Introduction: The Chinese language classroom is like a cloud, with various shapes and shapes, and it is unpredictable. We teachers should keep an eye on the six directions and listen on all directions, and what remains constant in our hearts is to pay attention to the students. In this way, we can ignite the spark of students' hearts. "Bamboo and Stone" is a poem that praises bamboo and stone to praise the poet's indomitable spirit in adversity. This poem is easy to understand and is not difficult for students to understand. I let students learn by themselves and guide them to read, understand, and understand the thoughts and feelings expressed by the author. How to write a reflection on the teaching of bamboo and stone
A while ago I taught "Song of Lime" and "Bamboo and Stone". These two poems have many similarities. They are both poems that use objects to metaphor people, and both reflect the poet's dilemma. Indomitable and fearless spirit. So I put them in one class to study, supported them in learning "Song of Lime", and let them learn "Bamboo and Stone".
There are completely different states and effects before and after class, which can be said to be two contradictory situations:?
One situation: flowing clouds and flowing water, poetry blends with me.
1. Read poetry and understand lime. Wait for the topic and author to be communicated. To read the poem correctly, I asked students to grab key words from the poem to explore Li Li’s extraordinary life. Some students lack common sense and say that lime is mined from deep mountains after thousands of hammer blows. I asked: What happened when it was burned in fire and shattered into pieces? So the students further clarified the life history of lime: struck with thousands of hammers (stones coming out of the mountain)? burned in fire (become quicklime)? (soaked in water) ), shattered to pieces (become slaked lime)? (paint the walls), leaving innocence (good name).
2. Enjoy reading and understand the righteousness. After reading the poem again, after the students understood the meaning of the poem, I asked: What can you understand from the key words just drawn? Students exchanged, and some said that from "thousands of hammer blows", "fire burning", they can understand the beauty of lime. ?Resilience?, ?Strongness? It is said that from the moment the bones are broken to pieces, the innocence must be left. I thought of the people with lofty ideals in history. ?While the students were reciting "There is no death in life since ancient times, leaving a loyal heart to reflect history", I wrote "Unyielding and upright," and generously recited "Some people are alive, they are dead, and some The man is dead, but he is still alive. ?Read the poem again and let students talk about their feelings. ?When people live, they must stand upright! ?Innocent, noble, and fearless, these are the signs of a capital person. ?
The second realm: the bitter taste, the poetic flavor is gone.
At this point in my teaching, I feel that I have reached the end of the class. I remember that questions such as "What thoughts and feelings does this poem express?" often appear on the test paper. In order to be responsible for the students, I asked Students fill in the blanks. The class was unexpectedly silent. But my heart was on fire: My student, you cannot be silent. The students were thinking about collecting appropriate words, and my brain was also searching quickly, but I couldn't find the appropriate words to fill in the blanks, so I had to pull out the "different" words in the teaching reference book. Writing these words, I also feel ridiculous. I could see the confusion in the students' eyes, and I could see my own ugliness in the students' careful notes.
This is my teaching, showing my anxiety and thinking. If you ask what is valuable about this reflection, I think "truth" lies in it. It is "truth" that makes this text shine:
Reflecting the true situation. "Read poems and understand lime", "Appreciate poems and understand righteousness", "Fill in the blanks and clarify the main purpose". The previous teaching was smooth and smooth, and the classroom presented a harmonious and moving picture. However, the later filling in the blanks caused embarrassment to both teachers and students. Written step by step in this way, there is no falsehood, and it is a real video, so that the history of teaching remains and the role of the mirror is revealed. On the contrary, avoiding problems will continue to be burdened by problems. That kind of processing and transformation is actually a "smearing" of the true content of education. The essence of the problem is difficult to find in the "smearing". The so-called reflection will be like a mirage, illusory and rootless. How to write a reflection on bamboo and stone teaching
I really want to infiltrate the classroom with wisdom
I have always believed that the main task of Chinese teaching is to awaken students’ wisdom and emotions. At the same time, we need to teach students to think, and pay attention to students’ present but also their future; so my classes include students’ poetic interpretations, unique insights, rich imaginations, and happy creations? Wisdom is whispered in the classroom. Sing. When I saw the poem "Bamboo and Stone", the first thing I thought of was how to complete this poem from shallow to deep? From respecting the text to "transcending the text", how to extend the text into the students' life world, and how to cultivate Students’ imagination and thinking ability. When teaching, I designed three steps: "Reading in the original state", "Reading in the artistic conception", and "Reading in the mood". I want the children to go from understanding the original meaning to reading the imaginary artistic conception, then relate it to their own lives and talk about the people around them who are like "bamboo", and finally learn the writing method of using objects to metaphor people.
