines, the author's thoughts and feelings about childhood homesickness are permeated, and it is a beautiful article with lifelong wisdom. This article is very close to life, and it is easy to cause * * *. So that every time I read it, I can recall the interesting things of my childhood.
Therefore, in the teaching of this article, I did not adopt the formula of analytical understanding. When I was a child, I asked students to start from the scenes they were interested in, promote thinking through reading, simplify the complex, and since the enlightenment read by himself. In the teaching of this class, I will focus on the paragraphs describing these four things, so that students can choose the scenes and pictures they are interested in and talk about their understanding and feelings. Learning to chew camels is the favorite part of most students. In students' communication and reading, that kind of innocence and childishness makes people laugh. They can't help but recall the interesting things when they were children: walking like the old man and racing with the dog, which made people laugh. This also expands the thinking of this unit exercise. The title of the film "Old Things in the South of the City" reproduces several scenes of this article. When it is played to them, it stimulates their perception and thinking of the text and promotes their desire to "read the text carefully".
Reflections on the Teaching of Camel Team in Dongyang Childhood 8 The first thing that interests me about this text is not the content of the text, but the author ── Lin. We studied one of her articles "Reading Secretly" before, which left a deep impression on us at that time. We clearly remember a sentence in the article: "You learn to grow up by eating." This once caused a sensation among students. Therefore, the name of the author Lin is still fresh in my memory. Reading her articles again today, I not only feel deja vu, but also have a desire to know more about her, her growing experience and her writing style.
When the little girl in the text illustration looks exactly like the little girl in the stealing illustration, we feel closer. The introduction of the after-class information package strengthened my idea that this is an autobiographical novel. In other words, you can see the shadow of the author from the article. I got what I wanted from the internet and found the information of old things in the south of the city. To my surprise, the episode "Farewell" turned out to be an old song I was familiar with many years ago. So I fell in love with this text, not the author ── Lin.
So I made clear the learning goal of this class ── I want students to enter the author and her work "Old Things in the South of the City" with the help of the text:
1. Define the genre of autobiographical novels and introduce several stories in the novel Old Stories in the South of the City. Students are interested in knowing that the hero's experience in the story is similar to that of the author. With the help of students' curiosity, it is bound to add a paragraph and deepen their love for this book.
2, and then deal with the text in detail. "The teacher taught me to learn camels and be calm." In this way, students can re-understand the author's education-have the spirit of perseverance.
Finally, focus on guiding the reading of the last two paragraphs of the text. First, let students feel the author's beautiful and heavy language expression; The second is to let students experience the author's sincere feelings; Thirdly, these sentences are especially suitable for the guidance of reading training.
As a Chinese teacher, I am addicted to reading aloud. I am extremely devoted to the reading of model essays, which infected the students and made them read vividly. When I walked out of the classroom, a sense of happiness welled up from my heart and filled my whole body, which may be a sense of accomplishment. Then a student caught up with him and said, "Teacher, let's collectively order the book Old Things in the South of the City!" " You scared me.-What do you mean? "I want to buy, but I don't know where it is. Let's buy it collectively. " I see. I told him where I could buy the book.
Whether he buys it or not, the book Old Things in the South of the City will be familiar to him. Isn't this expansion? If every class can leave such a profound view for students, over time, what a valuable asset it will be!
Reflections on the Teaching of Dongyang Childhood Camel Team 9 When learning this text, on the one hand, I let students master the main contents of the text, further feel the fun of childhood, and know how to cherish childhood and time; On the other hand, I let students learn to grasp key words and understand the thoughts and feelings expressed in the article; Understand the author's writing method of expressing true feelings around Camel Team. Because the plain language of this article contains the author's deep sadness and deep nostalgia for childhood. So I am trying to create a situation, create an atmosphere, and make students closer to the text. In addition, I also provide enough reading time for students to read from the beginning. On the basis of combing the context of the article, choose the most interesting fragments and read them fully.
Around the camel team, the article recalled several things about Xiaoying's childhood. In order to let students walk into these childhood memories, I aim at grasping key words in this class and guide students to realize the author's nostalgia for childhood.
