As a new teacher, teaching is one of the most important tasks. Writing teaching reflections can quickly improve our teaching abilities. So the question is, how should we write teaching reflections? The following is a reflection on the Chinese teaching of "I Love You, Chinese Characters" that I compiled. Everyone is welcome to learn from and refer to it. I hope it will be helpful to everyone. "I Love You, Chinese Characters" Chinese Teaching Reflection Part 1
In the fifth-grade Chinese textbook, comprehensive learning is presented in the form of a whole set of units for the first time.
To be honest, I am a little confused about how to teach a Chinese class that is a comprehensive study of topics like ours in large classes. The theme of this activity class is "I love you, Chinese characters". In order to fully mobilize students' learning interest and enthusiasm, I divided the activity into three stages. The first stage is "stimulating interest and making plans"; the second stage In order to "comprehensive practice and carry out activities", in order to prevent the blindness and randomness of the activities, I followed the students' own wishes and divided the whole class into the "Chinese character evolution investigation group", the "typos and typos warning group", and the "social word usage investigation group". Group", "Calligraphy Works Appreciation Group". In view of the current development of network information and the fact that students love to chat online, I also set up an "Internet Buzzword Group". This suggestion received enthusiastic response from students, with everyone full of interest and high participation; the third stage is "results display" ,Interaction". During the activities, some students were highly motivated to participate. Before class, students made full use of the streets, libraries, and the Internet to search for information. In class, students actively participated in group discussions, used group communication to share information, and were able to boldly express their own opinions. . For example, classmate Zeng Zipei of the "Social Word Usage Investigation Team" discovered that the word "dine" in the restaurant's sign on Aiguo Road was wrong. The word "dine" was arbitrarily simplified, and the word "stop" in the "parking lot" downstairs was arbitrarily simplified. Classmate Cheng Weikang investigated and discovered that there was a clothing store on Supu Road. The name "Yi Yi Bu She" was cleverly used to attract customers.
The students in the “Internet Buzzword Group” collected some Internet buzzwords such as “5252 (I’m hungry), 740 (I’m so angry with you), Meimei (beautiful girl), Frog (handsome guy), etc. Everyone listened and laughed. This activity broadened the ways for students to learn Chinese and cultivated their ability to collect information and cooperate with each other to a certain extent. However, there are still some issues that need further reflection and improvement: student composition. In small groups, a lot of time is spent on collecting information, designing activities, and then reflecting and summarizing. Teachers need to provide appropriate control and guidance. Moreover, this kind of activity class will inevitably take up a lot of students' time and energy. How to use and allocate time rationally is worth exploring. There are also many factors such as the large number of students in the class, large individual differences among students, and limited practical conditions, which make it difficult for our teachers to fully mobilize the initiative and enthusiasm of each student in the Chinese teaching of "I Love You, Chinese Characters." Reflection 2
"I Love You, Chinese Characters" is Liu Zhanqiu's masterpiece. This article focuses on the "charm of Chinese characters" and expresses his love, cherishment and praise for Chinese characters. It is an elf with a unique character. Praise it for bringing poetic spirituality to those who use it, praise it for maintaining the existence of a unified country, and praise it for being rejuvenated in the development of science.
Full text language. It is beautiful and rich in rhetorical techniques. It makes people fall in love with Chinese characters as soon as they read it.
In teaching, I combined the knowledge in the six books on Chinese characters and used concise Jiaguwen to show students the artistic beauty of Chinese character structure. . For example: "Sun, Moon" is a pictographic character making method, "Shuang, Lin" is a pictographic character making method, "Lin, Sen, Xiu, Nan" is a knowing character making method, "Shang, Xia, Blade" refers to things. The students are very interested in the method of making characters when they first come into contact with them. After reading and understanding the text, the students are amazed by the creativity of Chinese characters that comes from life and is higher than life, so they feel the wonder of Chinese characters from the heart. I became more energetic, and took the initiative to extend my understanding and feelings of other Chinese characters outside of class.
Later, the camera showed several calligraphy works. The calligraphy works include the solemnity of regular script, the smoothness of running script, and the flowing flow of cursive script. It left a deep impression on the students. The camera allowed students to read emotionally and evaluate each other. Not only did the students understand the characteristics of Chinese characters, but they also learned the language. It really killed two birds with one stone after one class. There has been great interest in Chinese calligraphy, and they have even set up calligraphy groups and bought copybooks to practice calligraphy. It seems that as long as a class can stimulate students' interest, students will not only benefit in class, but also continue to practice outside class. , Let students benefit for life. "I Love You, Chinese Characters" Chinese Teaching Reflection Chapter 3
Reflecting on the entire teaching process, I think the success has the following three aspects:
1. , Make the teaching process active.