During "Reading in the Original Situation", the children had a general understanding of the poems through different methods such as free reading, named reading, challenging reading, and reading together. One of the girls was commenting on a boy's reading and said: "His rhythm is not very accurate and his tone is not very good." I inspired him to challenge him, okay? As a result, the girl read with a mellow, sonorous and powerful tone.
I asked: "Why read it like this? Because the bamboo in this poem is strong and straight!" Hearing the student's answer, the classroom suddenly remembered a burst of applause. After that, I inspired the whole class to think about which words can be used to read its strength, uprightness and strength. The students discussed with each other on the basis of reading. By focusing on key words and other methods, they felt the poetry with their hearts and quickly realized the poetic meaning. In this way of teaching, teachers do not need to dissect the poetic meaning word for word. On the basis of an overall grasp, students can quickly realize the poetic meaning by asking them to read and discuss more.
What would you say to the green mountains or rocks? You are the bamboo in the cracks of the rocks. What would you say to the wind and rain? Are there people around us who are like bamboos? Can you tell me? These three questions. Maybe my questions were asked too suddenly; maybe the students didn’t understand the knowledge deeply and these questions were too difficult; maybe the students hadn’t relaxed yet and didn’t dare to say? Really? Falling flowers are intentional, flowing water is ruthless?, I adjusted my mentality , constant inspiration, constant encouragement, but the effect is still not very good. I know clearly: Poetry teaching must create a certain situation so that students can feel immersed in the situation, want to say, dare to say, and take the initiative; in this way, wisdom will flow freely in the classroom. I think: In fact, the effect of open classes, in addition to the design and level of the instructor, should come more from the students’ academic level, study habits, and learning foundation; the excitement of open classes should come from the students’ wonderful and daily training wonderful.
Fragile Classroom
If you think about it carefully, the effectiveness of the classroom is restricted by many factors. As Teacher Wang said, as an experienced teacher who has taken many open classes, he should be able to adjust his teaching according to his academic situation. In fact, I wanted to fully embody my educational thoughts in this class, but in the end I focused on one thing and lost the other. A class with a relatively wonderful design became a fragile class because I could not adapt to the students and because I was afraid that there would be no new ideas.
Chinese is language, and words have breathing, emotion, and body temperature. The words should be recited from the heart. When "Reading in the Original Realm", I asked students to read it, but they still read too little. Reciting is the foundation of Chinese language learning. Reciting to the extreme means speaking. After reciting and understanding, you will naturally have something to say. I lost my students and didn't give them the time to chant to their heart's content.
When teaching poetry, teachers should use teaching aids and create situations for students to feel with their hearts. During the "Reading of Artistic Conception", although I used pictures and verbally demonstrated the sounds of wind and rain myself, the students' thinking was still not mobilized, and their imagination was still not activated. In fact, at this time, I should actively and quickly adjust my thinking to adapt to the students. Let students read by themselves and draw pictures of "Bamboo and Stone" while imagining, and guide them to create. They can add stormy weather or even the language of strong bamboo to their paintings. Let students feel it themselves and then discover the problem. Let them go and let them do it themselves. Ask questions and resolve doubts during the inquiry. Students can be guided to evaluate each other's paintings, and students can be guided to ask questions based on the paintings. Only in this way can students learn to be open-minded and express their spirituality and creativity. I lost my students and did not give them time to question.
In fact, "the classroom belongs to the students". As teachers, we all know it, but as instructors of open classes, we should know better. Don't be happy with things, don't be sad with yourself. We don’t care about the success or failure of open classes, we care about students’ true learning and progress. Only in this way will we not lose students and adjust the teaching design according to academic conditions. This class will always be wonderful.
Reproduce the beautiful veil
A classroom full of wisdom must have a wise teacher. To present beauty in the classroom, we must pay attention to students' independent development, mobilize students' emotions, and seize the new generation in the classroom. After Teacher Wang's comments and my own reflection, I adjusted the "Bamboo and Stone" lesson plan:
The introduction part allows students to independently explore the title and source of the text; first read the poem, read it in different ways, and grasp the poem as a whole connotation. Design? What impression does bamboo and stone leave on you? From which sentence can you tell? During intensive reading, students are asked to look for words of interest, imagine the artistic conception depicted by the words, shorten the distance between students and the poet, and deepen students' understanding of the text. Then let the students use their own strokes to draw bamboo and stone according to their imagination, and understand the poet's purpose of writing "Bamboo and Stone". After students comment on each other's paintings of "Bamboo and Stone", they can question, grasp the key words and sentences in the poem to guide students to solve doubts, and let students understand and understand while reading. Speculate, imagine, think, dig, and absorb. Imagine the picture based on the words, enter the situation, and experience the strength and unyieldingness of bamboo. The camera guides students to think of "Green Pine", "Yong Mei", etc. By connecting related poems, the teaching space is broadened and students are given cultural influence.