In teaching, I firmly grasp the introduction of Dongyang, Childhood and Camel Team, go straight to the key points, seize the fun, and make children laugh at interesting childhood stories. Students feel the author's childhood in the process of reading, speaking and understanding. After class, I use blackboard writing to make a beautiful summary of the picture reproduction. Students feel the interesting childhood that passed away with different understandings. The depth of understanding, the thickness of emotion, and the breadth of mind seem to be imperceptible.
However, any class has its own shortcomings. This article is full of poetry and childlike interest. Only by feeling and discovering with a childlike innocence can the article show the beauty of childlike innocence. I have some shortcomings in grasping my interest. If children's interests are reflected again, the author's wonderful childhood will be more vivid and better!
Students' reading is not in place, and some groups of students can't integrate their feelings when reading, which leads to their lack of profound understanding of the text. For example, students who read camel chewing sentences can't imagine the scene at that time, and students have no pictures in their hearts, so their feelings and situations can't be expressed in words. Instructing students to read aloud requires teachers to have a deep foundation. Students can't read well, and some groups of students can't integrate their feelings into reading, so that they don't understand the text deeply enough. For example, students who read camel chewing sentences can't imagine the scene at that time, and students have no pictures in their hearts, so their feelings and situations can't be expressed in words. Instructing students to read aloud requires teachers to have a deep foundation.
Reflections on the Teaching of Camel Team in Dongyang Childhood 10 There is a passage in Camel Team in Dongyang Childhood: The teacher taught me to learn from camels and be calm. See it never in a hurry, walk slowly, and it will always arrive; Chew slowly and you will always be full. In fact, isn't Chinese teaching the same? Only by "chewing slowly" can we taste the taste of Chinese.
First of all, students should spend time "chewing"
Yesterday, an open class "Camel Team in Dongyang's Childhood" was held. In the first half of the teaching process, I asked students to learn interesting fragments through group cooperation and let them chew the text repeatedly. Therefore, when students give their reports, they all tell their own experiences. Some students use a lot of "modern words" to make statements, such as "modern" and "fans", which really makes me feel refreshed. Ceng Laoshi, who later commented in class, said that the success of this link lies in that I am willing to spend time for students to chew, and they will tell their own experiences, which also proves that he has understood the text to some extent. So in this year, I am also very excited, because my excitement was inspired by their wonderful speeches.
Second, students should be taught how to chew.
Although this class, the students' speeches are widely exchanged. But many answers are superficial and don't directly enter the language. From this lesson, I found that the classroom is alive, but how to make students develop the habit of "chewing is more delicious"? Many students are used to retelling the content of this article in their own words. In fact, this is only a very preliminary experience. So how to raise such a shallow experience to a higher understanding? We need to implement the usual method of chewing for students. The methods of understanding sentences, such as "grasping key words, connecting with context, connecting with life reality and connecting with imagination", should be implemented regularly in class, so that students' chewing does not stop at the level of repeating the meaning of sentences. In this way, students will read more tastefully.
Third, give students some training when chewing.
Reading aloud is an important means of Chinese learning, and my class is full of feelings for students on the basis of reading aloud, so the class is alive. However, after living in the classroom, think for yourself: is the language taste of this class a little weak? When I think of this, I will think of a word, which is "training". Zhang Zhigong, a linguist, advocates more "Chinese training" and solid Chinese training. Although in class, it's not for the sake of training, it's boring after all. However, if students are properly trained in perception, they can often be influenced by emotion and enlightened by wisdom in speech training. A teacher gave a lecture on the text "I am not the weakest". In teaching, most teachers ask students to talk about their own experiences and enlightenment on the basis of reading aloud. Students' feelings are often superficial, and this lesson is similar to mine. But another teacher is teaching this passage. From the perspective of Chinese training, he shows: "Sasha is going to the rose bushes." He lifted his raincoat and covered it on the pink wild rose. "Then he asked," What words do you think can be filled in brackets? " The students quickly filled in "immediately, quickly and gently". Then, they tasted the ideological connotation of this passage in the exchange of students. In this link, the teacher starts by trying to figure out the essence of the text, but in fact, in language training, he leads the students into the world of the text. Students master not only the skills of using words correctly, but also the influence of emotions. This is much more profound than simply letting students express their feelings. Similarly, in this lesson, the author Lin's writing style is very concise and vivid, and all four fragments are written sincerely. If I insert some Chinese training into some important clips, students will understand the author's childhood life, especially when he learned to chew camels.