In teaching, we should seize the active characteristics of children, combine activities with learning, and make activities a learning process. By organizing various activities that students love, students can fully experience the magic and fun of Chinese characters and enhance their feelings for the Chinese characters. In the activities, students are encouraged to use their hands and brains to acquire knowledge and solve problems, instead of just reading the conclusions in the books; in the activities, each student has personal experience and experience, instead of just listening to the explanations of teachers and classmates.
In such activities, students need to comprehensively learn and apply Chinese knowledge, and their listening, speaking, reading and writing skills can also be developed as a whole. For students who have long been accustomed to listening to lectures, answering questions, and doing exercises in the classroom, activity-based comprehensive learning is undoubtedly exciting, and it is also a challenging attempt for teachers.
2. Autonomous exploration process.
In comprehensive learning, teachers must pay attention to the change of their roles - we are no longer imparters of knowledge and spokespersons of truth, but organizers and promoters of student activities, consultants and consultants and consulting staff. Teachers can make suggestions, but do not stipulate what students must do and how to do it. They use information to induce rather than restrict students with instructions. Although the teaching materials stipulate the tasks and scope of the activities, students must complete the tasks through conscious and active activities. The specific activity methods are determined to a large extent by the students themselves. The conduct of activities and the form in which learning results are presented are all decided by the students in the group. Let students get exercise in the activities.
3. Inquiry into the learning process.
The comprehensive learning setting creates good conditions for inquiry-based learning. None of the learning content in this group is taught as systematic knowledge. In this way, students can study and explore in a relatively relaxed environment. Teachers should also consciously guide students to explore and master methods and rules. "I Love You, Chinese Characters" Chinese Language Teaching Reflection Part 4
An educator once said: The stage given to students will be as beautiful as the dance they can dance. In order to build this platform well, I mainly do the following aspects in teaching:
1. Focus on students
For Chinese characters, students are not only familiar with them but also like them very much. The key part of the lesson is the second natural paragraph. I mainly adopt a student-centered classroom: students read and understand themselves - communicate and discuss - the teacher plays the courseware and provides appropriate guidance. In this way, students' answers are often very exciting, and it can cover a larger area. More people participate in learning and communication, and have a deeper understanding of the love of Chinese characters.
2. Believe in students
If students can feel happy and satisfied during the learning process, they will actively devote themselves to learning. Therefore, I strive to create a relaxed, democratic, and equal teaching atmosphere in the classroom, allowing children to express themselves and speak freely. This not only saves me time in the classroom and improves teaching efficiency, but also cultivates students' Language expression ability exercises students' courage. This is the promotion of teaching and being taught. It is a win-win classroom.
3. Reading-oriented
In classroom teaching, I try to follow students' cognitive rules, fully achieve teaching goals, and pay attention to the integration of three-dimensional goals. From simplicity to depth, from the whole to the part, from fuzzy to clear. For example: In reading teaching, I put reading first, so that students can read the text correctly - fluently - and emotionally. It also enables students to grasp the content of the text while reading, and feel people's happiness, joy and pride while reading, thereby enhancing the nation's self-esteem and pride. And read in various forms, such as individual reading, group reading, cooperative reading, music reading, and poetry changing reading. Through various forms of reading, you can improve your understanding of articles and enhance your understanding of emotions.
"Chinese is everywhere in life". I strive to realize the teaching concept of "big Chinese" and pay attention to the accumulation in class and the extension outside class. Therefore, in teaching, I guide students to learn the text and understand the language, and at the same time draw the students' attention outside the classroom. Let them understand the evolution and development process of Chinese characters. Further broaden students' Chinese knowledge, improve students' ability to learn Chinese and enhance students' Chinese literacy. "I Love You, Chinese Characters" Chinese Teaching Reflection Chapter 5
"I Love You, Chinese Characters" shows the unique charm of Chinese characters from four aspects and expresses the author's incomparable love and praise for Chinese characters. , also expresses the author's love for traditional Chinese culture. The language of the article is beautiful, the author is full of affection, and uses poetic words to show the charm of Chinese characters. You will never tire of reading it. As you read, you will also be infected by the author's emotions, and you will be deeply attracted by the charm of Chinese characters. Intoxicated. How to make students feel this way? I reminded myself how to keep my emotions from flying and turned the Chinese class into an ideological and moral class. Many times, I focus on the humanistic goals of emotions, attitudes, and values ??and weaken and dilute them, making the instrumental goals of knowledge and ability invisible. If you don't grasp this text well, it's easy to make the old mistake of not grasping it properly. After thinking about it, try to do the following:
1. Give enough time to train the ability to summarize and summarize using natural paragraphs.
Articles 2-5 natural paragraphs are divided into four parts. This aspect demonstrates the unique charm of Chinese characters. Each natural paragraph presents a part of the content. When teaching, give 3-5 minutes for students to fully read these four paragraphs silently and summarize what each paragraph mainly talks about. Encourage students to calm down, get into the text, read the text carefully, and boldly share their thoughts with their classmates. Teacher communication. Students' abilities vary greatly: some can quickly grasp the key points of a natural paragraph, while others are at a loss. On the basis of sorting out and summarizing to achieve general knowledge, students grasped the overall framework of the article as a whole.
2. Grasp keywords, learn article writing methods, and experience the emotions expressed.
Grasping the characteristics of the year is an important evaluation criterion for teachers’ teaching ability and level. The focus of high-level teaching should be on writing methods and understanding thoughts and feelings. The author's poetic language delights the readers' eyes everywhere. The use of rhetorical techniques such as metaphor, personification, and parallelism; the interweaving of expressions such as explanation, lyricism, and description; the love and praise for Chinese characters overflows between the lines... In teaching, grasp the first natural paragraph "like... a child", "Like...flowers", "I really want to", "I really can't bear it", grasp the two sentences prompted by the after-class thinking questions, grasp the word "really" that has been used several times to taste it, and read it emotionally at the right time.
3. Collect information, beautify language, and use emotion and passion
What are Chinese characters? Chinese characters are the fossil of national culture, the carrier of history, and the crystallization of the wisdom of our predecessors. There is rich aesthetic and poetic flavor hidden in our square characters, as well as profound cultural heritage. In teaching, I strive to make my language closer to the author's beautiful language and strive to narrow the gap with the language of the text. It is a pity that in front of the author's spiritual and passionate words, I feel that my own language is so gray and lacking. Love comes from the heart! Because the author's heartfelt love and praise for Chinese characters flows in his heart. Fortunately, I agree with the author on this point. During the teaching, I showed off how to write the characters "家" and "国" on the spot, and showed the brilliance of Chinese characters written by calligraphers. The students were amazed by the endless changes of Chinese characters; I used the character "囧" to interpret Chinese characters. The image is vivid; the word "人" is used to interpret the rich connotations of Chinese characters... The supplement of information enriches the content of the text, helps to understand key and difficult sentences, and is also influenced by emotions.
Looking back on the teaching of this lesson, many links can be shortened and the degree of stretching can be better controlled. One class is limited, and the effectiveness of the class will always be the benchmark, guiding us to carry the boat of teaching forward to the other side of effectiveness. "I Love You, Chinese Characters" Chinese Language Teaching Reflection Part 6
In Chinese teaching materials, comprehensive learning is presented in the form of a whole set of units for the first time. To be honest, comprehensive Chinese learning is a new way and a comprehensive practical activity carried out on the premise of Chinese language. I am a little confused about how to improve this kind of comprehensive learning that is different from text-based teaching.
In order to challenge myself, I chose the comprehensive Chinese learning content "I Love You Chinese Characters" as a teaching and research activity class this semester. I look forward to improving myself through the careful thinking of all the teachers. Preparing for this class can be said to be very difficult. It can be said that at the beginning of the school year, I began to study the requirements for comprehensive Chinese practical activity classes in the new curriculum standards, and then repeatedly studied the teaching materials. The teaching sessions kept appearing in my dreams, and sometimes I even stayed up all night. The checking of students' information only started two days before class. During the preparation process, there were constant problems. Although I had given them an information form and told them the search direction, they were students after all, and it was still very difficult to find appropriate and useful information. Therefore, the two-day inspection The students and I were both dizzy with the guidance work.
It should be said that in this comprehensive study, the students learned quite a lot. I closely grasped the characteristics of comprehensive Chinese study and highlighted the following aspects: 1. Highlighting "activity"; 2 , Highlight the "autonomy"; 3. Highlight the exploratory nature; 4. Highlight the linguistic nature.
Through this teaching, I think that in order to give a good comprehensive Chinese language practice course, we should mainly focus on these aspects:
1. Write a good plan.
Guide students to think deeply about the theme of the activity. Guide students to analyze and sort out the teaching materials, ask questions, ask questions, let students participate in the overall planning, have clear activity goals, and make the plan more purposeful.
2. Fully understand the role of reading materials.
Reading materials are the starting point and play the role of stimulating students’ interests, providing activity materials, and leading research directions. Reading materials are examples, and teachers should guide students to summarize learning methods through these materials. Reading materials are the starting point, and each reading material can be regarded as a typical representative of one aspect, which can lead students to use this as a starting point to radiate to a larger sector, go further, and gain wider knowledge. Therefore, make good use of reading materials. Better highlight three-dimensional targets.
3. Reflect the effectiveness of teacher guidance.
It is necessary for teachers to point out the key points of knowledge and evaluate students’ presentation.
4. It should reflect the taste of Chinese language.
"Water has no beauty, but it creates ripples when it sways. Stone has no fire, but it creates spiritual light when it hits each other." There will be collision only if there is interaction, and there will be improvement if there is collision. Only personal presentations cannot arouse enthusiasm. Students can talk about their creative feelings, talk about their achievements, and even ask each other questions. These forms can create an interactive situation and atmosphere, making the classroom full of Chinese flavor.
5. Teachers’ literary literacy, Chinese literacy, and interdisciplinary knowledge need to be expanded, strengthened, and enriched.
Teachers’ ability to independently interpret teaching materials needs to be strengthened.
Teachers still need to clarify the purpose of comprehensive learning.
Teachers need to think about what role they want to play and how to play it appropriately.
The comprehensive learning project is the highlight of the new curriculum reform. The first round of use is still in the stage of exploration and gradual deepening, so we still have many blind spots in actual teaching: how to integrate extracurricular and extracurricular activities Make overall arrangements and achieve organic integration? How to make the most of reading materials? How can process guidance better achieve interaction and improvement? How can students become "lead" second teachers in achievement display activities without all retiring? What kind of evaluation mechanism should be established?
I have gently lifted the veil of comprehensive learning, and will further strengthen research and further enrich it in practical teaching. I will be in the excitement of "taking one step" and looking forward to the relief of "taking one more step". "I Love You, Chinese Characters" Chinese Teaching Reflection Chapter 7
"I Love You, Chinese Characters" is the content of the second section of comprehensive learning in the fifth grade of the primary school Chinese curriculum standard version. It is mainly for guidance Students collect relevant information, conduct social surveys and other activities to deepen their understanding and love of Chinese characters, and contribute to the purification of the language of the motherland. Help students understand the origin of Chinese characters through comprehensive learning, feel the fun and magic of Chinese characters, improve students' interest in learning Chinese, enhance students' awareness of standardized word usage through social word usage surveys, and strive to do what they can to purify the language of the motherland. . In the appreciation of calligraphy works, students' sentiments are cultivated and their aesthetic abilities are improved. It fully embodies the big Chinese concept and the idea of ??learning Chinese and using Chinese in daily life. Below I will share with you some methods that have worked well in this comprehensive study.
First, introduce the new lesson by listening to the song "Chinese Baby". The songs are pleasant to the ear, filled with a strong local flavor, full of humor, and all of them are imaginative and thought-provoking. "The water I love most to drink is always the water from the Yellow River, the handwriting I love most to write is the square calligraphy taught by my husband, and the water I love to do most is The purpose is to repay our mother." This method is intended to educate students to be upright Chinese, write square Chinese characters, and speak sonorous and powerful Chinese painting = words, which can also stimulate students' interest in learning. Then, through the game of Chinese characters, let students talk about their feelings, use the game form to stimulate students' love for Chinese characters, and experience the vitality and charm of Chinese characters. Then read "I Love You, Chinese Characters in China" to understand the thoughts and feelings expressed in the article, make full use of reading materials to enhance students' feelings about Chinese characters and Chinese character culture, and finally read the courseware "The Evolution of Chinese Characters". After class, we will go into groups to discuss how to carry out comprehensive learning, formulate plans, and conduct social surveys on street typos and misuse of idioms, so that students can comprehensively improve their Chinese literacy, cultivate inquiry, and unite in independent Chinese practice activities that they are interested in. The spirit of cooperation and innovation.
Among them, the social survey and reporting activities left a deep impression on me. Students work together to bring into play their collective wisdom and strength. Be proactive and interested in reporting activities. They collected many examples of idioms "marrying" advertisements, such as: no mosquitoes (heard of), irreplaceable (replacing), riding (its) fun, having a cup (prepared) without trouble, chicken (machine) Not to be lost, hundred clothes (obedient), bathe (desire) as you please, calcium (unparalleled), wash (joy) to the extreme, one step to the stomach (position), no other lock (desire), etc. And discussed whether this is appropriate? After discussion, everyone agreed that this would be a substitute for a weak point. It will have a negative impact and mislead primary and secondary schools. It is an irregular use of Chinese characters.
Chinese characters are the treasure of the Chinese nation. This thing that we see every day but seems to be far away from us. Through this activity, we can understand and feel about it. Maybe students have a better understanding of Chinese characters. The history and culture of China are still “seeing flowers in the mist”. Maybe students are confused by the phenomenon of irregular use of Chinese characters in modern society. Maybe students have a vague understanding of the art of calligraphy, but they pay attention to Chinese characters and their enthusiasm for loving Chinese characters is ignited. . Through this activity, students understand the importance of learning Chinese characters and writing Chinese characters well, and understand the status of Chinese characters in world culture. During this activity, I also encountered many difficulties, such as collecting oracle bone inscriptions, bronze inscriptions, and small seal scripts, but I did not know the characteristics of these symbols and what they represented. However, it made me feel deeply uneasy. What is dedicated to students? Furthermore, our students are restricted by conditions. There are still many students who cannot collect information online. The time to actually take to the streets is limited. But the good news is that through this activity, our students have moved from the classroom to the society. Although it is difficult to do so, , but I believe that efforts will be rewarded. "I Love You, Chinese Characters" Reflection on Chinese Teaching Part 8
The teaching of this lesson is the basic part of Chinese teaching. Chinese characters have a very long history. Each Chinese character is like a picture, allowing students to visually feel the beauty. When I ask students to write, they should write various strokes and make a good frame, so that the words written by the students are correct and beautiful, which creates beauty. At the same time, there are syllables composed of initial consonants and finals, and there are four tones of yin, yang, up and down, which are very pleasant to the ear and make students feel the beauty of hearing. There are more variations of words, especially various idioms, with neat and well-proportioned structures, which are typical examples of the formal beauty of words. This text summarizes three characteristics of Chinese characters: it has a long history, the largest number of users, and Chinese calligraphy is an independent art.
At the same time, three tasks for this comprehensive study were proposed: to feel the magic and fun of Chinese characters, to understand the culture of Chinese characters, and to do something good for pure characters. After the children understand this principle, they become more interested in reading words in this way. I took out the word recognition card and asked the students to look at the picture first, and then asked the students to guess what word was behind it. During the reading process, I promptly corrected the students' incorrect pronunciation.
Finally, I told the students the importance of learning Chinese characters and let them understand the skills of learning Chinese characters. You can read books by yourself and learn a lot of knowledge and skills from books. Encourage them to study Chinese characters seriously in the future. Cultivate children's desire to know Chinese characters. At the same time, it also inspired students’ love for the splendid culture of the motherland. "I Love You, Chinese Characters" Chinese Language Teaching Reflection Part 9
This text focuses on the "Charm of Chinese Characters" and expresses the love, cherishment and praise of Chinese characters. Praise it as an elf with a unique character, praise it for bringing poetic spirituality to those who use it, praise it for maintaining the existence of a unified country, and praise it for being rejuvenated in the development of science.
When designing this class, I found that there was very little content in the textbook. Our Chinese characters are closely related to our daily lives, and the art of Chinese calligraphy has attracted the world's attention. I fully guide students to fully experience the practical and aesthetic value of Chinese characters! So, I decided to re-integrate the teaching materials, adjust the content and order of the teaching materials, and determined four sections: ancient Chinese characters, magical Chinese characters, practical Chinese characters and beautiful Chinese characters.
Next, how to guide students to approach Chinese characters, study Chinese characters, and enter the colorful world of Chinese characters? I think: the culture of Chinese characters is vast and profound, and it is not enough to rely solely on the small world of the classroom. Students should be introduced into the big classroom of the world. Therefore, before class, I asked students to browse information extensively and communicate in groups, so that students can absorb more information in the group. Then, I guided the students to set up special groups to study independently according to the four sections I established, and went into each group to provide pre-class guidance. Then the teaching is organized in the form of group reports. As for me, I summarize and expand during the students' reports and exchanges, and lead the problems in depth.
At the end of this class, I used the phenomenon of irregular word usage in life to guide students to look for irregular word usage in life and consciously maintain the purity of the motherland’s language. The teaching content has become a continuous and complete process of activities before, during and after class, inside and outside the school, which expands the teaching space. In this way, the entire teaching process comes out, but how to enable students to gain deep understanding and rich emotional experience from multiple levels? So, I used Internet resources to collect a lot of pictures, such as Chinese seals, artistic calligraphy in daily life, calligraphy works from ancient and modern times, Chinese and foreign calligraphy works, and combined them with teaching materials, students' handwritten newspapers, name paintings, word games, folklore, etc. to broaden my horizons. Students' vision, promote students' thinking, and improve students' interests. The students independently displayed several calligraphy works. The solemnity of the regular script, the smoothness of the running script, and the smooth flow of the cursive script in the calligraphy works left a deep impression on the students. The camera allowed the students to read emotionally and evaluate each other. Students not only understand the characteristics of Chinese characters, but also learn the language. It really kills two birds with one stone. The students' love and appreciation for Chinese characters, and their sense of identity and pride in the culture of the motherland have arisen spontaneously! At this time, I asked all the students to stand up and recite the excerpt of the prose "I Love You, Chinese Characters" together. It has become a voice from the bottom of the students' hearts. That voice is full of passion, full of confidence, and full of heroism!
"I Love You, Chinese Characters" is presented in the form of a set of comprehensive learning materials. Based on the activity suggestions in the textbook, I divided the activities into three stages. The first stage is "stimulating interest and formulating plans"; the second stage is "comprehensive practice and carrying out activities". I divided the whole class into "Chinese character evolution investigation group", "typos warning group", "social word usage investigation group", and "calligraphy works appreciation group". The third stage is “results display and interactive communication”. During the activities, students were highly motivated to participate and were fully prepared before class. In class, the teacher introduces the "reading materials" according to the arrangement of the teaching materials to understand the knowledge related to Chinese characters, and then organizes students to actively participate in group discussions, use group communication to share information, and boldly express their own opinions. It should be said that the students enjoyed this comprehensive study very much, especially the student interactive links added to the classroom study, such as guessing word puzzles, telling homophonic idioms, and interesting stories about Chinese characters. The students were very interested in these activities and the learning atmosphere was quite good. concentrated. Although this activity has given us some understanding and feelings about Chinese characters, students are still "seeing flowers in the mist" about the history and culture of Chinese characters. They must be sublimated and condensed into a sincere love for Chinese characters, and they must also have a sincere love for Chinese characters. It is necessary for teachers and students to continue learning related to Chinese characters in the process of Chinese language learning in the future. "I Love You, Chinese Characters" Chinese Teaching Reflection Chapter 10
"I Love You, Chinese Characters" closely focuses on the "charm of Chinese characters" and expresses the love, cherishment and praise of Chinese characters. Affection. Praise it as an elf with a unique character, praise it for bringing poetic spirituality to the people who use it, praise it for maintaining the existence of a big country, and praise it for being rejuvenated in the history of scientific development.
The full text has beautiful language and rich use of rhetorical techniques. Once you read it, you will fall in love with Chinese characters, and at the same time you will also like the language in the text. It is very suitable for using emotional reading to appreciate the language. Borrowing this feature, teaching When reading, I grasp this and do not relax, using different forms of reading, such as individual reading, collective reading, reading by boys and girls, reading in competitions, reading in groups, etc., using evaluative and transitional language, such as : "Your reading makes me seem to see the beautiful elves floating, sinking, weeping, and exuding cold air..." "Listening, we feel that these elves are coming towards us. , they constantly change the wonderful combination of horizontal and vertical outlines, sometimes making people laugh happily, sometimes making people feel as if they have entered the forest...etc. Savor the language while reading, accumulate language while reading, understand the characteristics of Chinese characters while reading, and so on. They can experience the charm of Chinese characters and achieve the desired results.
In addition, I also used the courseware to supplement them with some information, such as: the classification of calligraphy fonts, seal script, official script, regular script, running script, and cursive script. The children are very interested in classroom teaching and filling in information. The teacher teaches easily and the children learn easily. The classroom atmosphere is active. Judging from the homework, the results are good.
In fact, children are cute and innocent, and they will shine if you give them some sunshine. Therefore, whether in teaching or in the management of the class teacher, don't be too stingy. You should give encouragement generously to them. If they are happy, you will be happy. Also happy, why not do it!